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OBF Academy - Badging for success

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In this webinar, Dr Wayne Gibbons from the Galway-Mayo Institute of Technology (GMIT) goes over how he designed GMIT’s badge scheme, how it was implemented in practice and outlines the impacts that badges had on the degree course.

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OBF Academy - Badging for success

  1. 1. Badging for success Case study into the design, implementation and impact of digital open badges on a Civil Engineering degree at the Galway-Mayo Institute of Technology, Ireland. Dr Wayne Gibbons
  2. 2. About GMIT Established in 1972 Multi-campus Multi-disciplinary Over 100 courses Apprenticeships, undergrad and postgrad 7,000 students 700 staff And now…GMIT has badges! Dr Wayne Gibbons, GMIT, Galway
  3. 3. So, where do the badges come in? Informally, to reward micro-achievement in a module Doctoral study Phase 1 Doctoral study Phase 2 Doctoral study publication 2015 2016 2017 2020 Dr Wayne Gibbons, GMIT, Galway
  4. 4. Context for the study Year 1 Computer Aided Design module is considered difficult Year 1 student experience can be tough for students Historically the Civil Engineering degree had lower than desired retention rates The institute management called for new approaches to increasing retention Dr Wayne Gibbons, GMIT, Galway
  5. 5. What was the research trying to address? What role do key stakeholders - students, staff, management and employers - see for digital open badges in teaching and learning within the higher education sector? What processes and practices enable participatory digital open badge use by students and teachers? How do digital open badges impact on learning, learner motivation and engagement and institutional teaching processes? Dr Wayne Gibbons, GMIT, Galway
  6. 6. How was the research designed? A mixed-methods approach, within a framework of action research, over 2 phases. Phase 1 addressed the perception of digital badges from 4 key stakeholders Dr Wayne Gibbons, GMIT, Galway
  7. 7. The research methods Dr Wayne Gibbons, GMIT, Galway
  8. 8. To enhance feedback To add value to CV To recognize industry requirements To motivate Badge Function Students prefer lecturer-led approach All other stakeholders value collaboration Industry involvement seen as important Designer Role Students prefer lecturer validation All other stakeholders value peer- issue Issuer Role Trust Validation Challenges Potential for industry- sponsored badge Misunderstanding Dr Wayne Gibbons, GMIT, Galway
  9. 9. Generally positive, worthy of further investigation Dr Wayne Gibbons, GMIT, Galway
  10. 10. Phase 2 Focus shifted to the implementation and investigation of the impact of the badges The basis for this was the badge ‘pack’ that was developed in response to the Phase 1 findings and the literature review Phase 2 focussed on Year 1 students, to measure impact over one academic year Dr Wayne Gibbons, GMIT, Galway
  11. 11. Digital Badge Starter Pack CAD 2017-18 Dr Wayne Gibbons, GMIT, Galway
  12. 12. Dr Wayne Gibbons, GMIT, Galway
  13. 13. Open to all grades over 80% Dr Wayne Gibbons, GMIT, Galway
  14. 14. Open to all grades over 80% Only available to best grade student Dr Wayne Gibbons, GMIT, Galway
  15. 15. Open to all grades over 80% Open to all with grade improvement. Only available to best grade student Dr Wayne Gibbons, GMIT, Galway
  16. 16. Open to all grades over 80% Open to all with grade improvement. Open to all with ipsative improvement. Only available to best grade student Dr Wayne Gibbons, GMIT, Galway
  17. 17. Open to all grades over 80% Open to all with grade improvement. Open to all with ipsative improvement. Only available to best grade student Open to all by nomination.Dr Wayne Gibbons, GMIT, Galway
  18. 18. Open to all by nomination. Open to all with grade improvement. Open to all grades over 80% Open to all with ipsative improvement. Only available to best grade student Mystery badges! Dr Wayne Gibbons, GMIT, Galway
  19. 19. Dr Wayne Gibbons, GMIT, Galway
  20. 20. ‘We have some very good students who are going to pass anyway. But had they actually been attending, they would have been a very good support to everybody else, and maybe challenge the lecturers a bit …which would help the whole class learn.’ (Institute manager) Dr Wayne Gibbons, GMIT, Galway
  21. 21. Dr Wayne Gibbons, GMIT, Galway
  22. 22. ‘…the individual that takes that on, knowing that his original grade on paper doesn't change, but he knows himself, that he will improve: I think that's really good. And I'd be looking out for that individual. That's the individual I want working in this organization.’ (Employer) Dr Wayne Gibbons, GMIT, Galway
