Open Badges for Higher Education - KPU Version

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<p>Slide 1</p> <p>Open BadgesMaking Learning VisibleKPU VersionMarch 5, 2015</p> <p>Don Presant</p> <p>Presentation support page:http://bit.ly/openbadges4he About Learning AgentsAbout Don Presant1Education la carteShes come undone...</p> <p>www.udacity.com/nanodegree The Ones That Got AwayStudy: Tracking completion misses the point!WestEd Slideshare Key Findings about non-completion of programs:</p> <p>Many non-completers had significant earnings gainsEconomic value: content vs. credentialNon-completers are non-traditional studentsUnknown factor: value of 3rd party credentials</p> <p>Average age 37-38; often with BA or better</p> <p>3Gaps in preparation, perception Lack of applied learning &amp; soft skillsHart Research Associates for the Association of American Colleges &amp; Universities (AAC&amp;U) January 2015</p> <p>Applied Learning</p> <p>Soft SkillsSoft skills and workforce trainingCanadian employer data via CERIC</p> <p>Which soft skills are important?Training - for technical skills or soft skills?contactpoint.ca Environics data 2014 (n=500)Small business: less soft skills trainingSoft skillsHighly needed, little recognized</p> <p>Workopolis-Mind-The-GapAnd is soft skills training effective?Maybe not (and how will you know?)</p> <p>elearningindustry</p> <p>jtemanagement.com70:20:10 RuleNot all learning takes place in the classroom</p> <p>deakinprime.comwikipedia.orgCo-Curricular Records</p> <p>What Problem are We Solving?Student Engagement Student SuccessValue learning outside the classroom</p> <p>Track, measure &amp; authenticate</p> <p>LeadershipCommunity serviceAthletics Special interestsSpecialized skills and knowledge</p> <p>Evidence-based support for further goals:</p> <p>Academicscholarships, awards, bursariestransfer to senior college community college to universitygraduate school</p> <p>EmploymentWBL/WIL, internships placements, permanent jobs</p> <p>ExampleA transcript for graduate employabilityEmployers dont want another piece of paper!ccr.utoronto.caEmployability (Trent University, 2013)Employer Responses to the Co-Curricular RecordProblem solving abilities, adaptability/flexibility, enthusiasm/dedication, communication (written &amp; verbal), personable nature, ability to learn, reliabilitybit.ly/TrentU_CCR Top Skills or QualitiesTypes of activitiesInterest in CCR as a document:Students should use the document as a tool for reviewing their co-curricular experiences and reflecting on what skills/learning achievements were gained from each.</p> <p>Any relevant co-curricular experiences should be incorporated into the resume, and potentially referenced in the cover letter.Longer-term commitments demonstrate a greater level of student investment; leadership roles are valued.minimal12Why not the whole story... online?AcademicTranscriptCo-CurricularRecordExperiencedLearningFormalLearningePortfolioAccreditedExperiential LearningDegreeCoursesThesis / Capstone ProjectUnapprovedCo-CurricularActivitiesWorkExperience-past-currentOpenCourses,PDApprovedCo-Curricular. ActivitiesPersonal Life Experience-past-currentPLAR/RPLPaper SilosIssues with certification today</p> <p>freedesignfile.com/92259 Transparency issuesDumb paper often needs other documents, e.g. syllabusProxy only not the whole storyEasy to forgePhysical issuesDifficult to share, easy to loseRecognition issuesLack of granularityLack of contextno links to supporting evidenceExperiential learning not valuedLack of alignment, transfer, articulation (stackability)ePortfolios&gt;75% 5 key learning outcomes: critical thinking, complex problem-solving, written and oral communication and applied knowledge in real-world settingsIt Takes More than a Major2013 survey of 318 employersbit.ly/AAEEBL13_AACUAssociation of American Colleges &amp; Universities (AAC&amp;U)93% Candidates