how open badges scaffold a better learning design and improve eportfolio management
TRANSCRIPT
How Open Badges scaffold a better learning design and improve ePortfolio practices
Mahara Hui 2015 -‐ Auckland
Dominique-‐Alain JAN @dajan | [email protected]
Leader of the French Mahara community TEL Lecturer at Lausanne University for Teacher Training
Plan
1. About badges 1. (Open)Badges – an old story 2. Anatomy of a Badge 3. Badges vs ePortfolios
2. Managing Badges 1. Creating / Issuing / Managing badges 2. And beyond – the Open Badge Passport
3. How can Open badges improve the learning experience of ePs?
(Open)Badges – an old story
• Claims: • We have been using badges for a long time already
• Medieval blazon • Army flags • Tartan
• Badges are polymorphic • Badges can be serious
« The aim of Open Badges is to allow anyone to build and manage a portfolio of assessments and certifications of what has been acquired through lifelong learning, as well as formally and informally during leisure activities, self learning, or through charitable activities »
Denis Lamontagne (2011) « Open Badges : une initiative
pour la reconnaissance des compétences tout au long de la vie », 20/09/11 accédé le 30/05/14 [http://cursus.edu/article/17545/
open-‐badges-‐une-‐initiative-‐pour-‐reconnaissance/]
• Learning pathway • Skills assessment
• Badge issuer • Trust
• Artefacts / Reflection for higher-‐stake evaluation of learning outcomes
• Badge displayer
• Learning pathway • Skills assessment
• Badge issuer • Trust
• Badge storage • Badge management
• Artefacts / Reflection for higher-‐stake evaluation of learning outcomes
• Badge displayer
• Learning pathway • Skills assessment
• Badge issuer • Trust
• Badge storage • Badge management
• Artefacts / Reflection for higher-‐stake evaluation of learning outcomes
• Badge displayer
Nom du badge
Description
Critères d’obtention
Emetteur
Preuves
Date de validité
Date émission
Image.png
Image + metadata = badge.png
{ "recipient": "[email protected]", "evidence": "/badges/economics/macro", "expires": "", "issued_on": "2015-04-08", "badge": { "version": "0.5.0" "name": "Keynesian multiplicator", "image": "/images/macro-keynMultiBase.png", "description": "Explain the effects of public… "criteria": "/badges/economics/keynes/multi/", "issuer": { "origin": "http://gymnyon.vd.ch", "name": "gymnyon", "org": "Gymnase de Nyon", "contact": "[email protected]" } } }
+
ImageCrit
eria
OwnerIssuer
EvidencesValidation relationship
My validation is also represented by this !
ImageCrit
eria
People sharing the same Badge / Pathway / Location
Issuer
Evidences
The Badges are a HUB
ImageCrit
eria
Social NetworkIssuer
Evidences
The Badges are a HUB
Skills Values Attitudes Knowledge
ePortfolios vs Open Badges?How can Open Badges scaffold a better learning design and improve eP practices?
ePortfolio adoption
The NES (NHS Education for Scotland) ePortfolio has grown rapidly since its inception in August 2005 and now comprises over 20 versions for over 35,000 healthcare trainees within Scotland (Nursing, Midwifery, Dentistry and Pharmacy), across the United Kingdom (Medicine), and the Republic of Ireland (Medicine)
Source : http://guide.nhseportfolios.org/walkthrough/Home.aspx
Not everyone supports ePortfolioI started this petition because I believe the ePortfolio is a complete waste of time and effort for all Clemson students. I…]. Like most all of my classmates, I put work into my classes and receive grades, as I should. It is as simple as that. Why should we be required to create a portfolio that just reiterates the fact that we have completed a course? Why should we be submitting work to an online portfolio that does not give us any credit? We have to complete this to graduate? If I have achieved good grades and completed the courses necessary, I should be well on my way to graduating. The ePortfolio only creates another task for students to worry about, a task that accomplishes nothing. I wrote an essay for my English class, I got an A on it, that led to me receive an A in the course, and I successfully earned those credits. Nowhere in there do I see a gap that must be filled in with an ePortfolio. Many of us have friends at other prestigious universities. Not once have I heard of an ePortfolio assignment from any of them. I firmly believe that eliminating the ePortfolio at Clemson University will truly enable students to be more focused on their actual coursework and have a more positive mindset about school. […] Jamie Harding started this petition Petition Closed 2,954 supporters target 5,000
Source : https://www.change.org/p/clemson-‐university-‐eliminate-‐the-‐eportfolio
Not everyone supports ePortfolio
• ePortfolios – 7 reasons why I don’t want my life in a shoeboxhttp://donaldclarkplanb.blogspot.com.au/2011/03/e-‐portfolios-‐7-‐reasons-‐why-‐i-‐dont-‐want.html
• Bollinger (2010) Student perceptions of ePortfolio integration in online courses
• Tosh (2005) Engagement with electronic portfolios: challenges from the student perspective
• Shroff (2011) Analysing the technology acceptance model in examining students’ behavioural intentions to use e-‐portfolio systems
• Tzeng (2011) Perceived values and prospective users' acceptance of prospective technology: the case of a career eportfolio system
• Jan (2015) ePortfolio trained graduates in the workplace: are they significant users of ePortfolio features at the start of their careers? [paper to be delivered at ePIC 2015]
• …
Managing Badges within MaharaHow can Open Badges scaffold a better learning design and improve eP practices?