  23. 23. Dr Wayne Gibbons, GMIT, Galway
  24. 24. ‘…in some cases, maybe engagement is more important than actual attendance, which is why I like that mentoring one or the peer learning one. Because I do think that, you know, as a lecturer, you see, sometimes students completely tuning out because they're tired or whatever, but as soon as you put them in groups and get them to respond to their peers, they're suddenly engaged again. So that whole peer thing is very, very important’. (Institute manager) Dr Wayne Gibbons, GMIT, Galway
  25. 25. ‘…that you're able to take the information in, process it yourself and share it with someone else and, like, give them a way that they might be able to....say the way I'd learn something might be different to the way the other person might learn it...so that you'd be able to take it, turn it around and show them in a way that they'd understand it and they'd be able to use that information again to help someone else.’ (Student) Dr Wayne Gibbons, GMIT, Galway
  26. 26. Dr Wayne Gibbons, GMIT, Galway
  27. 27. Key Findings from Phase 2 All stakeholder groups recognise multiple values for the badges 13 roles have been identified 7 enablers for participation have been identified Badges are generally seen as a positive addition to the module The students report changing behaviour as a result of badges Motivation in terms of interest/enjoyment has been shown to significantly increase over the timespan when the badges were implemented Certain badge types have been identified as important to future implementation Dr Wayne Gibbons, GMIT, Galway
  28. 28. Roles of digital open badges 1. Increases engagement and motivation 2. Maps progress through the module 3. Generates interest in the module 4. Reassures ability for students 5. Indicates potential to perform better 6. Proves capabilities in areas not graded 7. Signifies prestige 8. Proves reliability 9. Marks respect from peers 10. Encourages altruism 11. Provides confidence boost 12. Vehicle for cultural change 13. Prepares for ongoing CPD post-graduation Dr Wayne Gibbons, GMIT, Galway
  29. 29. Enablers of participation 1. Consultation with all stakeholders at design stage 2. Consultation with students before and after implementation 3. Ensure all students have opportunity to obtain at least some digital open badges 4. Allow students to make peer nominations for badge award 5. Include a variety of ways that badges can be earned 6. Afford control to the students 7. Review and modify as required Dr Wayne Gibbons, GMIT, Galway
  30. 30. Motivation Achievement Goal Theory (Identifies type) • No significant change in values over the trial period • Relatively high tendency towards intrinsic motivation type throughout Intrinsic Motivation Index (Identifies level) • Significant increase in intrinsic motivation due to interest and enjoyment • Minor increases (not statistically significant) in intrinsic motivation due to perceived choice and usefulness of the module Dr Wayne Gibbons, GMIT, Galway
  31. 31. Was the trial a success? Let’s go back to the key questions Dr Wayne Gibbons, GMIT, Galway
  32. 32. What role do key stakeholders - students, staff, management and employers - see for digital open badges in teaching and learning within the higher education sector? 13 roles for badges were identified Some roles overlapped between the stakeholders, but multiple value propositions emerged Success! Dr Wayne Gibbons, GMIT, Galway
  33. 33. What processes and practices enable participatory digital open badge use by students and teachers? 7 enablers for participation were identified 3 badge types emerged as important for future implementations Success! Dr Wayne Gibbons, GMIT, Galway
  34. 34. How do digital open badges impact on learning, learner motivation and engagement and institutional teaching processes? Significant increase in motivation due to interest/enjoyment Badges incentivise and reward behavioural change to engage Range of badge types can easily fit into practice Success! Dr Wayne Gibbons, GMIT, Galway
  35. 35. The next steps New role of ‘Digital Open Badge Champion’ for the Institute Leading workshops and drop-in clinics with around 70 interested colleagues Working group to establish a policy guideline and framework for scaling up while maintaining quality and standards Dr Wayne Gibbons, GMIT, Galway
  36. 36. Thank you for listening Dr Wayne Gibbons, GMIT, Galway
  37. 37. Contact me Email: wayne.gibbons@gmit.ie Phone: +353 91 742429 Website: www.about.me/waynegibbons Twitter: https://twitter.com/TheWayneGibbons Mastodon: https://scholar.social/@TheWayneGibbons Dr Wayne Gibbons, GMIT, Galway

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