Transcript
Page 1: Nate Otto DPD Project Methods Presentation - Open Badges in Education Workshop

Design Principles for Badge Systems

Design Principles Documentation Project

Open Badges in Education Workshop 17 August 2014

Nate Otto Indiana University

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Thanks to:

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A METHOD FOR STUDYING DIGITAL BADGE SYSTEMS

Design Principles

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h"p://bit.ly/dpd-­‐methods    

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Design Principles Documentation

Project http://dpdproject.info

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Design Principles Documentation Project

Rebecca Itow

Cindy Ahonen

Katerina Schenke

CathyTran

NateOtto

Christine Chow

Daniel T. Hickey

Principal Investigator

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Design Principles Documentation Project

Goal: To find out how organizations are using digital badges in learning programs.

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Design Principles Documentation Project Four functions of digital badge systems

• Recognizing Learning • Assessing Learning • Motivating Learning • Studying Learning

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Pulling  apart  different    func1ons  of  badge  systems.  

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Badge systems are collections of practices that serve a variety of functions.

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Intended Practice

Enacted Practice

Formal Practice

Evolution of a Practice

Original design

As first implemented

Continuing practice

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BUILDING BADGE SYSTEMS

We studied programs that were

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DESIGNING, ENACTING, AND FORMALIZING PRACTICES TO BUILD BADGE SYSTEMS

We studied programs that were

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Design Principles Documentation Project Four functions of digital badge systems

• Recognizing Learning • Assessing Learning • Motivating Learning • Studying Learning

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For each of these categories, we identified general design principles.

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Sort Identified Practices Draft Initial Principles Formalize General Principles Bookmark Research

Emergence of Badge Design Principles

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Level badges

Provide routes or pathways

1 General Principle 2 Specific Principles 18 practices across 30 projects

(As implemented in project contexts)

“Levels of

Participation and Achievement”

-Intel

“Hierarchical Quest Paths” –NOAA

Planet Stewards

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General  and  Specific  Principles:  Recognizing  Learning  • Align  badges  to  standards  (23)  

– Use standards internal to community (3) – Use national or international standards (12) – Use community and national/international standards (8)

• Use  badges  to  map  learning  trajectory  (18)  

– Level badges (11) – Provide routes or pathways (7)

• Have  experts  issue  badges  (15)  – Credentialed via external accredited entity (8) – Credentialed via community (2) – Credentialed via accredited entity and community (5)

•  Seek  external  backing  (15)  –  Externally  endorsed  (8)  –  Externally  valued  (7)    

•  Recognize  diverse  learning  (10)  •  Use  badges  as  a  means  of  external  

communica1on  of  learning  (11)  •  Determine  lifespan  of  badges  (7)  

–  Never  expires  (7)  –  Requires  renewal  or  upgrading  (0)  

•  Recognize  educator  learning  (7)  •  Award  formal  academic  credit  for  

badges  (3)  •  Promote  discovery  (7)  

–  Discover  learning  opportuniHes  (5*)  

–  Discover  learners  (2*)  

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Tracking principles across 3 phases

Intended – Enacted – Formal

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WHAT CAN WE LEARN? By identifying design principles

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What projects have similar practices, even across different contexts?

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What projects have similar practices, even across different contexts?

Which principles were easy to enact? Which were hard? (Identify common challenges)

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What projects have similar practices, even across different contexts?

Which principles were easy to enact? Which were hard? (Identify common challenges)

What contextual factors affected which principles were enacted?

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Thank you for listening! Questions?

http://dpdproject.info

(for more info)

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Nate  O"o  Project  Coordinator  

Design  Principles  DocumentaHon  Project  Indiana  University  

@o"onomy  


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