Badges = Engagement + Data: Exploring Potential of Badging
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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
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Badges = Engagement + Data: Exploring Potential of Badging
- 1. Badges = Engagement + Data Exploring the Potential of Badging Kelvin Thompson, Ed.D University of Central Florida #FDLAconf13 @kthompso #badgify This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License
- 2. A BADGING STORY IN 8 TWEETS
- 12. WHAT ARE BADGES?
- 13. Badges Are… “visual representations of 21st century skills and achievements” - Open Badges Initiative of the Mozilla Foundation https://wiki.mozilla.org/Badges/About
- 14. 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 Competition http://www.macfound.org/media/files/BadgesforLifelongLearning_Info.pdf
- 15. WHAT CAN I READ?
- 18. WHO IS BADGING?
- 22. Badging Platforms HOW CAN I BADGE?
- 26. Badging = Engagement + Data STUDENT ENGAGEMENT
- 27. 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
- 28. Student Engagement … such activities as student-faculty interaction, peer-to-peer collaboration, and active learning… Chen, Gonyea, and Kuh (2008) http://bit.ly/MyZZv1
- 29. Badging = Engagement + Data DATA
- 30. BADGING = ENGAGEMENT + DATA
- 31. An Institution-Scale Pilot CASE STUDY: UCF’S INFO LIT MODS
- 32. 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 Status Self or Public Underway
- 35. InfoLitMods Year One (2008-2009) • 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.
- 36. InfoLitMods Year Four (2011-2012) • 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.
- 37. How Does It Work? Structure of Pilot Project
- 46. So How’s It Going? Initial Findings (as of 9/3/2013)
- 47. 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
- 48. 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
- 49. BADGING = ENGAGEMENT + DATA
- 51. BlendKit2012 Subject Type Blended learning Professional Development Level Size Badge Source Badge Platform Focus 1230 enrolled Graphic designer Developer + Mozilla Framework Competencies Grades/Badges Badges only List/Easter Eggs Badge list Viewable By Status Self Complete
- 53. 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!
- 54. 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
- 61. 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!
- 62. 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
- 63. BADGING = ENGAGEMENT + DATA
- 65. EME5050 Subject Ed Tech Type Academic Level Grad Size 25 Badge Source Badge Platform Focus Purdue Passport Credly 2nd level Competencies Grades/Badges Grades + Badges List/Easter Eggs Easter Eggs Viewable By Status Class 2nd Iteration Underway
- 67. Full Text at: http://bit.ly/badge_intro
- 72. 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
- 73. BADGING = ENGAGEMENT + DATA
- 74. Badging Lessons Learned Clear criteria (announced or not) Visible evidence Verification Badge
- 75. 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
- 76. 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 cocurricular badging at an institution?