How Open Badges scaffold a better learning design and improve ePortfolio management

How
Open
Badges
scaffold
a

better
learning
design
and

improve
ePortfolio
practices
Mahara
Hui
2015
-‐
Auckland
Dominique-‐Alain
JAN

@dajan
|
djan@mac.com

Leader
of
the
French
Mahara
community

TEL
Lecturer
at
Lausanne
University
for
Teacher
Training

Plan
1. About
badges

1. (Open)Badges
–
an
old
story

2. Anatomy
of
a
Badge

3. Badges
vs
ePortfolios

2. Managing
Badges

1. Creating
/
Issuing
/
Managing
badges

2. And
beyond
–
the
Open
Badge
Passport

3. How
can
Open
badges
improve
the
learning
experience
of
ePs?

About
Badges
How
can
Open
Badges
scaffold
a
better
learning
design
and
improve
eP
practices?

(Open)Badges
–
an
old
story
• Claims:

• We
have
been
using
badges
for
a
long
time
already

• Medieval
blazon

• Army
flags

• Tartan

• Badges
are
polymorphic

• Badges
can
be
serious

«
The
aim
of
Open
Badges
is
to
allow
anyone
to
build
and

manage
a
portfolio
of
assessments
and
certifications
of

what
has
been
acquired
through
lifelong
learning,
as
well
as

formally
and
informally
during
leisure
activities,
self

learning,
or
through
charitable
activities
»
Denis
Lamontagne
(2011) 
«
Open
Badges
:
une
initiative 
pour
la
reconnaissance
des
compétences
tout
au
long
de
la
vie
»,
20/09/11

accédé
le
30/05/14
[http://cursus.edu/article/17545/ 
open-‐badges-‐une-‐initiative-‐pour-‐reconnaissance/]

Anatomy
of
a
Badge
How
can
Open
Badges
scaffold
a
better
learning
design
and
improve
eP
practices?

• Learning
pathway

• Skills
assessment

• Badge
issuer

• Trust
• Artefacts
/

Reflection
for

higher-‐stake

evaluation
of

learning
outcomes

• Badge
displayer

• Learning
pathway

• Skills
assessment

• Badge
issuer

• Trust
• Badge
storage

• Badge
management
• Artefacts
/

Reflection
for

higher-‐stake

evaluation
of

learning
outcomes

• Badge
displayer

Badge
Name
Description
Issuing
criteria
Issuer
Evidences
Validity
Issuing
date
Image.png

Nom
du
badge
Description
Critères
d’obtention
Emetteur
Preuves
Date
de
validité
Date
émission
Image.png
Image
+
metadata
=
badge.png

{
"recipient": "djan@mac.com",
"evidence": "/badges/economics/macro",
"expires": "",
"issued_on": "2015-04-08",
"badge": {
"version": "0.5.0"
"name": "Keynesian multiplicator",
"image": "/images/macro-keynMultiBase.png",
"description": "Explain the effects of public…
"criteria": "/badges/economics/keynes/multi/",
"issuer": {
"origin": "http://gymnyon.vd.ch",
"name": "gymnyon",
"org": "Gymnase de Nyon",
"contact": "webmaster@gymnyon.educanet2.ch"
}
}
}
+

Image
Criteria
OwnerIssuer
Evidences
Validation
relationship

Image
Criteria
OwnerIssuer
Evidences
Validation
relationship
I
am
validating
your
skill…

Image
Criteria
OwnerIssuer
Evidences
Validation
relationship
…
of
knowing
how
to
do
this…

Image
Criteria
OwnerIssuer
Evidences
Validation
relationship
…on
the
basis
of
these
!

Image
Criteria
OwnerIssuer
Evidences
Validation
relationship
My
validation
is
also 
represented
by
this
!

Image
Criteria
OwnerIssuer
Evidences
The
Badges
are
a
HUB

Image
Criteria
People
sharing
the
same

Badge
/
Pathway
/
Location
Issuer
Evidences
The
Badges
are
a
HUB

Image
Criteria
Social
NetworkIssuer
Evidences
The
Badges
are
a
HUB

Image
Criteria
Social
NetworkIssuer
Evidences
The
Badges
are
a
HUB
Skills

Values

Attitudes

Knowledge

Image
Criteria
Social
Network
Evidences
The
Badges
are
a
HUB
Semantic
Network
Issuer

Image
Criteria
Social
Network
Evidences
The
Badges
are
a
HUB
Semantic
Network
Formal
/
Informal

ePortfolios
vs
Open
Badges?
How
can
Open
Badges
scaffold
a
better
learning
design
and
improve
eP
practices?

