Open badges for education: what are the implications at the intersection of open systems and badging?

Abstract

Badges have garnered great interest among scholars of digital media and learning. In addition, widespread initiatives such as Mozilla’s Open Badge Framework expand the potential of badging into the realm of open education. In this paper, we explicate the concept of open badges. We highlight some of the ways that researchers have examined badges as part of educational practice and also highlight the different definitions of open-ness that are employed in popular and scholarly thought. By considering badges from three different perspectives (motivation, pedagogy, and credential) and the concept of openness from three different perspectives (production, access and appropriation) we develop a framework to consider the tensions where these competing conceptions meet. This explication illuminates how the ideas of open and badges intersect, and clarifies situations where these concepts come into direct conflict or mutually enhance each other. Our analysis pinpoints and elucidates particular areas where research is needed to better understand the complex phenomenon of open badges, and also offers design considerations for developers, educators, and organizations that are actively involved in open badges.Keywords: open education; gamification; learning; credentials; badges; education reform(Published: 8 August 2014)Citation: Research in Learning Technology 2014, 22: 23563 -http://dx.doi.org/10.3402/rlt.v22.23563

Perceptions and Uses of Digital Badges for Professional Learning Development in Higher Education

“…Lack of familiarity with digital badges and their features is not surprising: Ahn et al (2014) found that, as a pedagogical tool, micro-credentialing through the use of digital badges is still in the emergent stages. Over time, more experience with digital badges and examples from others will help to illuminate many of their features.…”

“…A barrier associated with digital badge usage is determining how to make them more authentic since they may not appear as credible to potential employers as a paper credential from a recognized post-secondary institute (Glover 2013). Moreover, digital badges may have an effect on learner motivation for some (Abramovich et al 2013;Ahn et al 2014;Cucchiarra et al 2014;Finkelstein et al 2013;Gibson et al 2013). Finkelstein, Knight and Manning (2013) claim that digital badging optimizes the reward pathways of the brain; however, they warn that Bthere is a very real risk of alienating otherwise well-intentioned, self-motivated learners by holding a badge in front of them as the reason to pursue a learning opportunity^(p. 19).…”

“…Moreover, skill recognition is often missing or lesser valued in formal academic contexts (Mozilla Foundation 2012). Ahn et al (2014) maintain that a college or university degree cannot capture all the knowledge, skills and accomplishments that a graduate has, but digital badges can provide detailed information on a larger number of learning accomplishments than is possible on a course level. For example, Mehta et al (2013) assert that microcredentialing in the form of digital badges has the potential to drastically change the field of medical education by providing a more detailed framework to assess students' knowledge and skills, provide evidence for their learning, and demonstrate this competence to others.…”

Gamification: The effect on student motivation and performance at the post-secondary level

“…Not all learners are motivated by the same types of badges (Ahn et al, 2014). Abramovich et al (2013) found that there was a difference in badge acquisition patterns for learners with different levels of prior knowledge; low-performing students were motivated by badges awarded for participation, while high-performing students were motivated by badges awarded for skill acquisition.…”

“…Badges or achievements are symbolic awards given to students for completing "any type of skill, knowledge or achievement" (Abramovich, Schunn, & Higashi, 2013, p. 218) that can be displayed by learners to "let others know of their mastery or knowledge" (Abramovich et al, 2013, p. 218) and typically have specifically stated criteria (Ahn, Pellicone, & Butler, 2014;Dominguez et al, 2013;Hanus & Fox, 2015). Badges are a common element of gamification introduced into courses, reported in 11 of 19 studies that are listed in Table 2 ( Abramovich et al, 2013;Barata et al, 2013;Charles et al, 2011;de-Marcos et al, 2014;Dominguez et al, 2013;Goehle, 2013;Hanus & Fox, 2015;Haaranen et al, 2014;McDaniel et al, 2012;O'Donovan et al, 2013;Turner et al, 2013).…”