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Foundation of Digital Badges and Micro-Credentials : Demonstrating and Recognizing Knowledge and Competencies.

By: Ifenthaler, Dirk.
Contributor(s): Bellin-Mularski, Nicole | Mah, Dana-Kristin.
Material type: TextTextSeries: eBooks on Demand.Publisher: Cham : Springer, 2016Copyright date: ©2016Description: 1 online resource (540 pages).Content type: text Media type: computer Carrier type: online resourceISBN: 9783319154251.Subject(s): EducationGenre/Form: Electronic books.Additional physical formats: Print version:: Foundation of Digital Badges and Micro-Credentials : Demonstrating and Recognizing Knowledge and CompetenciesDDC classification: 371.33 LOC classification: L1-991Online resources: Click here to view this ebook.
Contents:
Intro -- Preface -- Contents -- About the Editors and Contributors -- Part I: Theoretical Foundation of Digital Badges -- Chapter 1: Digital Badges and Micro-credentials: Historical Overview, Motivational Aspects, Issues, and Challenges -- 1 Evolution of Symbols -- 1.1 Original Purposes -- 1.2 Development of Human Theories That Explain Badging -- 2 Historical Usage -- 2.1 Industry -- 2.2 Business -- 2.3 Sports -- 2.4 Education -- 2.5 Entertainment -- 2.6 Group Programs -- 3 Digital Badging in a Changing World -- 3.1 Technology -- 3.2 Globalization -- 3.3 Mobility -- 3.4 Evolving Needs and Technology -- 3.5 Problems -- 4 New Considerations of Badging -- 4.1 New Items -- 4.2 New Programs -- 4.3 Failed Programs -- 4.4 Low Impact Programs -- 4.5 Cultural Driven Foreign Programs -- 5 Digital Badging Today -- 5.1 Discussion on Current Digital Badging Program -- 5.2 The Future of Badging -- References -- Chapter 2: A Philosophy of Open Digital Badges -- 1 An Epistemology of Badges: Philosophy and Evidence -- 2 (Re)Framing an Ecosystem: Challenging Motivation -- 2.1 Mapping Knowledge Through Badges: Beyond Motivation -- 2.2 The Educational Enterprise and Communities of Learners: Badges as Business -- 2.3 Badging Technology and Badging Culture -- 3 Epistemology: Some Badging Narratives -- 3.1 Badges, Democracy, and Plato: Connecting Ancient Education with Modern Practice -- 3.2 Bridging Plato and Modern Education: Badges as Conversation -- 3.3 Digital Badges and Postmodern Credentialing System(s) -- 4 Conclusions -- References -- Chapter 3: Keep Calm and Credential on: Linking Learning, Life and Work Practices in a Complex World -- 1 Introduction -- 1.1 Micro-credentials in Higher Education -- 1.2 Credentialing Professionals -- 1.3 What Is Practice? Linking Preparation and Practice -- 2 Higher Education as Way of Knowing, Being and Doing.
2.1 Ontology of Higher Education -- 2.2 Epistemologies of Practice -- 3 Strategies for Integrating Micro-credentials -- 3.1 Knowledge Synthesis, Analysis and Interpretation -- 3.2 Professional Development -- 3.3 Up-Skilling or Re-skilling -- 4 Conclusion -- References -- Chapter 4: Drivers, Affordances and Challenges of Digital Badges -- 1 Introduction -- 2 Drivers -- 3 Affordances and Usability -- 4 Challenges -- 5 Current Practices -- 6 Conclusion -- References -- Chapter 5: Evaluating the Public Promise -- 1 Promises and Return on Expectations -- 1.1 Implicit Expectations -- 1.2 Explicit Expectations -- 2 Stakeholders and Expectations -- 3 The Measures and Their Sources -- 3.1 Big Data and Public Data -- 3.2 Internal Data -- 3.3 Generating Specific Data Sets -- 4 Sense-Making: Turning Data into Value -- 4.1 Content Analysis -- 4.2 Comparison Analysis -- 4.3 Trending -- 5 Expressing the Promise: Publishing the Story -- 5.1 Plan to Validate the Promise at Regular Intervals -- 5.2 Reporting -- 5.3 Publishing Strategy -- 5.4 Case Study: The Public Promise for Instructional Designers -- 6 Conclusion -- References -- Chapter 6: Building Collective Belief in Badges: Designing Trust Networks -- 1 Introduction -- 1.1 How Many Badges? -- 1.2 When Learners Earn Badges -- 2 Scaling Perceived Value -- 3 Credential Markets -- 3.1 A Crowded Credential Market -- 3.2 Establishing Value -- 3.3 Credential Markets -- 3.3.1 The Downside of High Standards -- 3.3.2 Creating (Limited) Value with a Lack of Common Meaning -- 3.3.3 Passive Resistance and Active Opposition -- 3.3.4 Medium of Exchange -- 4 Building Trust Networks -- 5 Badges in the Reputation Economy -- References -- Chapter 7: Learning Journeys in Higher Education: Designing Digital Pathways Badges for Learning, Motivation and Assessment -- 1 Introduction -- 2 What Is Badging?.
