Digital badges have potential to serve as both markers of achievement and as a vehicle for those of us who assess students’ learning for a living to think differently about our current practices.
Many students do the work of examining their own learning through collecting artifacts, reflecting on evidence of learning, and displaying the results of that learning on their digital portfolios. As Act 77 in Vermont encourages us to open multiple avenues for learning opportunities, it also demands of us multiple ways for students to capture, reflect upon, and display their achievements.
What are some mechanisms for keeping track of digital credentials?
As we work with schools who are piloting digital badge programs on the BadgeOS platform, we need to start thinking through what some options are for students to store, keep track of, and display the digital credentials they earn.
What does it look like to use Credly.com to create and manage a portfolio of digital badges? How does this differ from other Mozilla Backpack solutions?
Valerie Sullivan is the director of curriculum and instruction for the Lamoille South Supervisory Union.
It’s no secret that here at the Tarrant Institute, we’re a bit batty for badges. Not just because they’re shiny and fun to sew on a sash, but because in our initial experiments with badging platforms, we’re seeing increased teacher/learner engagement and motivation. But what does that really mean? Here, guest blogger Valerie Sullivan weighs in on Badgestack, the platform we’re using:
The structure itself provides for point, levels, badges, leaderboards, etc. Certain badges promote some of the other features like “phone a friend” allows for taking turns and swapping resources. The ability to click on individual members to see their badge/ quest submissions also provides for swapping resources and includes hidden elements.
I’m a bit of a skeptic and agree with the concern about badging being an extrinsic motivator instead of an intrinsic motivator. How might this impact other learning opportunities or experiences that aren’t badge centered? If all learning used badging might its novelty and even the extrinsic reward wear off?
If saying ‘great job’ or putting an “A”, check plus, or star on the top of the page is not valid, constructive feedback and as the learning theorists suggest none of these promotes learning, editing, reflection and growth than how is a badge any different or better?
The Tarrant Institute has recently begun piloting a trial of Badgestack, an online badging platform, featuring level dynamics, friending and hidden rewards. As part of a course they’re taking via Badgestack, Susan and Audrey recorded this Google+ hangout to talk about how Badgestack might work in a middle school classroom, and their love-hate relationship with The Leaderboard.
Digital badges have potential to serve as both markers of achievement and as a vehicle for those of us who assess students’ learning for a living to think differently about our current practices.
