Youth co-design of responsive digital badge systems: disrupting hierarchy and empowering youth

Tierney, Gavin; Horstman, Theresa; Tzou, Carrie

doi:10.1080/15710882.2019.1654522

Cited by 9 publications

(3 citation statements)

References 18 publications

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“…On the other side of the debate, however, Morris et al (2019) surprisingly, found no significant improvement in learning when they conducted an experiment on students to determine if badges support self-regulated learning. One way to mitigate the lack of perceived value in digital badges is for there to be a co-design process with learners on responsive badge systems (Tierney, Horstman, & Tzou, 2019). Despite the challenges, the debate continues and clearly more research is needed particularly in diverse contexts (Roy & Clark, 2019), digital badges remain significant (DiSalvio, 2016;Farmer & West, 2016).…”

Section: Approach Takenmentioning

confidence: 99%

An integrative literature review of the implementation of micro-credentials in higher education: Implications for practice in Australasia

Selvaratnam

Sankey

2021

JTLGE

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Micro-credentials research, which includes digital badges, is a relatively new field of study that seeks to inform the implementation, portability and sustainability of the ecology of meaningful delivery. This paper reviews literature relevant to understanding connections between universities’ intent to offer micro-credentials and the environment that is needed to do so. From this integrated study, the paper distils a number of core concerns and identifies some gaps in the literature. One of its primary goals is to clear the ground for the construction of a technical model of micro-credentialing implementation that can be used by the various stakeholders involved in the design and evaluation of new micro-awards. A closely related goal is to help those participating in micro-credentialing research to locate and understand each other’s contributions, as fragmentation in research related to micro-credentials makes progress in the field slow. Hence, this review draws together research in the field to identify research foci and gaps, and then also capture some work by micro-credentialing researchers that directly attempts to model the main relationships in the field. The paper ends with a summary of implications for practice, especially for the Australasian higher education context

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Section: Approach Takenmentioning

confidence: 99%

An integrative literature review of the implementation of micro-credentials in higher education: Implications for practice in Australasia

Selvaratnam

Sankey

2021

JTLGE

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“…Irwin et al (2022) similarly draw attention to co-design practices as being critical for problem-solving, particularly when working with complex adaptive systems in the field of Sustainability Transitions, while Lee & Park (2021) emphasise the role of paper-based prototyping in building empathy. There is also a recognition of the flattening of power hierarchies through abstraction and turn-taking practices associated with many co-design methods (Ferne 2020;Tierney et al 2021).…”

Section: Introductionmentioning

confidence: 99%

“…There is also a recognition of the flattening of power hierarchies through abstraction and turn‐taking practices associated with many co‐design methods (Ferne 2020; Tierney et al . 2021).…”

Section: Introductionmentioning

confidence: 99%

Understanding Co‐Design Practice as a Process of “Welldoing”

Davis¹,

Tuckey²,

Gwilt³

et al. 2023

Int J Art Design Ed

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Co-design and other associated design approaches often deploy creative and making approaches in facilitating collaborative practices. In a therapeutic setting, engagement in creative and making activities have been associated with improvements in people's wellbeing, yet when deploying these as part of co-design practices, these outcomes are often overlooked. This paper presents the results from a series of workshops that focused on the well-being benefits of participating in co-design practices. The research uses Max-Neef's (1991). Theory of Needs to explore how innate human needs might be satisfied through participation in co-design practices, and demonstrates how this framework might be used for planning and evaluating co-design practices through a wellbeing lens. Finally, it suggests that future generations of design practitioners would benefit from exposure to the consideration of co-design as a process of "welldoing. "

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Socio-cultural Identity of the Digital Generation in the 21st Century: Cultural and Philosophical Analysis

Zubareva

2020

Integrating Engineering Education and Humanities for Global Intercultural Perspectives

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Youth co-design of responsive digital badge systems: disrupting hierarchy and empowering youth

Cited by 9 publications

References 18 publications

An integrative literature review of the implementation of micro-credentials in higher education: Implications for practice in Australasia

An integrative literature review of the implementation of micro-credentials in higher education: Implications for practice in Australasia

Understanding Co‐Design Practice as a Process of “Welldoing”

Socio-cultural Identity of the Digital Generation in the 21st Century: Cultural and Philosophical Analysis

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