Open Badges: Challenges and Opportunities

Jovanović, Jelena; Devedžić, Vladan

doi:10.1007/978-3-319-09635-3_6

Cited by 22 publications

(6 citation statements)

References 6 publications

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“…Second, there is opportunity to allow students from engineering, business, medicine, and so on, to earn certificates or badges to evidence their risk science expertise, thereby potentially building career‐oriented value for students. These badges are already commonly earned in e‐learning platforms (Jovanovic & Devedzic, 2014), allowing achievements to be shared on resumes and professional social media platforms. The content of coursework for certificates or badges would need to be general enough to apply to a wide variety of student domain areas, such as medicine, engineering, and so on, and for students at varying levels of their careers.…”

Section: Discussionmentioning

confidence: 99%

Risk Science in Higher Education: The Current and Future Role of Risk Science in the University Curriculum

Thekdi

Aven

2021

Risk Analysis

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Risk and uncertainty are critical elements for decision making across fields, such as business, policy, engineering, and healthcare. As universities maintain and adapt curriculums to ensure their graduates are prepared for risk-related roles, there is momentum for risk science to be included in the curriculum. The study of risk science can be observed in programs devoted to risk fundamentals (for example on basic concepts like risk and probability) and risk assessment, risk perception and communication, and risk management and governance. Additionally, selected concepts related to risk science, such as safety and resilience analysis and management, are increasingly being embedded into a broader range of university curriculums. The present article presents a structure for classifying these programs, by distinguishing between generic (fundamental) risk science and applied risk science, with subcategories reflecting both subject (topic) and domain (application area). An overall evaluation of the broad offerings in risk science through devoted curriculums and selected topics within other specialized fields is conducted on the basis of the study programs currently offered. Perspectives are also provided on how to further enhance risk science studies at our universities and colleges.

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Section: Discussionmentioning

confidence: 99%

Risk Science in Higher Education: The Current and Future Role of Risk Science in the University Curriculum

Thekdi

Aven

2021

Risk Analysis

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“…Previous work looking at the implementation process has demonstrated the fit between what (a) workers are asked to do and learn and (b) their current work environment and past experiences are important predictors of implementation success [ 49 , 55 – 57 ]. This also helps explain the lack of interest in the digital badges among participants, as they did not fit with current credentialing or continuing education practices that were meaningful to them [ 58 – 60 ].…”

Section: Discussionmentioning

confidence: 99%

The housing first technical assistance and training (HFTAT) implementation strategy: outcomes from a mixed methods study of three programs

Watson

Ahonen

Shuman

et al. 2018

Subst Abuse Treat Prev Policy

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BackgroundThis paper discusses the initial testing of the Housing First Training and Technical Assistance (HFTAT) Program, a multifaceted, distance-based strategy for the implementation of the Housing First (HF) supportive housing model. HF is a complex housing intervention for serving people living with serious mental illness and a substance use disorder that requires significant individual- and structural-level changes to implement. As such, the HFTAT employs a combined training and consultation approach to target different levels of the organization. Training delivered to all organizational staff focuses on building individual knowledge and uses narrative storytelling to overcome attitudinal implementation barriers. Consultation seeks to build skills through technical assistance and fidelity audit and feedback.MethodWe employed a mixed method design to understand both individual-level (e.g., satisfaction with the HFTAT, HF knowledge acquisition and retention, and HF acceptability and appropriateness) and structural-level (e.g., fidelity) outcomes. Quantitative data were collected at various time points, and qualitative data were collected at the end of HFTAT activities. Staff and administrators (n = 113) from three programs across three states participated in the study.ResultsSatisfaction with both training and consultation was high, and discussions demonstrated both activities were necessary. Flexibility of training modality and narrative storytelling were particular strengths, while digital badging and the community of practice were perceived as less valuable because of incompatibilities with the work context. HF knowledge was high post training and retained after 3-month follow-up. Participants reported training helped them better understand the model. Attitudes toward evidence-based interventions improved over 6 months, with qualitative data supporting this but demonstrating some minor concerns related to acceptability and appropriateness. Fidelity scores for all programs improved over 9 months.ConclusionThe HFTAT was a well-liked and generally useful implementation strategy. Results support prior research pointing to the value of both (a) multifaceted strategies and (b) combined training and consultation approaches. The study also provides evidence for narrative storytelling as an approach for changing attitudinal implementation barriers. The need for compatibility between specific elements of an implementation strategy and the work environment was also observed.Electronic supplementary materialThe online version of this article (10.1186/s13011-018-0172-3) contains supplementary material, which is available to authorized users.

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“…There are limited empirical studies on the use of badges which may be attributed to their relatively short existence (Abramovich et al, 2013;Gamrat et al, 2014;O'Connor & McQuigge, 2013). There is a notable lack of discussion in the literature on the diffusion and adoption of badge programs in higher education (Casilli & Hickey, 2016;Jovanovic & Devedzic, 2014;Ostashewski & Reid, 2015). An understanding of what factors drive the adoption of badges used in higher education could help those involved in badging to capitalize on the potential use of badges and successfully implement programs.…”

Section: Purpose Of the Studymentioning

confidence: 99%

Instilling purpose and value in the implementation of digital badges in higher education

Stefaniak

Carey

2019

Int J Educ Technol High Educ

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This qualitative multi-case study examined digital badge programs being used at three higher education institutions, at the course level, the department level, and the university level. The study sought to explore the adoption of badges in higher education using Rogers ' (2003) innovation diffusion theory to identify factors associated with the adoption process in order to provide contextual insight into factors that impede and facilitate successful implementation of badge systems. Rogers established that there are five specific characteristics of innovations (relative advantage, compatibility, complexity, trialability, and observability) which are attributed to varying rates of adoption (2003). The results of the current study also attributed factors related to complexity as barriers to successful adoption of badges in each of the three cases. Results found that usability issues, increased faculty workload, and a lack of understanding of the badges' purpose and value were the main factors which negatively impacted badge adoption.

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Open Badges: Challenges and Opportunities

Cited by 22 publications

References 6 publications

Risk Science in Higher Education: The Current and Future Role of Risk Science in the University Curriculum

Risk Science in Higher Education: The Current and Future Role of Risk Science in the University Curriculum

The housing first technical assistance and training (HFTAT) implementation strategy: outcomes from a mixed methods study of three programs

Instilling purpose and value in the implementation of digital badges in higher education

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