Mozilla Open Badges for Assessment

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Mozilla Open Badges for Assessment Hans Põldoja, Tallinn University

description

Presentation at the Boldic project meeting, 13 October 2014, Riga, Latvia.

Transcript of Mozilla Open Badges for Assessment

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Mozilla Open Badges for Assessment

Hans Põldoja, Tallinn University

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Hans Põldoja!!Lecturer of educational technology Tallinn University, Institute of Informatics !Doctoral student Aalto University, School of Arts, Design and Architecture [email protected] http://www.hanspoldoja.net

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What are Open Badges?

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Mozilla Open Badges

http://openbadges.org

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(Class Hack, n.d.)

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(Open Badges, 2013)

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(Open Badges, 2013)

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(Open Badges, 2013)

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(Open Badges, 2013)

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Using Open Badges in Formal Higher Education

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adfa, p. 1, 2011. © Springer-Verlag Berlin Heidelberg 2011

Exploring the Potential of Open Badges in Blog-Based University Courses

Hans Põldoja and Mart Laanpere

Tallinn University, Institute of Informatics, Tallinn, Estonia {hans.poldoja, mart.laanpere}@gmail.com

Abstract. Recent developments with personal learning environments and open online courses have led educators to experiment with opening up their formal higher education courses. In these courses, the online learning activities take place in open learning environments based on various Web 2.0 tools such as blogs. Although this type of courses have a number of pedagogical benefits, they also raise issues related to private grading of students’ works and recogniz-ing the learning of informal participants. This paper presents our exploratory study on addressing these issues by introducing open badges to master’s level course that takes place in a blog-based learning environment. Students’ perspec-tives on using open badges were evaluated through focus group interviews. The results of the study indicate, that badges could have a potential in formal higher education, if they are used more widely and provide an explicit choice of per-sonal learning paths for learners.

Keywords: open badges, assessment, blog-based courses.

1 Introduction

One of the recent trends in education is the blending of formal and informal learning. This is supported by introducing social media, personal learning environments and various open educational practices to formal higher education [1, 2]. Students can enrich their learning experience by using open educational resources from other uni-versities and taking part in Massive Open Online Courses.

In many cases, such developments have led university lecturers and professors to increase the degree of openness in their courses. One approach is to move online learning activities to open learning environments that are based on social media and Web 2.0 tools such as blogs. The use of blogs in online courses provides a number of pedagogical benefits such as motivating learners, enhancing the development and expression of ideas, fostering interaction, collaboration and group work, inviting feedback from other learners, and enriching the learning environment [3]. The use of blog-based learning environments also allows educators to open up their course for informal participants or members of professional communities who are not officially enrolled to the course.

Põldoja, H., & Laanpere, M. (in press). Exploring the Potential of Open Badges in Blog-Based University Courses. In Y. Cao, T. Väljataga, & J. K. T. Tang (Eds.), New Horizons in Web-Based Learning - ICWL 2014 Workshops. Berlin / Heidelberg: Springer.

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Blog-based courses

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Assessment issues in blog-based courses

• Private grading in open learning environment

• Recognizing the learning outcomes of informal participants

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Badge design patterns?

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Composite badges

Blog posts on each of the 13 course topics

OpenEd Overview

Badge

In-depth blog posts on 3 selected course topics

OpenEd Researcher

Badge

(Wiley, 2013)

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Activity-based badges

N blog posts or tweetsActivity Badge

N received comments or retweets

Quality Badge

Completed milestone or assignment

Result Badge

(Santos, Charleer, Parra, Klerkx, Duval, & Verbert, 2013)

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Grade-based badges

95% of points or more Gold Badge

85% of points or moreSilver Badge

75% of points or moreBronze Badge

(Rughiniș & Matei, 2013)

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Hierarchical badges

Course Level Badge

Project Level Badge

Lower Level Badge

Lower Level Badge

Lower Level Badge

Project Level Badge

Lower Level Badge

Lower Level Badge

Lower Level Badge

(Randall, Harrison, & West, 2013)

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Our proposal: outcome-based badges

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Basic knowledge badges

Basic knowledge on

learning objects and repositories

Basic knowledge on authoring tools

Basic knowledge on

computer-based

assessment

Basic knowledge on

new technologies

Basic knowledge on copyright of

digital learning

resources

Basic knowledge on

quality of digital

learning resources

Content package author

Assessment test author

e-Textbook author

Advanced knowledge on

learning objects and repositories

Advanced knowledge on authoring tools

Advanced knowledge on

computer-based assessment

Advanced knowledge on

new technologies

Advanced knowledge on copyright of

digital learning resources

Advanced knowledge on

quality of digital learning

resources

Blogging assignment 1 Blogging assignment 2 Blogging assignment 3 Blogging assignment 4 Blogging assignment 5Group assignment on developing a digital learning resource

Blogging assignment 6 Literature review

Describing the advantages and

disadvantages of learning objects approach

Searching for learning objects from learning object repositories by metadata and licenses

Creating simple content packages, tests and e-

textbooks, and describing these with metadata

Following copyright principles for digital learning resources

Evaluating the quality of a learning resources using an evaluation framework

Using one authoring tool to create a more

comprehensive digital learning resource

Analyzing the current issues, research studies and trends in one sub-topic related to digital

learning resources

Learning outcomes

Assignments

Advanced knowledge badges

Skills badges

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Students' perspectives on Open Badges

• Main benefits: feeling of recognition and confirmation about accepted assignments

• Badges would become more valuable, if they are used in several courses, not as a one time experiment

• Students are interested in recognizing prior learning with badges

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Recommendations for future courses

• Offer at least two levels of badges for each assignment

• Provide more choice of different badges / learning paths

• Visual aesthetics of badges is also important for learners

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Food for thought

• Extending the badge metadata (“weight”, etc)

• Combining outcome-based badges with other types of badges

• Student-designed and student-awarded badges for peer-assessment

• Combing personal learning contracts and badges

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References• Wiley, D.: Assignments: Introduction to Openness in Education, https://

learn.canvas.net/courses/4/assignments

• Santos, J.L., Charleer, S., Parra, G., Klerkx, J., Duval, E., Verbert, K.: Evaluating the Use of Open Badges in an Open Learning Environment. In: Hernández-Leo, D., Ley, T., Klamma, R., Harrer, A. (eds) EC-TEL 2013. LNCS, vol. 8095, pp. 314–327. Springer, Berlin Heidelberg (2013)

• Rughiniș, R., Matei, S.: Digital Badges: Signposts and Claims of Achievement. In: Stephanidis, S. (ed) HCI International 2013 - Posters’ Extended Abstracts, pp. 84–88. Springer, Berlin Heidelberg (2013)

• Randall, D.L., Harrison, J.B., West, R.E.: Giving Credit Where Credit Is Due: Designing Open Badges for a Technology Integration Course. TechTrends. 57, 88–95 (2013)

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Used Images• Ellen Munro: Badges, https://www.flickr.com/photos/ellenmunro/5140522031/

• Class Hack: Open Badges Anatomy, http://classhack.com/post/45364649211/open-badge-anatomy-updated

• Open Badges, http://openbadges.org/about/

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Thank You!

[email protected]

• http://www.slideshare.net/hanspoldoja