1.
Edu.hel.fi -
Evidence-based Digital Open Badges
enhancing professional development of
teaching staff
https://sites.google.com/edu.hel.fi/osaamismerkki
Jukka Orava
Special planner
City of Helsinki
Education Division
Jukka.orava@hel.fi
+358 40 551 6475
22.4.2020. Espoo
OBF Academy webinar 22.2.2020

2.
65
14 000
Divisions Services are
complemented by numerous private
and state actors.
professionals
Services
playground, including 4
family houses
326 day care centers of which 45
Swedish speaking
60 group day care centers of
which 8 Swedish speaking
100 Comprehensive schools of
which 16 Swedish speaking
15 Upper Secondary schools of
which 3 Swedish speaking
17 Vocational Education
locations
13 Adult education centers of
which 2 Swedish speaking
Education division in numbers
Services
Comprehensive
Education
Swedish speaking
services
Upper Secondary and
Vocational Education and
Adult Education
Daycare and preschool
education
Management and Support Services
700+
In different locations

3.
Servicing learners in Helsinki
Students in Comprehensive
schools
childrens in evening and playground
activities
9 000
40 000
Kids in Daycare and preschool
education
Adult education
(Helsinki Vocational Education &
Arbis)
25 000
40 000
Students in Vocational education
and Upper Secondary education
26 000

4.
Teaching Staff 6000+
Upper Secondary education
Early Childhood
Education*
5 400
1 100
Comprehensive
education
Adult education
(Helsinki Vocational
Education & Arbis)
3 700 600
Swedish Upper Secondary
education
100
Swedish Comprehensive
education
380
Principals and Heads of
education
120+
* Become part of the division in 2017

5.
Background to the Learning Badges
 The City of Helsinki
Digitalization of Schools Program
for 2016 - 2019
 Digi.hel.fi -reference framework for
Competence Development and Teaching Staff
Continuing Professional Development & Training

6.
Digitalization Program 2016-2019
for Reforming the pedagogical
culture and digital learning
Developing digital competence, culture and leadership
Teachers and principals are offered new forms of skill development and instruments for
acquiring digital competences. Continuing education supports the teacher in the transformation of
teacher learning and digitalization of education.
The new Digi.hel.fi reference framework developed based on the National Board of Education's
Ope.fi Complementary Training Framework is used for the development and further education of
teachers 'and principals' digital skills, which defines the digital competences of teaching and
pedagogical management. Complementary training is carried out as a large-scale multidisciplinary
training, using forms of contact teaching, peer learning, coaching, e-learning (MOOC online courses,
video teaching), teacher on-the-job learning and a pedagogical portfolio. Expertise is granted by an
Open Badge digital competence certificate in accordance with Digi.hel.fi skill levels.
23.4.2020 Jukka Orava 6
(Source: Helsingin kaupungin opetuksen digitalisaatio-ohjelma vuosille 2016–2019, s. 16. 2016.)

7.
Edu.hel.fi Digital Open Badges and
Digi.hel.fi –reference framework
• Edu.hel.fi Open Badges are based on the goals set by the City of Helsinki's Digitalization
Program for Education for 2016-2019.
• The Evidence-based Digital Open Badges (18+3) for the Education Division are divided into
three skill / competence levels.
• Digi.hel.fi framework and Edu.hel.fi Badges are compatible with UNESCO ICT-CFT and
DigiCompEdu reference frames.
23.4.2020 Jukka Orava 7
I. Basic skills in the use of ICT in education (5 skill badges) + supervisor discussion badge (SDB)
II. Advanced Knowledge of Information Technology Education (6 skill badges) + SDB
III. ICT in Education Developer, Trainer and Manager Skills (7 skill badges) + SDB
Digi.hel.fi & Edu.hel.fi

8.
Digi.hel.fi Reference Framework for
competence development and
continuing professional development
Basic skills in ICT use in education – LEVEL 1
1. Teacher manages the basic use of information technology and understands the general logic of applications /
network services and software.
2. The teacher can independently learn how to use the new application / network service, utilizing general logic,
guides and instructions.
3. The teacher can design a pedagogically meaningful learning process in which learners use ICT as an integral
part of learning and studying.
4. The teacher can guide the development of the learner's information and communication technology skills and
guide the learner's activities in the e-learning environment and in virtual communities (eg social media).
5. The teacher can guide learners to safe, age and development-friendly use of information technology and to
support moral and ethical starting points in the use of information technology.
6. The teacher understands the principles of information security, data security and data protection, and is able to
guide the use of learner information technology in accordance with these principles.
23.4.2020 Jukka Orava 8

