Supporting Self-regulated Learning Through Digital Badges: A Case Study

Cucchiara, Stefania; Giglio, Alessandra; Persico, Donatella; Raffaghelli, Juliana Elisa

doi:10.1007/978-3-319-13296-9_15

Cited by 31 publications

(26 citation statements)

References 18 publications

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“…Often compared to a visual narrative of achievements, micro-credentialing through the use of digital badges allows individuals to document their professional learning development attained through stand-alone workshops and seminars. People select and sequence the informal (non-credit) learning opportunities they want in order to create their own personal learning pathway (Cucchiarra et al 2014;Gamrat et al 2014). …”

Section: Literature Reviewmentioning

confidence: 99%

“…A barrier associated with digital badge usage is determining how to make them more authentic since they may not appear as credible to potential employers as a paper credential from a recognized post-secondary institute (Glover 2013). Moreover, digital badges may have an effect on learner motivation for some (Abramovich et al 2013;Ahn et al 2014;Cucchiarra et al 2014;Finkelstein et al 2013;Gibson et al 2013). Finkelstein, Knight and Manning (2013) claim that digital badging optimizes the reward pathways of the brain; however, they warn that Bthere is a very real risk of alienating otherwise well-intentioned, self-motivated learners by holding a badge in front of them as the reason to pursue a learning opportunity^(p. 19).…”

Section: Advantages and Disadvantage Of Using Badges In Highermentioning

confidence: 99%

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Perceptions and Uses of Digital Badges for Professional Learning Development in Higher Education

Dyjur

Lindstrom

2017

TechTrends

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Few instructors in higher education have completed a formal teaching program and, therefore, rely on informal professional development opportunities to enhance their teaching practice. Micro-credentialing in the form of digital badges is one way in which instructors can document their non-credit learning and accomplishments. This mixed methods research study was conducted to gauge participants' perceptions and anticipated uses of digital badges. Results of the study indicated that many participants had positive perceptions of the badges, finding them authentic and innovative. Some participants had negative or mediocre perceptions of digital badges, finding them less prestigious than a certificate of completion. Badge appearance may have had an impact on perceived credibility. Participants intended on using their digital badges in a variety of ways, such as sharing on social media and job searches. Many found the badges motivating and persevered to complete a program; however, they did not do this solely to earn a badge.Keywords Digital badges . Higher education . Micro-credentialing . Motivation . Professional learning development . Teaching development The use of digital badges is relatively innovative in higher education, and made possible by recent technological advances, particularly in the area of professional learning development. As such, there is scant literature on the topic. This study will help to illuminate the perceptions and uses of digital badges by instructors and graduate students who have completed professional development activities to advance their knowledge of teaching in higher education. We begin with a review of the literature, and outline our mixed methods design-based research study. After reporting our findings, we discuss them in relation to current literature. We close the paper with recommendations for others to consider if implementing a similar platform in their institution.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Advantages and Disadvantage Of Using Badges In Highermentioning

confidence: 99%

Perceptions and Uses of Digital Badges for Professional Learning Development in Higher Education

Dyjur

Lindstrom

2017

TechTrends

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“…This is primarily due to the differing approaches taken in measuring the feedback of the participants and relevant stakeholders. In many cases [58], [49], [50], [57], [29], [53], [26], [9], [56], figures regarding the amount of participants were not released. A systematic analysis of the cases also highlighted that a wide range of participants were involved, from teachers and researchers to students.…”

Section: Methodsmentioning

confidence: 99%

“…E1, for example, refers to [55] exploratory study. Similarly, D4 refers to [49] descriptive study. While there have been numerous attempts at developing a framework [59], [62], [5], [61], this framework is more comprehensive, due to the inclusion of pilot projects, case studies and previous frameworks.…”

Section: Frameworkmentioning

confidence: 99%

“…This is especially important and may differ on a case-to-case basis due to the rapidly developing options and technical specifications [6]. Popular solutions include the Mozilla Badgekit and BadgeOS for design, issuing and displaying badges [58], [49]. Mozilla Backpack [42], [1], [2], for example, is the "most widely used OBI-compliant backpack" [5] for storage.…”

Section: Identify and Implement The Required Technologymentioning

confidence: 99%

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Open badges: A best-practice framework

Voogt

Dow

Dobson

2016

2016 SAI Computing Conference (SAI)

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Abstract-The widespread adoption of online education is severely challenged by issues of verifiability, reliability, security and credibility. Open Badges exist to address these challenges, but there is no consensus as to what constitutes best practices regarding the implementation of an Open Badge system within an educational context. In this paper we survey the current landscape of Open Badges from educational and technological perspectives. We analyze a broad set of openly-reported pilot projects and case studies, and derive a comprehensive best practice framework that tries to capture the requirements for successful implementation within educational institutions. We conclude by identifying some significant gaps in the technology and identify some possible future research directions.

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