Using badging to motivate and engage learners Mairead Fountain Emma Collins
•Download as PPTX, PDF•
1 like•51 views
"In 2018 students in the Bachelor of Nursing at Otago Polytechnic had the opportunity to earn an electronic ‘badge’ for a piece of work that was otherwise not assessed. This presentation discusses the survey results of that study. The intended purpose of the badge was to reward and motivate learners. The effectiveness of using an electronic ‘Skills badge’ to motivate students to complete a series of five peer-evaluated assessments in a laboratory environment, was evaluated. These assessments were not part of course assessment. The majority (88%) of students uploaded the assessment sheets and were awarded the badge. A benefit of this achievement was that the badge could be attached to their personal ePortfolio as a record of this learning achievement. Comments from students are favourable, however also indicate that more work needs to be done in regards to engaging students with badging. The future purpose and application in nursing education will be discussed. "
Recommended
More Related Content
Similar to Using badging to motivate and engage learners Mairead Fountain Emma Collins
Similar to Using badging to motivate and engage learners Mairead Fountain Emma Collins (20)
More from ePortfolios Australia
More from ePortfolios Australia (20)
Recently uploaded
Recently uploaded (20)
Using badging to motivate and engage learners Mairead Fountain Emma Collins
- 1. Using badging to motivate and engage learners Emma Collins, Principal Lecturer, School of Nursing Mairead Fountain, Learning & Teaching Specialist
- 2. Introduction 2017 Project commenced in 2017 in the School of Nursing 2018 In 2018 we attached a badge to a set of 5 peer assessed clinical skills 2019 This presentation will discuss definitions, history, literature and results from the 2018 study
- 3. Educational Purpose MOTIVATION STATUS RECOGNITION Gibson, D., Ostashewski, N., Flintoff, K., Grant, S., Knight, E. (2015). Digital Badges in Education. Education and Information Technologies, 2(2), 403-410.
- 4. Educational Purpose MOTIVATION STATUS RECOGNITION EVIDENCE OF ACHIEVEMENT RESEARCH IMPLICATIONS Gibson, D., Ostashewski, N., Flintoff, K., Grant, S., Knight, E. (2015). Digital Badges in Education. Education and Information Technologies, 2(2), 403-410.
- 5. Our Study • Year 2, Bachelor of Nursing, Theory for Practice paper • 5 Clinical Skills Labs Where • Peer Assessed – 1 Assessment Sheet per lab • Upload completed sheets to ePortfolio (PathBrite) How
- 6. Our Study •Year 2, Bachelor of Nursing, Theory for Practice paper •5 Clinical Skills Labs Where •Peer Assessed – 1 Assessment Sheet per lab •Upload completed sheets to ePortfolio (PathBrite) How •Complete all 5 sheets > badge in Moodle (LMS)What •Over 5 weeks No deadline •Skills sheets optional (labs compulsory) When
- 7. Research Aim To evaluate: The introduction of badging into the ePortfolio and, Whether or not this motivated students to complete the tasks
- 8. Results - ePortfolio 113 107 99 6 8 0 20 40 60 80 100 Students Submissions Badged
- 9. Results – Surveyn = 45 (40% response rate) Having an electronic badge attached to the BN605 clinical skills lab sheets greatly encouraged me to complete this learning I would like the opportunity to get more badges for other course work
- 10. What is the best thing about having an electronic badge? “It looks cool” “Looks important and reminds me of what I have achieved” “It’s a nice visual addition to a portfolio” “It shows achievement” “Great to add to a portfolio” “It makes my profile look nice” “Sense of achievement” “Simple, visual”
- 11. Results – Surveyn = 45 (40% response rate) 0 23.26 51.18 16.28 0 10 20 30 40 50 60 My CV I did not upload the badge I did not realise that the badge could be uploaded into another place I have not done this yet, but intend to upload it into a personal online space Percentage of respondents When you were awarded the badge, where did you upload it to?
- 12. What is the worst thing about having an electronic badge? “It doesn’t mean a lot to me as it is not a recognised standard” "I don’t know what to do with it” “Looks like a sticker” “I don’t know if it will be recognised in the future”
- 13. Discussion Learner Support Students need instruction on badge use Can’t assume digital learners value digital badging
- 14. Discussion Meaningful Badges More metadata behind the badge for students and potential employers Higher profile of badging within programme required Learner Support Students need instruction on badge use Can’t assume digital learners value digital badging
- 15. Remaining Question Was the value of completing the task related to it being peer assessed?
- 16. Limitations We didn’t know what we needed to know! Limitations include a small sample size, timing of the survey and lack of empirical research.
- 17. CONCLUSION Badges are useful in motivating students to engage with learning activities. Badges must be meaningful. Badges can be a visual and informative part of an ePortfolio or CV.