9.
Basic skills in the use of ICT in education
1. Teacher masters the basic use of IT and understands the
general usage logic of applications, web services, and software.
2. The teacher is able to independently learn how to use a new
application, web service using common usage logic, guides and
instructions.
3. Teacher can design a pedagogically meaningful learning process
in which learners utilize ICT as an integral part of learning and
studying.
4. Teacher can guide the development of the learner's ICT skills
and the learner's activity in the online learning environment and
in virtual communities (eg social media).
5. Teacher can guide learners to the safe, age-appropriate and
advanced use of information technology, and to support moral
and ethical approaches to the use of information technology.
6. Teacher understands the principles of information security, data
security and data protection and can guide the use of learner's
information technology in accordance with these principles.
1. Implementing software and learning
how to use it independently
2. Designing and controlling learners
(cognitive) learning process and
applying ICT
3. Collaborative knowledge production,
information mining and source criticism
4. Ethics, morality and copyright
5. Information security and digital identity
Framework text becomes
the Criteria for the applied skill
Digi.hel.fi FRAMEWORK  to Edu.hel.fi BADGES (Level 1)
2017 Jukka Orava
How to  Examples of

10.
Edu.hel.fi 1: Basic skills in the use of ICT in education
Edu.hel.fi 2: Advanced Knowledge of Information Technology Education
2.1 Phenomenon-based learning
2.2 Thinking skills, learning to learn
2.3 Portfolio pedagogy
2.4 Individualizing learning
2.5 Digital literacy
2.6 Algorithmic thinking
+ 2.7 Supervisor discussion
1.1 Implementing software and learning how to use it independently
1.2 Designing and controlling learners (cognitive) learning process and applying ICT
1.3 Collaborative knowledge production, information mining and source criticism
1.4 Ethics, morality and copyright
1.5 Information security and digital identity
+ 1.6 Supervisor discussion
Edu.hel.fi 3: ICT in Education Developer, Trainer and Manager Skills
3.1 Developer of digitization
3.2 Production of digital materials
3.3 Training of colleagues
3.4 Peer development of pedagogical Methods
3.5 Peer development of 21st skills
3.6 Peer Development of Education
3.7 Learning analytics
+ 3.8 Supervisor discussion
2020 Jukka Orava
Edu.hel.fi competence framework

11.
Who will review and process the
badge applications?
• Supervisors – Principals are responsible for directing the professional
development of their staff.
 They do not have time or skills to review badge applications
 The duty to recognize acquired skills (professional training etc.)
• Peer evaluation - it’s in the curriculum…
 Peer recognition of skills and competences
 Applying peer advocating for competence recognition
 Supervisors officially recognize the skills peer review has advocated
• Peer recognition of skills and competences – path to Open Badges
 Open Badge pilot project

23.4.2020 Etunimi Sukunimi 11

12.
Advocates – peer assessment of OB
Badge applications are inspected, (advocated) by peer recognition
• Requires level 3 completion
• Requires supervisor permission to become advocate
• Advocates are supported by supervisors (etc. schools' own resources)
• Everyone can apply to be an advocate:
 for your organization or school
 for your district or education level
 for the education division
 for specific Open Badges
• For advocates there is a monthly advocate workshop (centrally paid substitute)
• Some services may offer additional resources
• Aim is to get peer recognition (Badge applications) into job description
23.4.2020 Jukka Orava 12

13.
Supervisor
DISCUSSION
BADGE 1
5 6
72 3 4
4
1
© 2020 Jukka Orava
2 31
5 6
Edu.hel.fi Badges Framework
1 2 3 4 5
OPEN BADGES
-- LEVEL 2 --
OPEN BADGES
-- LEVEL 3 –
OPEN BADGES
-- LEVEL 1 --
Supervisor
DISCUSSION
BADGE 2
Supervisor
DISCUSSION
BADGE 3
BASIC
KNOWLEDGE
of ICT on
EDUCATION
ADVANCED
KNOWLEDGE
of ICT on
EDUCATION
ICT in
Education
Developer,
Trainer and
Manager
=
=
=
I. Basic skills
+
+
+
META BADGES
II. Advanced Knowledge
III. ICT in Education Developer