demonstrated capacity to think critically, communicate clearly, and solve complex problems is more important than their undergraduate major&gt;80%An electronic portfolio would be useful to them in ensuring that job applicants have the knowledge and skills they need to succeed in their company or organization16Your Accidental ePortfolioTracking your digital footprints study</p> <p>n = 2,775 US/Canada July 2013 cb.com/18xbgez Some of the search activity happens before candidates are even called for a job interview.eSourcing is SocialEmployers want to find you</p> <p>techvibes.com</p> <p>Oct 2014</p> <p>18Employer managed Human Capital tool like ePortfolio, but without learner ownership</p> <p>Bell, AlcanIs LinkedIn enough?</p> <p>With ideas from: Does LinkedIn work as an ePortfolio?PRO</p> <p>Awareness workplace focus (esp. North America)</p> <p>EvidenceSlideshareInfographicsVideos, Recommendations (?)</p> <p>Social networkFriend of a Friend</p> <p>Personal Learning NetworkLinkedIn GroupsTimelinesCON</p> <p>Flexibilitycustomization, segmentation alignment to requirements/outcomeinteroperability - feeding to/from other sites</p> <p>Archivingfile storage</p> <p>Private modesreflection, formative assessment, mentoring</p> <p>Learning frameworksself-assessment, plans, rubrics, etc.</p> <p>Audiencebeyond white collar older worker? (79% are 35+)</p> <p>OwnershipTerms of Use, business model19Benefits of Learner Owned ePortfoliosPersonal control and privacy</p> <p>Not at the mercy of social media business modelseduc6040fall10.wikispaces.com/ePortfolio Public and private use</p> <p>ArchiveReflective chamberShowcaseRecognition tool</p> <p>all in one packageSupports Recognition of Prior LearningMore flexible, shareable version of paper portfoliosReduces wasteful repetition of training and education </p> <p>Benefits of ePortfolios</p> <p>Employer acceptance</p> <p>2015AACU surveyaacu.org 2015EVIDENCE OF SOFT SKILLS IS KEY</p> <p>e.g. effective communication, applied skills, evidence-based reasoning, and ethical decision-makingDesigned for learning and developmentMore supportive, flexible than Web 2.0 tools; good for RPLPersonal control and privacyNot at the mercy of social media business modelsIntegrated public/private useArchive, reflective chamber, showcase, recognition toolePortfolio as PLEAlan Davis Kwantlen Polytechnic University</p> <p>BC RPL Summit presentation March 2013Open Badgesmicro-portfoliosWhat are Open Badges?Brief introductionbit.ly/openbadges4tpd </p> <p>24</p> <p>www.britishbadgeforum.com/forums/showthread.php?t=7253 </p> <p>metronews.ca/Origins of Badges</p> <p>Authority</p> <p>Badge Tracking Android App Since pre-Roman timesBlue LightAchievementAffiliationSkillsMilitaryScoutingHeraldryDigital BadgesGamification, engagement, recidivismearnyourwings.aircanada.com</p> <p>www.redcritterconnecter.com </p> <p>A digital representation of an accomplishment, interest or affiliation that is visual, available online and contains metadata including trusted links that help explain the context, meaning, process and result of an activity. As an open artefact, the earner can present the badge in different contexts from which it was earned.</p> <p>What is an Open Badge?Micro-credential - modular record of learningClear progress markersmotivating learners, supporting advisorsFlexible learning pathwaysgranular, incremental, multi-source, laddered, remixableVisual brandingissuers and earnersOnline trust systemdemonstrate skills &amp; capabilitiesproof of performancebacked by issuer</p> <p>www.badgealliance.org/why-badges/ A skills ecosystemOpen Badges, micro-portfolios in social networksGoing digital helpsseparatingcombiningassessingaligningvalorisingvalidatingsharingsearchingOpen Badges &amp; Social Media</p> <p>Curated in ePortfolio</p> <p>Interactive criteria</p> <p>Pulled from BackpackLinkedIn Profile</p> <p>Facebook timelineWhat is an Open