An Online Badging System Supporting Educators' STEM Learning (original) (raw)

2015

Abstract

ABSTRACT In this paper, we investigate how a digital badging system was used as part of an informal, not-for-credit professional development project. Teacher Learning Journeys was designed for personalized science learning for educators in K-12 schools, museums, universities, and teaching colleges through employing two levels of micro-credentials: lower achievement digital stamps and higher achievement digital badges. Researchers conducted a qualitative collective case study centered on 36 teachers; the primary data were records from learners' interactions within the digital badge system; secondary data came from a survey at the end of the experience and two interviews with 11 focal teachers. Findings suggest the following design principles: (a) two levels of assessment can support personalized learning, (b) mastery of learning can be demonstrated and assessed through reflective logs, (c) collaboration during and after badging activities can provide value to the learners, and (d) establishment of relevance of badging experiences can support the application of content outside the badging system. 1. DIGITAL BADGES IN EDUCATION Digital badges have been proposed as tools that learners can use to support short-term through lifelong learning within and across various educational institutions [10, 11]. We define digital badges as online representations of learning experiences, which serve as micro-credentials that document learners' expertise and skills. While digital badges can be housed as online representations within private badging systems, they can also be shown on other websites to serve as visual representation of learners' experiences to outside audiences through Open Badges standards, an initiative of the Mozilla Foundation. When badges are considered as a communicative tool, researchers have been renaming digital badges as Open Badges [13]. When shown to external audiences, digital badges can contain metadata viewable by others (i.e., the issuer, certifying agency, activity description, expertise the badge signifies, and evaluation criteria). Thus, badges offer transparency to the assessment of individuals' achievements and are available for scrutiny [10]. In this way, digital (or open) badges with their associated metadata are part of people's professional portfolios that document learning, skills, and experiences in an easy-to-share format. Open Badges and digital badges are terms used throughout the technology-enhanced learning field. Our system (described below) was designed to be Open-Badge compatible, but this functionality was not available for learners during the study period, so we use the term digital badges in this paper.

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