ride 2016 badges

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  • O P E N B A D G E S T O S U P P O R T P E E R F O R M AT I V E A S S E S S M E N T

    I N O N L I N E L E A R N I N G E N V I R O N M E N T S

    S T Y L I A N O S H A T Z I PA N A G O S , K I N G S C O L L E G E L O N D O N & S T E V E N W A R B U RT O N , U N I V E R S I T Y O F S U R R E Y

  • CONTEXTA project that explored the effectiveness of peer feedback and assessment:

    Investigated whether open badges can support learning in online environments through enhanced engagement; Revisited and evaluated badge typologies with the aim of identifying the most appropriate typology that supports peer feedback and assessment; And created a clear correspondence between the typology of badges and peer feedback and assessment practice in online classrooms.

  • RATIONALEUse of digital badges to support peer feedback and assessment in higher education.

    By the use of open badges in encouraging and rewarding competences, knowledge and skills acquired in digital learning spaces, we aimed to reinforce the value of peer assessment and by extension peer feedback and review activities in supporting student learning.


    Peer assessment is to be understood as an educational arrangement in which students assess the quality of their fellow students work and provide one another with feedback.

    Dochy et al., 1999


    engage learners with tasks that enhance learning outcomes and test the development of higher order capabilities;

    enrich learning approaches by making feedback central to all assessment activities;

    promote a dialogue in relation to feedback, peer and self assessment activities.

    Hatzipanagos & Warburton 2009


    Peer assessment is frequently underused in online learning environments.

    Its informal learning value is not exploited by peers as it is not explicitly linked to summative assessment activities.

    There is a reluctance to participate in such peer review activities and an ambivalence of tutors in relation to their value.

    Informal aspect is not clearly or meaningful embedded in the learning process.

  • Peerassessmentattributes(Dochyetal)

    Whattheresearchsays Badges

    Validity Peersarepronetoproduceratingsbasedonuniformity,raceandfriendship ifthereisnoextensivetraininginpeerrating.Majorityofstudiesshowedanacceptablyhighvalidityandreliabilityinavarietyoffields.


    Fairness. StudentperceptionsoffairnessofpeerassessmentStudentswereverypositiveabouttheeffectsofalternativeassessmentontheirlearning.


    Accuracy. Agreementbetweenstudentandtutors.Noconsistentresults.


    Effects. Peerassessmentfosteredanappreciationfortheindividuals' performancewithinthegroupandinterpersonalrelationshipsintheclassroom





    AppropriatenessofemergenttechnologiessuchasbadgesforformativeassessmentAssessingmishaps canbepreventedbylearninganalyticsanddigitaltrailinnewenvironments


    The Open Badges used in Kings College London and the University of Surrey.

    Kings programme (Postgraduate Certificate in Academic Practice) targets novice lecturers, PhD students with a teaching role, librarians and information specialists who have chosen to study a Supporting technology enhanced learning module.

    Peer Assessment is an integral part of these modules and learners are strongly encouraged to participate in formative assessment activities. There was an opportunity to link performance and peer review in these activities with open badges.

  • METRICSAssigning badges was a semi-automated process. 1. Use of the learning environment triggered automated assignment of

    badges for metrics associated with use of the learning environment e.g. when students used discussion fora and the social media communication. Metrics such as number of posts to a discussion forum, number of log-ins, response to other posts, sharing content and reflections were used.

    2. Other badges were deployed by application and evidence of achievement, moderated by the project team or by peers on the course. A protocol for awarding a badge was developed by the project team in collaboration with the module tutors and learners.

    Evaluation of the project activities was carried out by collecting data from the online learning environment, using focus group interviews and by end of module and programme evaluation questionnaires.

  • PROJECTIONS By rewarding positive behaviours the participants would feel more motivated

    to complete learning activities. The aim of this approach was to manage any motivational drops that can commonly be experienced in online/blended courses.

    Participants were encouraged to push their practice beyond the central learning design journey and give opportunities for digital professional identity development.

    The project would provide a mechanism for self-reflection by the academics engaged in the study. They would be able to evaluate the benefit of using a badging system within their own learning designs.


    For example, the ability to award a badge to your peer evaluator if they provide good constructive advice on your work.

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    Digital Badges evaluation




  • PERCEPTIONS OF VALUE Random orchestrations between learners that are not part of the same


    Due to the limited time I spent with my fellow students I didn't get to know them well. Therefore I felt that the use of badges was not particularly useful

    Soft indicator of achievement, used for formative rather than summative purposes. in lieu of marking or registers they could be used as a 'soft' indicator of achievement (e.g. a record of optional on-line courses taken)

    Overall caution against the use of badges don't think the possibility of winning a digital badge really changes adult behaviour

    unless digital badges are established to international- or the very least national standards as a well recognized metric of achievement I wouldn't think they will affect online learning.

    Student centred approach should worksomething that the students themselves defined and awarded, rather than it coming from me (also a good way to gauge what they think of the whole thing!)

  • WHAT DO YOU THINK WOULD HELP THE ADOPTION OF BADGES? I think a clear rationale for the benefits to both the student and staff Defining their purpose more clearly, and applying them consistently to something that is meaningful to students' learning and

    achievements. Instinctively, it's quite hard to take them seriously. Is it the name? or the varied application? Not sure.

    If someone badges feed into the assessment process -i.e. maybe 5 extra marks could be added to the summative assessment to recognize participation and contribution.

    If they were linked to module credit As the criteria for digital badges are still very loose I don't think it is likely that they are used in evaluating academic contribution.

    Stricter and well defined metrics are in place for academic professional development (at least in Life Sciences).

    I might be wrong about this - and it's a bit of a chicken and egg situation - but I dont see them as an important part of a professional identity, and I gather from friend on corporate e industry (e.g. cloud computing) that they are not taken seriously there either. If I felt that they were something that employment panels cared about and that validated my use of e-learning tools, then I'd swallow my scepticism, adopt them enthusiastically and show off about the ones I have earned. Of course, if none of us decide to adopt thatapproach then the panels won't care, and so on around the circle... it's just really difficult for me not to see them as something rather childish and believe that my students would feel the same.

    I think there's potential use for badges as part of the summative assessment (which would then require further guidelines and transparency).

    Academia is already a game measured by the 'badges' of qualifications, publications, citations and research grants -- further gamification seems unnecessary


    Badges as a Trojan horse for recognizing and embedding transversal skills in university curricula;

    Perception of value of badges for summative assessment; promotion; recruitment and employability;

    Establishing professional identity linked to generational attitudes; (and digital literacies?), good for our students but not good for us;

    Motivation is not a key driver in using badges, at least for teaching practitioners.


    Integration of badges (and ePortfolios) with university systems (e.g. VLE) is necessary for uptake;

    Consider value of badges for summative assessment; promotion; recruitment;

    Integration of badges with external certification systems (Mozilla open badges, Open Badge Factory) and these with social