Implementing Open Badges in Three Preservice Teacher Education Programs 2015

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  1. 1. Boise State Timothy Newby Purdue University Daniel L. Randall Richard E. West Brigham Young University BYU Purdue Implementing Open Badges in Three Preservice Teacher Education Programs: Challenges, Lessons, and Opportunities Chris Haskell Boise State University AECT 2015
  2. 2. Merit Badges and Digital Badges Merit (Physical) Badges Digital Badges - Acknowledge accomplishment - Display skills gained - Motivation Same Benefits as physical badges - Typically not sharable - Gamification -
  3. 3. Khan Academy Badges (not Open!) Retrieved from https://www.khanacademy.org/badgeson 11/30/13.
  4. 4. Open Badges Open Badges Same Affordances as Digital Badges, Plus: - Uses Open Badge Infrastructure (OBI) - Display badges via web - Metadata (Criteria and Evidence links)
  5. 5. Open Badge Metadata
  6. 6. Mozilla Backpack
  7. 7. Backpack Collection Multiple collections can be created. Collections can remain private or can be made public and shared.
  8. 8. Mozillas Vision of Credentialing Learn and gain skills in formal and informal settings Collect and Display Badges New Opportunities & Lifelong Learning
  9. 9. Value of Badges in Credentialing CC BY-SA Class Hack http://classhack.com/post/39932478440/indianajones A badge is only as good as: The criteria (rigor/weight) attached to it. The process used to evaluate the learners work. Its value to students and/or stakeholders.
  10. 10. Badge Inflation CC BY-SA Class Hack http://classhack.com/post/50915858999/carpetbadging Mass awarding of badges with little or no assessment of work. Or criteria is so easy and short everyone earns the badge. Often happens as a part of gamification. Carpet Badging
  11. 11. Purdue: Tim Newby
  12. 12. Evolving with badges Background from Fall 2014 EDCI 270 (Intro to Ed Tech) Passport
  13. 13. EDCI 270 Badges
  14. 14. Fall 2014 Lessons Learned Designers viewpoint Passport Ease of design and integration Instructional (scenario-based) badges Timely feedback challenges Students viewpoint Overwhelmed New badges constantly introduced Poor skills with scheduling their time on badges Difficulty with concept of mastery
  15. 15. Spring 2015 1st Evolution 2014 Lessons learned Overwhelmed New badges constantly introduced Poor skills with scheduling their time on badges Difficulty with concept of mastery 2015 updates Badges set and scheduled Feedback deadlines Bulk due dates Discussions about benefits of feedback and mastery learning
  16. 16. Spring 2015 Research Research study Traditional vs. Badge sections Pre-post course survey on perceived effectiveness Comparison of project grades Focus group analysis Research questions 1. Are the badges perceived to be as effective as the traditional projects for learning the key course concepts and skills? 2. Is the overall quality of the course projects similar for both the traditional and the badge sections?
  17. 17. Pre-Post Course Participant Survey Pre-post course ratings of perceived abilities to: Describe digital literacy and explain how it impacts 21st Century skills. Access, retrieve, annotate, and properly cite research articles. Plan and develop an individualized learning module that effectively integrates technology. Select and integrate appropriate technology tools to create an effective learning experience. Identify and describe key issues (e.g., privacy, security, equity) that have been impacted by the expanding integration of technology. Results: Both traditional and badge section participants showed significant increases in their perceived abilities.
  18. 18. Post Course Participant Survey Between group/section post course ratings of perceived abilities to: Describe digital literacy and explain how it impacts 21st Century skills. Access, retrieve, annotate, and properly cite research articles. Plan and develop an individualized learning module that effectively integrates technology. Select and integrate appropriate technology tools to create an effective learning experience. Identify and describe key issues (e.g., privacy, security, equity) that have been impacted by the expanding integration of technology. Results: Cross section comparison on the post survey reported significantly higher perception scores for those in the badge section.
  19. 19. Project Grades Digital Literacy Information Literacy Web 2.0 Video Production Individualized Instruction Web Portfolio Results: Cross group comparison, no significant differences in grades for all projects except Video Production. Traditional section participants scored significantly higher for the Video Production Project.
