Archive for category Badges
A copy of our post about open badges and the learning arc is now archived on ORO. This briefly outlines some of our initial thinking about how and where to position our badges
In a recent paper published in the International Journal of e-Assessment and co-written by Denise Whitelock and Rebecca Galley, I explore the potential uses and roles for open badges including as ‘formative badges’ This paper is now available for free download on ResearchGate and the Open Research Online website.
The paper surveys the range of uses that digital badges can serve and presents evidence of the reception and use of badges in two MOOCs. It draws on data from end of course surveys which specifically asked about badges, pre-course surveys, uptake data and user comments made during the course on platforms such as Twitter to examine what value participants ascribed to the open badges.
Here’s a copy of the abstract: Open online learning courses such as cMOOCs and xMOOCs differ from conventional courses yet it remains uncertain how, and if, existing common yet costly practices associated with teacher-driven formative and summative assessment strategies can be made to work in this new context. For courses that carry no charge for registration or participation, authors of open online courses have to consider alternative approaches to engaging, motivating and sustaining study and for helping participants manage, plan and demonstrate their own learning. One such approach is that of open badges or similar such visual public symbols that communicate to others a particular quality, achievement or affiliation possessed by the owner. This paper reports the role, reception and use of open badges in two ‘massive’ open online courses delivered in 2013 with attention to varied functions of badges and the a distinction between formative and summative applications. The paper will then draw upon data from end of course surveys, which specifically asked about badges, pre-course surveys, and user comments made during the course on platforms such as Twitter to examine what value participants ascribed to the open badges. Although there was found to be a broadly positive response to badges in both MOOCs, the reasons for this were often very different, and approximately a quarter of respondents remained sceptical or concerned about their role. The paper concludes by reflecting on the open badge as a formative instrument for providing the learner with an indication of progress and achievement.
Cross, Simon; Whitelock, Denise and Galley, Rebecca (2014). The use, role and reception of open badges as a method for formative and summative reward in two Massive Open Online Courses. International Journal of e-Assessment, 4(1)
In response to several requests for the link, my presentation to the Transforming Assessment online Seminar series as invited speaker is available from the Teaching and Educational Development Institute, University of Queensland website. A copy the slides is also available from this site.
In the presentation I discuss how the emergence of open online learning courses brings in to sharp relief the viability of existing forms of teacher provided formative and summative assessment. For such courses that carry no charge for participation alternative structures for engaging, motivating and sustaining study need to be sought. Badges or similar such visual public symbols that communicate to others a particular quality, achievement or affiliation possessed by the owner may have a role to play. This session will cover some potential social and psychological roles for badges and then report on the reception and use of badges in two ‘massive’ open online courses delivered in 2013. This will highlight the varied functions badges performed with particular attention to how they may support and guide learning in a ‘formative’ capacity during a course and the need for effective pedagogic design and alignment of the course badging strategy. This discussion will draw upon data from end of courses surveys that specifically asked about badges, pre-course surveys, and user comments made during the course such as on Twitter.