14.
DISCUSSION
BADGE 1
SHARE BADGES
to SUPERVISOR or
PRINCIPAL
Edu.hel.fi Digital Open Badges
- Cumulative Framework
BASIC
KNOWLEDGE
of ICT on
EDUCATION
=
via OPENBADGEPASSPORT.COM
+
© 2017 Jukka Orava
LEVEL 1: Basic skills in
the use of ICT in education
Apply via
online form
Share & Discuss
Receive
Automatically
What ever order
(also from other levels)
Once you have all Badges that you can apply
Share them with your supervisor / principal
 to training or to apply more badges
META-BADGE
After Supervisor
discussion and
approval
When you have
all the level
Badges
1 2 3 4 5
PROGRESS
Digi.hel.fi
Apply via
online form
Supervisor
Recognizes
skills

15.
23.4.2020 Jukka Orava 15
I. Basic skills in the use of ICT
in education
II. Advanced Knowledge of
Information Technology
Education
III.ICT in Education Developer,
Trainer and Manager Skills
 Personal competence level
 Cooperative competences at
school or organization level
 Expert developer, trainer and
manager at municipal,
national and international
levels
Edu.hel.fi competence framework

16.
DISCUSSION
BADGE 1
Target
90%
of teaching
Staff to
Level 2
5 6
7
SHARE BADGES
to SUPERVISOR or
PRINCIPAL
2 3 4
4
1
© 2017 Jukka Orava
2 31
5 6
SHARE BADGES
to SUPERVISOR or
PRINCIPAL
SHARE BADGES
to SUPERVISOR or
PRINCIPAL
Target
100%
Of teaching
Staff to
Level 1
Edu.hel.fi Badges Framework
1 2 3 4 5
Target
20%
Of
teaching
Staff to
Level 3
OPEN BADGES
-- LEVEL 2 --
OPEN BADGES
-- LEVEL 3 –
OPEN BADGES
-- LEVEL 1 --
DISCUSSION
BADGE 2
DISCUSSION
BADGE 3
BASIC
KNOWLEDGE
of ICT on
EDUCATION
ADVANCED
KNOWLEDGE
of ICT on
EDUCATION
ICT in
Education
Developer,
Trainer and
Manager
=
=
=
EVIDENCE-BASED
via OPENBADGEPASSPORT.COM
via OPENBADGEPASSPORT.COM
via OPENBADGEPASSPORT.COM
+
+
+

17.
supervisor discussion badge (SDB)
23.4.2020 Jukka Orava 17
In addition to the skill badges, each level has a supervisor
discussion badge (SDB) to verify that the applicant's badges are also
recognized and approved by the organization.
To apply for SDB badge, the applicant needs first to share their
badges with their supervisor and then have the conversation about
their skills and competences in the Digi.hel.fi reference framework.
If the supervisor supports the recognition of skills to the reference
framework and a development goal is sett, they can apply for the SDB
badge. After getting all badges in the level they will automatically get
the level badge. Badges can be acquired in any order.

18.
Current situation with advocates
(peer evaluators , collegial assessment)
Servicing the entire education division (6000+ teaching staff)
 1 OB administrator, 19 advocate
 Compulsory education, 10
 Secondary education, 7
 Vocational education, 2
 Objective is to have at least one or two for every school
 to support practice-based on the job learning and peer support
 to establish collaborative peer and collegial assessment of competences
 to enhance evidence-based assessment
 to support recognition of lifelong learning (informal and formal)
23.4.2020 Jukka Orava 18

19.
Digital Open Badges - Microcredentials
• Evidence-based Digital Open Badges
• Granted upon digital open application (online)
• Same Badges for all education staff (pre-school to vocational)
• Awarded for applying skill into practice (evidence-based, documented)
• Detailed description with evidence, plans and feedback (documents)
• Cumulative Framework (competences compliment each other - framework)
• Level 2 requires achievement of level 1 (skills complement each other)
• Badges can be acquired in any order
• Same evidence can be used in different Badge applications (perspective &
context: etc. curriculum development project, network initiative, project)
23.4.2020 Jukka Orava 19