Design Manage Issue Revoke
Management Management
Assignment
Badge displayerIssues badges
Badge displayer
Design Manage Issue Revoke
Overrides M
oodle badges
Management Management
Assignment
Badge displayerIssues badges
Badge displayer
Design Manage Issue Revoke
Overrides M
oodle badges
Management Management
Assignment
Badge displayerIssues badges
Send
s to M
ozilla backpack
Badge displayer
Design Manage Issue Revoke
Overrides M
oodle badges
Management Management
Assignment
Badge displayerIssues badges
Send
s to M
ozilla backpack
Badge displayer
Design Manage Issue Revoke
Overrides M
oodle badges
Management Management
Assignment
Badge displayerIssues badges
Send
s to M
ozilla backpack
Badge displayer
Design Manage Issue Revoke
Overrides M
oodle badges
Management Management
Assignment
Badge displayerIssues badges
Send
s to M
ozilla backpack
Badge displayer
Design Manage Issue Revoke
Overrides M
oodle badges
Management Management
Assignment
Badge displayerIssues badges
Send
s to M
ozilla backpack
Import badges
Badge displayer
Design Manage Issue Revoke
Overrides M
oodle badges
Management Management
Assignment
Badge displayerIssues badges
Send
s to M
ozilla backpack
Import badges
Badge displayer
Design Manage Issue Revoke
Overrides M
oodle badges
Management Management
Assignment
Badge displayerIssues badges
Send
s to M
ozilla backpack
Import badges
Badge displayer
Semantic Network
Design Manage Issue Revoke
Overrides M
oodle badges
Management Management
Assignment
Badge displayerIssues badges
Send
s to M
ozilla backpack
Import badges
Badge displayer
Semantic Network
Social Network
How Open badges can improve the learning experience on eP?How can Open Badges scaffold a better learning design and improve eP practices?
One Case Study
• Context: • HES-‐SO: Higher Education institution for Healthcare training in Fribourg (Switzerland) • New syllabus for trained nurses to become heads of department in hospitals • Master degree • Face to face training (1/3) – online training (2/3) • 240 credits ECTS ! coursework + personal work
• TEL • Moodle • Mahara
• mandatory to present a reflexive and personal work at the end of the training (3 years)
• PLE
http://www.heds-‐fr.ch/fr/Pages/default.aspx
https://vimeo.com/69882471
One Case Study
• Example of one instruction given to students
• At the end of year three you must submit your portfolio for evaluation. This must contain: • the personal and reflexive journal you have written alongside your three years of training • two evidences of attainment for each of the sixteen main skills • your personal biography
• This portfolio represents 30% of your final mark
My questions about that
• What is reflexivity in your context? • Do you train students to have reflexive practice or do you take this for granted from their previous background? • Will you train students to acquire eP practices? • Will you train students to use Mahara? • What in your view constitutes a good evidence for inclusion in someone’s eP? • Will you train students to improve their digital literacy? • …
• Have you all agreed on what the 16 skills you have to assess are?
One of the 16 skills: Reflexive practice
• What is reflexive practice?
• Brainstorming ! 7 people ! 8 interpretations
• Decision: • First: we create a badge on reflexive practice • At the end: we create 3 badges on reflexive practice
• 3 levels • One for each year • Acknowledge students’ progress
(1) Reflexion (2) Design (3) Implementation
Process
What?For Who?
How?
Result:
Intellectually • A comprehension of the skill • An agreement on the “boundary object” (Popper) • Reification (Wenger on CoP)
Practically • An agreement on the competences that contribute to
acquire the skill • Competences are simpler to assess • An agreement on the activities to develop for training
the students (Bloom’s taxonomy)
Technically • The decision on what settings and tools that must be
set up for the tasks/activities (multiple / single journal, forums, group pages, …)
Badge
Process
Badge
(1) Reflexion (2) Design (3) Implementation
http://learningdesigner.org/
Process
Badge
(1) Reflexion (2) Design (3) Implementation
http://learningdesigner.org/
Process
Badge
(1) Reflexion (2) Design (3) Implementation
http://learningdesigner.org/
Process
Badge
(1) Reflexion (2) Design (3) Implementation
http://learningdesigner.org/
Process
Badge
(1) Reflexion (2) Design (3) Implementation
http://learningdesigner.org/
Process
Badge
(1) Reflexion (2) Design (3) Implementation
http://learningdesigner.org/
Template Group page PLE
Process
Badge
(1) Reflexion (2) Design (3) Implementation
http://learningdesigner.org/
Template Group page PLE
Conclusion
• The introduction of Open Badges has improved a situation where • Students were confused • Teachers didn’t agree on definitions of skills, or quality standards • The design of activities was not in relation with the skills
• By • Clarifying the objectives (reification, boundary object, Bloom’s taxonomy,…) • Helping in the design of clear evaluation criteria • Providing an acceptable learning curve in eP practices • Giving mentors time to feel comfortable with TEL and eP