- 18. References • Gibson, D., Ostashewski, N., Flintoff, K., Grant, S., Knight, E. (2015). Digital Badges in Education. Education and Information Technologies, 2(2), 403-410. • Hickey, D.T., Coleman, K.S., & Chen, H.L (2017). New ways to demonstrate achievements: warranting ePortfolio evidence, in the Association for Authentic, Experiential, and Evidence-Based Learning (2017). Field Guide to ePortfolios, 51-59. • West-Puckett, S. (2016). Making classroom writing assessment more visible, equitable and portable through digital badging. College English, 79(2), 127-135.
Editor's Notes
- We wanted students to be able to have something visual in their ePortfolios and CVs that showed an achievement and had some meaning attributed to it. So, in 2017 we explored the use of using badges in the School of Nursing. In 2018 we actually attached a badge to a set of clinical skills and today, this presentation will discuss the findings from doing just that.
- There are 4 key areas for badges in Education. Motivation – Acquiring badges itself can drive the acquisition of knowledge and skills and motivate some learners to continually engage with learning. Status Recognition – Digital badges can provide recognition of status, which is naturally and closely connected with validation and accreditation.
- Evidence of achievement – digital badges provide ways for learners to capture and display their learning pathway and allow for granular representations of skills and achievements. Research implications – lots of possibilities here. For example how do badges impact intrinsic motivation via gamification of educational activities and experiences?
- We identified the Year 2 BN Theory for Practice paper and the 5 clinical skills labs we run there. Students were required to complete 5 clinical skills lab assessment sheets, which were peer assessed. The students were then required to upload these skills sheets to their ePortfolio. (In case they are curious.....the skills that were assessed were IV therapy, IDC insertion (Indwelling cathether), Nasogastric tube insertion, well child assessment and deteriorating patient)
- The lecturer would then be able to see the completed skills assessment sheets and sign off as completed. Unfortunately even though both Moodle and Pathbrite do support badges, there is no link between them. So we used Moodle to award the badges and students could manually add them into Pathbrite with links to Credly and Khan academy. Also, the lab itself is compulsory but the skills sheets were not. This is important to know.
- There were two data collection points – one collecting data directly from the eportfolio platform Data was collected directly from the ePortfolio platform, as well as from a survey that was sent to students. Ethical approval was obtained from the Otago Polytechnic Ethics Committee
- This data was collated directly from the ePortfolio platform. There were 113 students in this year 2 Bachelor of Nursing cohort. 107 or 95% of them submitted skills sheets for the badge. 8 of these submissions were incomplete (generally they submitted less than the required 5 skills sheets), but 99 students or 88% of the class achieved the badge. This is quite remarkable considering it is not a compulsory activity.
- About 40% of the class completed the follow up survey and you can see here that, on a scale of 1-5, students felt generally positive about electronic badges, but not overwhelmingly so. Most did want the opportunity to earn more badges and we now do have badges across all three years. For example, in Paediatrics and Pregnancy and Childbirth.
- Students found that the best thing about having an electronic badge fitted with Gibson’s 4 key areas. We can see evidence of evidence of achievement and status recognition in particular.
- When we asked what students would do with the badge, only 4 out of 43 indicated they had actually uploaded into their ePortfolio. Most students didn’t realise they could do these things. Follow up questions indicated that the students didn’t really understand the whole personal portfolio thing, either how it is meaningful to them now, or how they will likely use a professional portfolio like this in the future. They thought this was just for Moodle.
- So related to this, when we probed a bit deeper about the worst thing of having as digital badge. We see this confusion reflected in the comments. And we also see concern over Status Recognition and meaningfulness of the badge.
- Students need instruction on their use – we had assumed to a certain extent that students would know what to do with them and the value of them – but it turns out many of them didn’t. We should not assume that digital learners will value electronic badging.
- So we found it super important for metadata to be linked into a badge as this helps to validate their worth. Students need more instruction on the use of badges and how they can enhance a personal ePortfolio or CV
- We had a lot of remaining questions, but the largest remaining questions was this one: how did the fact this was peer assessed impact on the motivation of the students? Was it lower stakes, was it low effort, was it related to positive peer pressure?
- Limitations were that we didn’t really know what we needed to know about badges and perhaps how to form more targeted research questions around this topic to help us uncover motivations in the students.
- Overall…….. Badges are useful and are helpful to motivate students to engage with learning activities. I am assuming that the students completed this non-compulsory activity because they were going to be awarded a badge on completion. Qualitative statements support this. Badges must be meaningful however, and are more likely to be used in the future by students if there is some sort of value and recognition attributed to it.
- Please see here the primary references for this presentation. Thank you very much.