  20. 20. Focus groups Bunched due dates procrastination and then panic Badge point values not consistent with demands of the badge Difficult to offer correct amount of needed support within badges Feedback needs to be timely and directly relevant to content
  21. 21. Spring 2015 Lessons Learned Overwhelming feelings better, but not gone Desire for due dates conflict with mastery learning Timely, content related feedback essential Number of badge challenges is overwhelming just too many
  22. 22. Fall 2015 2nd Evolution Badge reconfiguration More comprehensive, less basic badges
  23. 23. EDCI 270 Badges
  24. 24. Fall 2015 2nd Evolution Badge reconfiguration More comprehensive, less basic badges Mastery learning vs. due dates Set final feedback due date, then one final revision prior to specific date Feedback rubrics
  25. 25. Boise State: Chris Haskell
  26. 26. Follow the link below to watch Chris describe what hes done at Boise State. http://youtu.be/1bCZkhdrn0k
  27. 27. Chris Haskell & Lisa Dawley designed 3DGamelab
  28. 28. 3DGLFully GAME-BASED LMS QUESTS Experience Points Badges, Achievements, and Awards Student choice/paced Mastery Approach
  29. 29. BRANCHING Curriculum | EDTECH202
  30. 30. HIERARCHY Reward Structures BADGES represent collections of quests which describe learner experience. ACHIEVEMENTS describe system behaviors AWARDS show/reward additional learning, and serve to create BRANCHED structures in the path.
  31. 31. SPECIALIZED CURRICULUM
  32. 32. Mastermind 43% Achiever 23% Conqueror 20% Socializer 10% Seeker 3% Survivor 0% Daredevil 0%
  33. 33. MASTERY QUEST submission details are the same for each student. EVIDENCE is given through the system. APPROVALof quests happens when ALL conditions are met. AWARDS can be given to recognize additional value.
  34. 34. Haskell, C. & Krebs, W. (2014) Patterns and journeys in quest-based learning. Virtual World Best Practices in Education.
  35. 35. RATE of Progress 3 patterns ROCKETS do everything as soon as possible. They are consumers of curriculum. STEADIESprogress in a linear fashion, working on a few things at a time. JUST IN TIMERS JITers do ,most things at the last minute. Winning condition
  36. 36. JUST ENOUGH Some were satisfied with a lower grade than an A, and stopped. MOVED ON Some decided the course was not for them, and left early. OVERACHIEVER But most people earned an A;, and some were over achievers and kept questing even after they had the A locked down. To get an A we needed 2,000 points. Some made it to 3,000! I had to change the scale of the graph Winning condition COMPLETION 3 patterns
  37. 37. QBL/Badges Whitepaper Attractive Quest/Badge Design Links to Badge Research
  38. 38. BYU: Dan Randall & Rick West
  39. 39. Marrying Formal and Informal Learning Through Open Badges Grateful acknowledgement of the team!
  40. 40. Google Sites Personal Tech Choice 1 Choice 2 Choice 3 Student selected Internet Communication Technology Student selected Multimedia Technology Student selected Personal Technologies Additional Concepts Mobile Learn Internet Safety Copy right iMovie Lower level badges are not issued for these projects Project level badge not issued for these additional concepts Educational Technology Course Level Badge Project Level Badge Lower Level Badges
  41. 41. Badge Creating Team Nicole Westenskow, English teaching iBooks Author, Storybird IPT grad student, B.S. in Psychology Ubersense IPT grad student Initial IPTEdTec website Danielle Martin Health Education Fitness Tracking, Virtual Chemlab Janelle Frossard, English teaching Social networking/bookmarking, Google Earth, iMovie, Moviemaking, Blogger, Google Sites Jerika Newitt Physics Teaching 5 Logger Pro badges, Physion Emily Goates Science Teaching Botany Research Assistant Plant Diversity TA Biodigital Human Ben Mitchell Social Science teaching Computer lab assistant, History TA EdPuzzle, Classcraft Chauncey Rogers History teaching Interactive Timelines
  42. 42. Student Perception of Badges: An Evaluation Selected four former preservice teachers Used extreme (or deviant) case sampling (Patton, 1990) to capture full spectrum of student perceptions. Selection was based on post-course survey data (2013- 15). Asked students Are badges working? What future potential do they have for you?
  43. 43. Whats Working Learner self-confidence increased (having earned a badge). Natural inclination to earn higher-level badges. Students appreciated having more than a report card to prove proficiency. Badges stand out on a resum. Badges serve as unique talking points for school interviews.
  44. 44. Self Confidence People who earned badges were masters of technology. Jessica
  45. 45. Higher Achievement Ive even thought about going back to Dr. West [now that the class is over] and seeing if I can upgrade my badges to the next level. J.
  46. 46. Physical Proof of Competency So rather than me saying I'm good at Prezi or I can do a poll! Someone else can