Exploring the potential of badging: Badges = engagement + data
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Badges = Engagement + Data Exploring the Potential of Badging Kelvin Thompson, Ed.D University of Central Florida This work is licensed under a Creative Commons Attribution- NonCommercial - ShareAlike 3.0 Unported License #FDLAconf13 #badgify @kthompso
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Listen to session audio: http://bit.ly/audio_fdla2013 Slidecast of invited spotlight session at Florida Distance Learning Association 2013 Annual Conference
Transcript of Exploring the potential of badging: Badges = engagement + data
Badges = Engagement + DataExploring the Potential of Badging
Kelvin Thompson, Ed.DUniversity of Central Florida
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License
#FDLAconf13 #badgify@kthompso
A BADGING STORY IN 8 TWEETS
WHAT ARE BADGES?
Badges Are…
“visual representations of 21st century skills and achievements”- Open Badges Initiative of the Mozilla Foundationhttps://wiki.mozilla.org/Badges/About
Badges Are…
“a validated indicator of accomplishment, skill, quality or interest that can be earned in [diverse] learning environments”- Macarthur Foundation on behalf of Digital Media + Learning Digital Badges for Life Competitionhttp://www.macfound.org/media/files/BadgesforLifelongLearning_Info.pdf
WHAT CAN I READ?
WHO IS BADGING?
HOW CAN I BADGE?Badging Platforms
http://bit.ly/purdue_badges
STUDENT ENGAGEMENTBadging = Engagement + Data
Student Engagement
…two critical features…
The first is the amount of time and effort students put into their studies and other educationally purposeful activities. The second is how the institution deploys its resources and organizes the curriculum and other learning opportunities to get students to participate in activities that decades of research studies show are linked to student learning.
National Survey of Student
Engagement web site
http://nsse.iub.edu
http://bit.ly/QrbLuF
Student Engagement
… such activities as student-faculty interaction, peer-to-peer collaboration, and active learning…
Chen, Gonyea, and Kuh (2008)
http://bit.ly/MyZZv1
DATABadging = Engagement + Data
BADGING = ENGAGEMENT + DATA
CASE STUDY: UCF’S INFO LIT MODSAn Institution-Scale Pilot
UCF’s InfoLitMods
Subject Information Literacy
Type Academic-supporting
Level Undergrad & grad
Size Institutional scale
Badge Source Graphic designer
Badge Platform UCF Middleware + Credly
Focus Competencies
Grades/Badges Badges… (but)
List/Easter Eggs Badge list
Viewable By Self or Public
Status Underway
• 13,840 assessment completions by
• 4,433 students in
• 422 course sections taught or led by
• 94 faculty members who created
• 430 instances of
• 4 information literacy modules with an average score of
• 85.30% across all modules' summative assessments.
InfoLitMods Year One (2008-2009)
• 38,423 assessment completions by
• 8,082 students in
• 159 unique courses taught or led by
• 160 faculty members who created
• 1275 instances of
• 13 information literacy modules with an average score of
• 85.19% across all modules' summative assessments.
InfoLitMods Year Four (2011-2012)
How Does It Work?Structure of Pilot Project
CDL Developers
Support
So How’s It Going?Initial Findings (as of 9/3/2013)
Initial Data
4082 - assessments that should have delivered a badge
4062 - badges sent via institutional email addresses
2154 - individual students who’ve earned badges
14 - students earning badges from non-assigned mods
4 (1 student) - Number of badges claimed via Credly
Badging @ UCF Next Steps
• InfoLitMods
– Earners driven by assignment (currently)
– Watching for student-driven uptick later
– Troubleshoot module-to-middleware process
• Phase II: “Gold Seal” Badges for FacDev
• Beyond: Multiple conversations re: badging
BADGING = ENGAGEMENT + DATA
CASE STUDY: BLENDKIT2012
BlendKit2012
Subject Blended learning
Type Professional Development
Level
Size 1230 enrolled
Badge Source Graphic designer
Badge Platform Developer + Mozilla Framework
Focus Competencies
Grades/Badges Badges only
List/Easter Eggs Badge list
Viewable By Self
Status Complete
BlendKit2011
• Open readings, document templates, how-tos
+• Five weeks of facilitation:
– Weekly encouraging messages
– Weekly 30 min. webinars featuring guest blended learning instructors & discussion with others
– Weekly reading/activity reflection prompts for blogging (more interaction with others).
– Social networking opportunities for more interaction
• Participants choose with which of these to engage!
BlendKit2012 Modifications
• an LMS-based communications hub for registered participants
• three participant roles for registrants:
1) completer, 2) participant, and 3) auditor
• online badges for completion of course activities
• certificates for successful completers of BlendKit2012
• new guest faculty for weekly webinars
• additional faculty case study audio interviews
BlendKit2012 Badges Data
• Participants may be engaging with materials in isolation
• Badges based upon evidence• Individual engagement more evident• Example
Reading Reaction on public blog (fewer) v. entry on Reading Reaction Form (more)Paragraphs of personal reflection made evident!
BlendKit Next Steps
• Build upon successes (yes, we had some!)
• Use UCF middleware + Credly• Consider streamlining/automating without
sacrificing rich qualitative data• Integrate with LMS (Instructure Canvas)
grade book
BADGING = ENGAGEMENT + DATA
CASE STUDY: EME5050
EME5050
Subject Ed Tech
Type Academic
Level Grad
Size 25
Badge Source Purdue Passport
Badge Platform Credly
Focus 2nd level Competencies
Grades/Badges Grades + Badges
List/Easter Eggs Easter Eggs
Viewable By Class
Status 2nd Iteration Underway
EME5050 Next Steps
• Evaluate current design/modify• Maintain student notifications• Maintain badge leaderboard• Consider re-making more attractive
badges• Study perceived value-add for students
BADGING = ENGAGEMENT + DATA
Badging Lessons Learned
Clear criteria (announced or not)
Visible evidence
Verification
Badge
Badging Observations
• Each stakeholder determines value
o Issuer, Earner, “Observer,” (Displayer)
• Potential value in each phase of badging:
o Underlying data/record
o Notification email
o Claiming (“Save and Share”)
o Making public
o Linking to specific badges
Unanswered Questions to Ponder
• Why do badges appeal to some but not others?• Does badging really engage the unengaged?• What is the right balance of automation and
personal attention for course badging?• What is the relationship between badges and
formal credentials?• What is the right balance of curricular and co-
curricular badging at an institution?
Questions/Comments
Contact
Dr. Kelvin Thompson
@kthompsohttp://bit.ly/kelvin_info
http://bit.ly/fdla13slides_thompson