ePortfolio
adoption
The
NES
(NHS
Education
for
Scotland)
ePortfolio
has
grown
rapidly
since

its
inception
in
August
2005
and
now
comprises
over
20
versions
for
over

35,000
healthcare
trainees
within
Scotland
(Nursing,
Midwifery,
Dentistry

and
Pharmacy),
across
the
United
Kingdom
(Medicine),
and
the
Republic

of
Ireland
(Medicine)
Source
:
http://guide.nhseportfolios.org/walkthrough/Home.aspx

Not
everyone
supports
ePortfolio
I
started
this
petition
because
I
believe
the
ePortfolio
is
a
complete
waste
of
time
and

effort
for
all
Clemson
students.

I…].
Like
most
all
of
my
classmates,
I
put
work
into
my

classes
and
receive
grades,
as
I
should.
It
is
as
simple
as
that.
Why
should
we
be
required

to
create
a
portfolio
that
just
reiterates
the
fact
that
we
have
completed
a
course?
Why

should
we
be
submitting
work
to
an
online
portfolio
that
does
not
give
us
any
credit?
We

have
to
complete
this
to
graduate?
If
I
have
achieved
good
grades
and
completed
the

courses
necessary,
I
should
be
well
on
my
way
to
graduating.
The
ePortfolio
only
creates

another
task
for
students
to
worry
about,
a
task
that
accomplishes
nothing.
I
wrote
an

essay
for
my
English
class,
I
got
an
A
on
it,
that
led
to
me
receive
an
A
in
the
course,
and
I

successfully
earned
those
credits.
Nowhere
in
there
do
I
see
a
gap
that
must
be
filled
in

with
an
ePortfolio.
Many
of
us
have
friends
at
other
prestigious
universities.
Not
once
have

I
heard
of
an
ePortfolio
assignment
from
any
of
them.
I
firmly
believe
that
eliminating
the

ePortfolio
at
Clemson
University
will
truly
enable
students
to
be
more
focused
on
their

actual
coursework
and
have
a
more
positive
mindset
about
school.
[…]

Jamie
Harding
started
this
petition

Petition
Closed
2,954
supporters

target
5,000
Source
:
https://www.change.org/p/clemson-‐university-‐eliminate-‐the-‐eportfolio

Not
everyone
supports
ePortfolio
• ePortfolios
–
7
reasons
why
I
don’t
want
my
life
in
a
shoebox 
http://donaldclarkplanb.blogspot.com.au/2011/03/e-‐portfolios-‐7-‐reasons-‐why-‐i-‐dont-‐want.html

• Bollinger
(2010)
Student
perceptions
of
ePortfolio
integration
in
online
courses

• Tosh
(2005)
Engagement
with
electronic
portfolios:
challenges
from
the
student
perspective

• Shroff
(2011)
Analysing
the
technology
acceptance
model
in
examining
students’
behavioural
intentions

to
use
e-‐portfolio
systems

• Tzeng
(2011)
Perceived
values
and
prospective
users'
acceptance
of
prospective
technology:
the
case
of

a
career
eportfolio
system

• Jan
(2015)
ePortfolio
trained
graduates
in
the
workplace:
are
they
significant
users
of
ePortfolio
features

at
the
start
of
their
careers?
[paper
to
be
delivered
at
ePIC
2015]

• …

Managing
Badges
within
Mahara
How
can
Open
Badges
scaffold
a
better
learning
design
and
improve
eP
practices?

Assignment
Badge
displayerIssues
badges

M
anagem
ent
M
anagem
ent

Assignment
Badge
displayerIssues
badges
Badge
displayer

Design

Manage

Issue

Revoke
M
anagem
ent
M
anagem
ent

Assignment
Badge
displayerIssues
badges
Badge
displayer

Design

Manage

Issue

Revoke
Overrides
Moodle
badges
M
anagem
ent
M
anagem
ent

Assignment
Badge
displayerIssues
badges
Badge
displayer

Design

Manage

Issue

Revoke
Overrides
Moodle
badges
M
anagem
ent
M
anagem
ent

Assignment
Badge
displayerIssues
badges Sends
to
Mozilla
backpack
Badge
displayer

Design

Manage

Issue

Revoke
Overrides
Moodle
badges
M
anagem
ent
M
anagem
ent

Assignment
Badge
displayerIssues
badges Sends
to
Mozilla
backpack
Import
badges
Badge
displayer

Design

Manage

Issue

Revoke
Overrides
Moodle
badges
M
anagem
ent
M
anagem
ent

Assignment
Badge
displayerIssues
badges Sends
to
Mozilla
backpack
Import
badges
Badge
displayer
Semantic

Network

Design

Manage

Issue

Revoke
Overrides
Moodle
badges
M
anagem
ent
M
anagem
ent

Assignment
Badge
displayerIssues
badges Sends
to
Mozilla
backpack
Import
badges
Badge
displayer
Semantic

Network
Social

Network

How
Open
badges
can
improve

the
learning
experience
on
eP?
How
can
Open
Badges
scaffold
a
better
learning
design
and
improve
eP
practices?