20.
Where are we now? 2.1.2020
• Badge Applications over 40 689
• Advocated Badges over 35 500
• Returned for revising 4 600
• Learning Badges
advocated to 5 500 (*3500)
• Accepted badges 91%
23.4.2020 Jukka Orava 20* Compulsory target group
I. Basic skills 47 – 81% (target 100%)
II. Advanced Knowledge 5 – 23% (target 90%)
III.ICT in Education Developer 2 – 4% (target 20%)
Target
90%
of teaching
Staff to
Level 2
© 2017 Jukka Orava
Target
100%
Of teaching
Staff to
Level 1
Target
20%
Of
teaching
Staff to
Level 3

21.
23.4.2020 Jukka Orava 21
Where are we now? 2.1.2020

22.
About reviewing Badge applications
• Average processing time from 30 seconds to 2 minutes.
• Maximum text length in one application 450 words.
• Pre-written feedback messages for passing applications.
• Average processing time for returned for revising applications around 3 - 6
minutes.
 40 000 applications: 95 workdays, for 20 advocates in 3 years = 1,6 days
• Average processing timeframe for badge application is 2 weeks, always less
than a month – depends on advocate timetable
 3 basic elements in each badge application - evidences
(compare to teaching or pedagogical portfolio)
• Description of applied skill
• Written instruction or planning document
• Document of participant feedback, evaluation etc.
23.4.2020 Jukka Orava 22

23.
Issues with time – reviewing applications
2017 Jukka Orava
1-minute target time for reviewing (advocacy) 1 badge application
 60 applications every hour, 420 in 7-hour workday and 2100 applications in a week
Target group 6000 staff members
6 Badges at level 1, 7 at level 2 and 8 at level 3
 Edu.hel.fi I, 36 000 badge applications, circa 86 workdays
 Edu.hel.fi II, 42 000 badge applications, circa 100 workdays
 Edu.hel.fi III, 48 000 badge applications, circa 114 workdays
Time required for inspecting badge applications, 2017 – 2019 (3 years)
 All together 40 000 badge applications, circa 95 workdays
 Between 15 to 20 advocate inspectors means less than 2 workdays a year
 About 20 one full day Workshops for inspecting applications (in 3 years)
 About 85 Participants in the workshops and 50 substitute compensation days payed

24.
Operating environments and services
• Open Badge Factory: https://openbadgefactory.com
• Open Badge Passport: https://openbadgepassport.com/
• Homepage of Edu.hel.fi Open Badges & support site:
https://sites.google.com/edu.hel.fi/osaamismerkki
 Reports online and in Excel format
• Open Badges are easy to share in almost all possible platforms
(O365, G Suite, Fronter, Moodle, Facebook, Wordpress, LinkedIn
etc.).
23.4.2020 Jukka Orava 24

25.
Why Digital Open Badges
Edu.hel.fi Digital Open Badge certificate is based on Digi.hel.fi skill
levels.
 Badges are awarded for skills applied in practice
 Evidence-based Digital Open Badge applications (freely available online)
 Badge applications can be submitted during or after what ever
competence development & training
 Badge applications can be submitted based on prior competence and
skills.
 Badges are used to measure the strategic objective
 Badges are used to plan competence development as a whole
 Badges support lifelong learning (formal and informal)
23.4.2020 Jukka Orava 25
(Source: Helsingin kaupungin opetuksen digitalisaatio-ohjelma vuosille 2016–2019, s. 16. 2016.)

26.
The purpose of
Digital Open Badges, continues
 Badges help visualize skills, competences and practice
 Evidence-based competence assessment is the future of assessment
 vocational education is already guided by evidence-based assessment
 Badges are Microcredentials and as such the future of credentials,
credits, certificates, curriculum vitae, diplomas, portfolios etc.
 Badges help to visualize and concretize competence frameworks
 In a very practical way – theory into practice
23.4.2020 Jukka Orava 26

27.
What else is needed?
• Project owner + steering group etc. (leadership support)
• A clear and common objective – reasons
• Adequate resources, maintenance and development (support site)
• Continuing development through feedback (iterations)
• Support the use of Badges with incentives and proper resources
• Collaborate and form networks – it is easier to to distribute and
share badge brands than develop them yourself
23.4.2020 Jukka Orava 27

28.
Thank you!
Kiitos!
Jukka Orava
Special planner
City of Helsinki
Education Division
Finland
Edu.hel.fi Digital Open Badges
https://sites.google.com/edu.hel.fi/osaamismerkki
Jukka.orava@hel.fi
+358 40 551 6475
22.4.2020 Espoo