Badge?Different perspectivesa simple digital standard for recognizing and sharing achievements, skills and performance.SUMMATIVE ASSESSMENT</p> <p>A micro-credential</p> <p>A discrete recordin a modular transcriptTECHNICAL DESCRIPTION</p> <p>A portable graphic with an embedded description and links to supporting informationFORMATIVE ASSESSMENT</p> <p>A reward forpositive (prescribed) behaviour</p> <p>A marker on a development pathHow do Open Badges support learning?Some uses of badgescan be combined...Recognize Status </p> <p>Reputation </p> <p>Group affiliationtransformingassessment.com/TA_webinar_5_mar_2014_Simon_Cross.pdf Keep artefacts Souvenirs of experienceMotivate learning</p> <p>Game mechanics</p> <p>Set goals (missions)</p> <p>Track progressSet goals</p> <p>Learning pathwaysAssess &amp;Recognize Learning</p> <p>Formal, non-formal, informal</p> <p>Fill recognition gaps not currently well-servedSimple, versatile, agnostic...Small pieces can build powerful systems</p> <p>Julian RiddenOpen Badges and GamificationSome similarities, some differencesGame mechanicsOpen BadgesPoints(xAPI), sub-badgesLevelsMilestone badgesQuestsBadge pathwaysMasteryCompetencyBonuses, easter eggsStealth badgesLeader boardsSocial networksFormativeFormative &amp; summativeInternal recognitionExternal recognitionADULTYOUTHOpen Badges: Lifelong, Lifewide LearningLOWSTAKESHIGHSTAKESVolunteerExperienceWorkPlacementsAfterSchoolProgramsClassroomEngagementWorkplaceEngagementPersonalLearningMOOCsCo-CurricularRecordWorkshopsP/T &amp; SummerJobsAdmission toHigher EdAdmission toPost GradSchoolsJob HireConferencesRecognitionof PriorLearningEmployabilityPortfolioCareerTransitionCommunitiesofPracticeMemberships,AffiliationsAwards,AchievementsTeamBuildingProfessionalCredentialsSoftCredentialsRed Cross, Cadets, Scouts,etc.E-learningCoursesFormativeFeedbackAwards,AchievementsContinuingEducationEmployee DevelopmentOUs OpenLearnBadged Open Courses pipeline tool</p> <p>Starting with 5 open courses</p> <p> Badges:</p> <p>Statements of Participation</p> <p>does not carry any formal credit towards a qualification as it is not subject to the same rigour as formal assessment.1. Taking the first steps into higher education 2. Succeed with learning3. Succeed with maths Part 1 4. Succeed with maths Part 25. English: skills for learning Not MOOCs perpetually openopen.edu/openlearn/ </p> <p>Purdue UniversityBalancing Badges with Grades</p> <p>Digital Badges add value to GradesPurdue UniversityOpen BadgesGradesLearner control over presentation and ownershipA-F grading system focuses on sorting-based assessment and can be opaque.Transparency of learner attainments and masteryGrades are not always indicators of actual skills/knowledge(Often) provide specific evidence for learner attainments from life-wide contextsDo not explicitly address informal learningAdapted from Bill Watson, PurduePoly 2014 (YouTube )Leveraging learners badge-earning pathways to:assist issuers in improving their instructional designscaffold learners reflection over the learning process</p> <p>https://sites.google.com/site/obie2015ws/ From Learning Evidence to Learning Analytics</p> <p>Some suggested topics:Impact of different badges on learner engagement e.g. participatory badges vs. assessment-based badgesCombining OBs with other recent initiativese.g. xAPI, LRMIExamining learning pathways that emerge in large scale OB initiativesUsing semantic technologies on badge metadataHow do Open Badges support recognition?</p> <p>Lipscomb University/PolarisFortune 500 Competency Performance Modelwww.lipscomb.edu/professionalstudies/core-for-employers </p> <p>CORE measures 15 competencies on a badge system, which is based on a nationally respected and Fortune 500-proven competency performance modelthe PolarisAssessment System. Companies already utilizing this system include Nike, PetSmart, Disney, Mars, Wendys among many others.Deakin UniversityBadges for Employability Soft Skills</p> <p>t.co/ior8y5pbqe Recognizing Co-Curricular LearningUniversity of Michigan</p> <p>If you add up all the time undergraduate students spend in their four years at college, only about 8 percent of their time is on the curricular, and 92 percent is on everything else.