One
Case
Study
• Context:

• HES-‐SO:
Higher
Education
institution
for
Healthcare
training
in
Fribourg

(Switzerland)

• New
syllabus
for
trained
nurses
to
become
heads
of
department
in
hospitals

• Master
degree

• Face
to
face
training
(1/3)
–
online
training
(2/3)

• 240
credits
ECTS
! coursework
+
personal
work

• TEL

• Moodle

• Mahara

• mandatory
to
present
a
reflexive
and
personal
work
at
the
end
of
the
training
(3
years)

• PLE
http://www.heds-‐fr.ch/fr/Pages/default.aspx
https://vimeo.com/69882471

One
Case
Study
• Example
of
one
instruction
given
to
students

• At
the
end
of
year
three
you
must
submit
your
portfolio
for
evaluation.
This

must
contain:

•
the
personal
and
reflexive
journal
you
have
written
alongside
your
three
years
of
training

• two
evidences
of
attainment
for
each
of
the
sixteen
main
skills

• your
personal
biography

• This
portfolio
represents
30%
of
your
final
mark

My
questions
about
that
• What
is
reflexivity
in
your
context?

• Do
you
train
students
to
have
reflexive
practice
or
do
you
take
this
for
granted

from
their
previous
background?

• Will
you
train
students
to
acquire
eP
practices?

• Will
you
train
students
to
use
Mahara?

• What
in
your
view
constitutes
a
good
evidence
for
inclusion
in
someone’s
eP?

• Will
you
train
students
to
improve
their
digital
literacy?

• …

• Have
you
all
agreed
on
what
the
16
skills
you
have
to
assess
are?

One
of
the
16
skills:
Reflexive
practice
• What
is
reflexive
practice?

• Brainstorming
! 7
people
! 8
interpretations

• Decision:

• First:
we
create
a
badge
on
reflexive
practice

• At
the
end:
we
create
3
badges
on
reflexive
practice

• 3
levels

• One
for
each
year

• Acknowledge
students’
progress

(1)
Reflexion (2)
Design (3)
Implementation
Process

(1)
Reflexion (2)
Design (3)
Implementation
Process
What?
For
Who?
How?
Badge

(1)
Reflexion (2)
Design (3)
Implementation
Process
What?
For
Who?
How?
Result:

Intellectually

• A
comprehension
of
the
skill

• An
agreement
on
the
“boundary
object”
(Popper)

• Reification
(Wenger
on
CoP)

Practically

• An
agreement
on
the
competences
that
contribute
to

acquire
the
skill

• Competences
are
simpler
to
assess

• An
agreement
on
the
activities
to
develop
for
training

the
students
(Bloom’s
taxonomy)

Technically

• The
decision
on
what
settings
and
tools
that
must
be

set
up
for
the
tasks/activities
(multiple
/
single
journal,

forums,
group
pages,
…)

Badge

Process
Badge
(1)
Reflexion (2)
Design (3)
Implementation

Process
Badge
(1)
Reflexion (2)
Design (3)
Implementation
http://learningdesigner.org/

Process
Badge
(1)
Reflexion (2)
Design (3)
Implementation
http://learningdesigner.org/
Template Group
page PLE

Conclusion
• The
introduction
of
Open
Badges
has
improved
a
situation
where

• Students
were
confused

• Teachers
didn’t
agree
on
definitions
of
skills,
or
quality
standards

• The
design
of
activities
was
not
in
relation
with
the
skills

• By

• Clarifying
the
objectives
(reification,
boundary
object,
Bloom’s
taxonomy,…)

• Helping
in
the
design
of
clear
evaluation
criteria

• Providing
an
acceptable
learning
curve
in
eP
practices

• Giving
mentors
time
to
feel
comfortable
with
TEL
and
eP

How Open Badges scaffold a better learning design and improve ePortfolio management

How Open Badges scaffold a better learning design and improve ePortfolio management

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How Open Badges scaffold a better learning design and improve ePortfolio management