2.1 An Image File with Metadata -- 2.2 A New Process and Symbol Verifying Achievement -- 3 Possibilities of the Processes and Tools -- 3.1 Paths into Learning -- 3.2 Paths During Learning -- 3.3 Lifelong Pathways of Learning -- 3.4 Competency Credentials -- 3.5 Paths from Informal to Formal Learning -- 4 Program Approaches -- 4.1 Team-Based Development -- 4.2 Design Decisions for Motivating Learning -- 5 Instructional Approaches -- 5.1 Designing Badges for Learning Processes -- 5.2 Portfolios and Digital Badges -- 5.3 Building Self Regulation and Autonomy with Digital Badges -- 5.4 Internal Badges -- 6 Conclusion -- Appendix: OBI Metadata Structure -- References -- Part II: Technological Frameworks and Implementation -- Chapter 8: Badging Platforms: A Scenario-Based Comparison of Features and Uses -- 1 Introduction -- 2 Badging Platforms -- 2.1 Software Support for Open Badges -- 2.2 An Overview of OBI-Compliant Badging Platforms -- 3 Towards Functional Requirements for Badging Platforms -- 4 Feature Comparison of Badging Platforms -- 4.1 Study Questions -- 4.2 Method -- 4.3 Results -- 4.3.1 Q1: Support Offered by the State of the Art Platforms to the Elaborated Scenarios -- 4.3.2 Q2: Feature-Wise Differences Among the Badging Platforms -- 4.3.3 Q3: Unique Features of Individual Platforms -- 5 Discussion -- 5.1 Supported Scenarios -- 5.2 Variety of Badging Features -- 5.3 Supported Badging and Teaching/Learning Practices -- References -- Chapter 9: Adopting Digital Badges in Higher Education: Scoping the Territory -- 1 Introduction -- 2 Research: An Overview -- 2.1 Recognition -- 2.2 Motivation -- 2.3 Assessment and External Uses -- 2.4 Evaluation -- 3 Badges Within an Online Master's Program -- 3.1 Within Courses: Len's Experience -- 3.2 Within a Larger Plan of Study -- 4 School-Wide Infrastructure and Support -- 4.1 LMS Integration.
4.2 Implementation -- 5 Future Vision -- 6 Issues and Recommendations -- References -- Chapter 10: Passport to Designing, Developing and Issuing Digital Instructional Badges -- 1 Introduction -- 2 Badge Development Guidelines -- 2.1 Considerations Prior to Developing the Badge -- 2.2 Considerations During Badge Development -- 2.3 Considerations After the Badge Has Been Developed -- 3 The Passport Badge Development Platform -- 4 Using the Passport Platform -- 5 Conclusion -- References -- Chapter 11: Transforming Workplace Learning Culture with Digital Badges -- 1 The Need to Transform Workplace Learning -- 1.1 Using Badges for Evidencing Change -- 1.2 Using Badges within Complex Learning Architectures -- 2 Examples of Badge Use for Workplace Learning -- 2.1 Badges for Employee Recruitment -- 2.1.1 Hull College Group: Employability Skills Seal -- 2.1.2 Badges for Vets -- 2.1.3 Newport City Homes -- 2.2 Badges for Internal Workforce Training -- 2.2.1 UK National Health Service -- 2.3 Badges for Certification and Compliance -- 2.3.1 Aviva Development Zone by RWA Group -- 2.3.2 IBM Open Badges Program -- 2.4 Badges for Continuing Professional Development -- 2.4.1 Scottish Social Services Council -- 2.4.2 Case Study: HIMATS -- 2.4.3 Case Study: EDUCAUSE -- 2.4.4 Case Study: Teacher Learning Journeys -- 3 How to Implement a Badging System in the Workplace -- 3.1 Make Sure Your IT Infrastructure Is Rock Solid -- 3.2 Appoint a Badge Leader -- 3.3 Set the Badges: Topics and Requirements -- 3.4 Choose a Badge Infrastructure -- 3.5 Plan How Each Achievement Will Be Publicized -- 3.6 Run a Small Scale Pilot -- 3.7 Roll Out the Program -- References -- Chapter 12: The Role of Endorsement in Open Badges Ecosystems -- 1 Introduction -- 2 Why Is Badge Endorsement Important? -- 3 Who Benefits from Badge Endorsement? -- 4 How Does Badge Endorsement Work?.
