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The Concept of Desired Competences
in Digital Open Badge-Driven Learning
Konceptet för Önskad Kompetens
i Kompetensmärkesstyrt Lärande
’Work-Integrated Pedagogy in Higher Education’ (WORKPEDA)
PhD Sanna Brauer
University of Oulu/ Faculty of Education
MSci, PhD Researcher Eero Talonen
Oulu University of Applied Sciences/ School of Professional Teacher Education
Arbetsintegrerad pedagogik i högre utbildning
in Higher Education’
•Work-integrated Pedagogy in Higher Educa6on project brings the working-life
perspec2ve more strongly into educa6on.
•Co-opera2on between educa2on and the world of work can improve graduates’
employment and speed up their transi6on to working life.
•Students learn versa6le skills, their understanding gains depth and professional
iden2ty becomes clearer.
•WORKPEDA project develops pedagogy where higher educa6on ins6tutes together
with the workplace create learning opportuni6es to integrate theory and prac6ce.
•WORKPEDA project seeks to develop not only workplace learning but also teaching on
WORKPEDA is transforming learning
Arbetspedagogiken förändrar lärandet
in curricula development
• The gap between exis6ng and desired competences
Digital open badges oﬀer to visualise the gap between exis.ng and
desired competences and help learners progress eﬃciently towards
intended learning outcomes.
In order to be able to describe the desired knowledge and skills
through the badge constella6on of competences, we need to
understand the construc6on process of required competences.
Identification and Recognition of
Models for development of students’ working-life skills,
for curricular reforms, and for work-integrated pedagogy
Identifiering och erkännande av
3 different views
1) What kind of competences students expect from educa6on?
Vilken typ av kompetens förväntar sig studerandena av utbildningen?
2) What kind of competences working life expects from the
students? Vilken typ av kompetens förväntar sig arbetslivet av studerandena?
3) How these diﬀerent views on exit proﬁles or graduate
a:ributes have been noted within development of assessment
prac6ces and construc6on of the competence-based curricula?
Utveckling av bedömingsmetoder och uppbyggnad av kompetensbaserade
3 olika syner på att deﬁniera "kompetensen"
Identification and Recognition of
Digital Open Badges
Digitala märken i öppna badge-system
•In the future, there will be increasingly numerous
ways to develop competences.
•Badges help students to perceive their exis6ng
competences and inform how to proceed studying.
•Digital open badges oﬀer novel possibili6es in
iden6fying and recognising diﬀerent competences
independent of how they were acquired.
Digital badges (e.g. Mozilla Open Badges) describe and explain
professional exper2se and requirements of digi2sed working life
Personal Learning Environments and Personal Learning Networks in professional teaching
-Understand the opportunities and available via a personal learning environment and network e.g. own skills
development and visualising your own processes. -Understand how a personal learning environment can be
utilised in professional teaching.
-Personal learning environment and network possibilities and challenges in professional teaching.
-Describe your current or a planned personal learning environment and/or network using any desired media
e.g. video / written document. You may also describe a PLE from the perspective of your students and how
they would utilise a PLE.
-Also describe with which kind of tools or environments your described PLE will be accomplished. Upload your
media e.g. to a cloud service and provide a link in your application.
• A b a d g e i n c l u d e s a n
identiﬁcation image, graphic
or icon, the name of the
badge, issuer identiﬁcation
a n d o t h e r i n f o r m a t i o n
• The metadata describes the
principles of judgement and
explain how the competence
in question should be
demonstrated (e.g., an online
• Even if competencies are
acquired differently they
should be assessed equally.
“an image ﬁle embedded with
information” (Grant, 2014, p. 7)
A badge-constella6on of
and explains diﬀerent
p r o f e s s i o n s ,
requirements of working
life, learning objec6ves
and diﬀerent study
paths how to get there.
For the student
For policy makers and
For working life
Digital Open Badge-Driven Learning
Brauer, 2019; cf. Salmon, 2018
bygger på märkeskonstella6on av olika
Feeding the desire to learn
• Triggers offer to affect learning arousing and maintaining interest
(Hidi & Renninger, 2006; Järvelä & Renninger, 2014; Renninger &
Bachrach, 2015) until final completion of the desired learning action
(Dichev et al., 2014).
• Triggers allow students to continue studying after completing the initial
task (Dichev et al., 2014; Werbach, 2014).
WHAT STUDENTS EXPERIENCE, LEARN AND THEN APPLY
• The prompting trigger of learning might help students visualise
their learning as a reward badge (Brauer, Siklander, &
Ruhalahti, 2017, Fitz-Walter et al., 2011; Gamrat et al., 2016;
Hamari, 2017; Montola et al., 2009; Reid et al., 2015).
• Students also gain a sense of excitement similar to that of
playing games (Deterding, 2012; 2015). They benefit from
facilitators’ interaction, collaboration and feedback during
the learning process (Siklander et al., 2017).
Digital competence framework for educators: Areas and scope (Redecker, 2017, p. 15).
UNESCO’s ICT Competency Framework for Teachers (UNESCO, 2011, p. 3)
The standards and frameworks
are important at the national and
international levels to set the
direction for development.
Ofﬁcial guidelines are not always
the best tool for individuals
seeking to identify personal
competences or to comprehend
the needs of development in
frameworks seek to support
educational institutions and
policymakers in developing
effective and meaningful
(Kools & Stoll, 2016).”
Learning, Education and Technology (LET) is a full-time two-year international
Master’s Programme (120 ECTS credits). After completing the programme,
students are awarded a Master of Arts (Education) degree.
Problem Solving in Technology-Rich Environments
Identiﬁcation and recognition of desired competences
Knowledge and competencies needed in modern education
Working life co-
Students & Alumni
Systematic Literature Review
Identification and Recognition of
Problem-solving case 2 (10 cr)PBL
Working Life Integrated Badges 8 cr
Digital Open Badge-Driven Learning Process
Gamiﬁed Constellation of Competences
Alumni/ Working Life co-operation
Working Life Relevance of Curricula
Working Life Skills (UraMOOC 2 cr)
40 Basic Badges!
8 Meta Badges!
7 Level Badges!
Solving Case -
Badge applications reviewed by tutors, peers or working life!
• The project is based on the model
of integrative pedagogy, in which
working-life experience is reﬂected
on in the light of theoretical
• Taking an educational approach to
work experience serves this
purpose. The aim is to produce
expertise that combines in-depth
understanding, active agency, and
The ESCO Skills/Competences classification
Competitive Skills - National Open Badge -constellation of
problem solving in technology-rich environments (PSTRE)
The aim of the project is to develop a nationwide open badge constellation, which enables the veriﬁcation of adults’
problem solving skills in technology-rich environments (PIAAC) by identifying and recognising competences acquired
outside the formal education system, at different levels of education, and in transition phases of the education
structure. In addition, the project provides a requirement framework of competence (determining the composition of
objectives, core contents and assessment criteria) for securing IT-related problem-solving skills in formal and non-formal
Kiitos! Tack! Thank you for your attention!
Sanna Brauer https://www.linkedin.com/in/sannabrauer/
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