</p> <p>....the light really went on when we saw how well the service learning students picked up on this opportunity to earn badges and showcase them in their eportfolios, at the same time truly highlighting, as never before, their co-curricular experiences.</p> <p>G. Alex AmbroseProfessor of Practice, Associate Ass. Director of ePortfolio AssessmentKaneb Center for Teaching and LearningUniversity of Notre DameShowcasing the Co-CurricularePortfolios &amp; Open Badges at Notre Dame</p> <p>campustechnology.comCommunity Learning for Educatorseducause</p> <p>Community Service</p> <p>Communications</p> <p>Leadership Development Awards</p> <p>Subject Matter Development</p> <p>Badging Health Professionals Continuing Professional Development </p> <p>http://www.paincommunitycentre.org/cpd/badges </p> <p>46Madison CollegeBadging non-credited Continuing Education</p> <p>madisoncollege.edu/badges Strategic Objective:Creation and promotion of innovative, market-based credentials in credit, non-credit and customized programming (i.e. Badges)</p> <p>There are 120 badges to be rolled out this summer (2014).</p> <p>430,000 employees worldwideMake it cool Make certification more engagingHelp business lines &amp; regions develop &amp; share expertiseThe challenge for this leading technology multinationalTalent pipeline </p> <p>(identifying candidates with challenges)</p> <p>Pre-onboarding </p> <p>(signing bonus if they earn the badges)</p> <p>Early PD and achievements </p> <p>(e.g. 1st client engagement)</p> <p>Two badging streams,one holistic picture: Formal certification (with hard endorsements)Informal, agile, emergent badges that build credibility over timeThe developing solution: Badging the career lifecycleDeveloping a Global WorkforceBadging the Career LifecycleCross-fertilization with other systems</p> <p>Universities, learning providers, business partners, clients, competitorsDiscoverability</p> <p>Learning opportunitiesExpertise within IBMThe vision: a new talent ecosystemBadging CTE: City and GuildsTechBac: Open Badges, online CVs</p> <p>bit.ly/1uBCju4 Whats happening in Canada?</p> <p>Emerging in CanadaEarly Adopters (#badgeCAN)</p> <p>George Brown College Research and Innovation (in progress)</p> <p>Typesof Applied ResearchComponents of Applied ResearchAppliedResearch MethodologiesIntegrity&amp; ConductLiteratureSearch StrategiesAccountability in CollaborationNetworking &amp; Knowledge TransferR&amp;D Policy and ProcedureEntrepreneurshipAPPLIED RESEARCH COMPETENCIESFIELD EXPERIENCEOpen Badges at UBCLow stakes exploration, experimentationDigital TattooBy students for students Internet identity</p> <p>Video Game LawStealth badges for online engagement</p> <p>Master of Ed TechStudents as course content authorsEntrepreneurial role play</p> <p>badges.open.ubc.ca</p> <p>How do Open Badges support workplace development?Demand-Driven Talent PipelinesNew employer-centred pull-based approach</p> <p>Employer = End CustomerManaging the Talent Pipeline: U.S. Chamber of Commerce Foundation, 2014 t.co/ZGuZu4nWTq What manufacturers wantThe Manufacturing Instituteyoutu.be/VEgwJwrK3qQ </p> <p>Project-based STEM learningLearning programsand competitionsBreaking the log-jamUS Manufacturers Now Credentialing EducatorsThe M list for educatorsIndustry standards defined by manufacturers, certified by 3rd party bodiesAcademic institutions apply to be recognizedCertifies students, instructors, programsCertified by both institution and industryyoutu.be/VEgwJwrK3qQ </p> <p>NAM Endorsed CertificationsHigh school structured programsSkills USA Project Lead...</p>