4.1 Key Terms and Concepts -- 4.2 Open Badges Standard -- 4.3 Open Badge Components -- 4.4 JSON-LD and Open Badge Extensions -- 4.5 Endorsement in the Open Badges Standard -- 5 Scenarios for Badge Endorsement -- 5.1 Badge Earner -- 5.2 Badge Issuer -- 5.3 Badge Endorser -- 5.4 Badge Viewer/Consumers -- 6 Conclusion -- References -- Chapter 13: Implementing a Badging System Faculty Development -- 1 Introduction -- 1.1 Definitions of Badging Related to Faculty Development -- 2 Purpose of Badges -- 2.1 No Lunch, No Learn -- 2.2 What About a Badge? -- 2.3 Show What You Know -- 2.4 Mapping Out What to Badge -- 3 Applications of Badging for Faculty Development -- 3.1 Tracking Development and Applying Service -- 3.2 Mentoring and Peer Review -- 3.3 Rank and Promotion -- 3.4 Measure(s) of Effectiveness -- 4 Implementation of Badging Models -- 4.1 Academia -- 4.2 Outside Academia -- 5 Badging Platforms -- 5.1 Jive -- 5.2 Fidelis -- 5.3 Credly -- 5.4 Mozilla Open Badges -- 5.5 Choosing Wisely -- 6 Conclusion -- References -- Part III: Learning and Instructional Design Considerations -- Chapter 14: Toward a Comprehensive Theoretical Framework for Designing Digital Badges -- 1 Introduction -- 2 Survey of Contributing Theories -- 2.1 Self-Regulated Learning -- 2.2 Self-Efficacy -- 2.3 Game Motivation -- 3 The Proposed Theoretical Model -- 3.1 Individual Level -- 3.1.1 Learning Autonomy, Self-Regulated Learning, and Andragogy -- 3.1.2 Self-Efficacy -- 3.1.3 Goal Setting -- 3.2 Design Level -- 3.2.1 Goal Scaffolding (Within the Zone of Proximal Development) -- 3.2.2 Level-Up Feature -- 3.2.3 Choice and Perspective -- 3.2.4 Personalization -- 3.2.5 Feedback -- 3.3 Design Summary -- 4 Conclusions -- References -- Chapter 15: Digital Badges and Micro-credentials: Digital Age Classroom Practices, Design Strategies, and Issues -- 1 Introduction.
2 Appropriate Instructional Strategies.
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Electronic Book UT Tyler Online
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L1-991 (Browse shelf) https://ebookcentral.proquest.com/lib/uttyler/detail.action?docID=4573580 Available EBC4573580

Intro -- Preface -- Contents -- About the Editors and Contributors -- Part I: Theoretical Foundation of Digital Badges -- Chapter 1: Digital Badges and Micro-credentials: Historical Overview, Motivational Aspects, Issues, and Challenges -- 1 Evolution of Symbols -- 1.1 Original Purposes -- 1.2 Development of Human Theories That Explain Badging -- 2 Historical Usage -- 2.1 Industry -- 2.2 Business -- 2.3 Sports -- 2.4 Education -- 2.5 Entertainment -- 2.6 Group Programs -- 3 Digital Badging in a Changing World -- 3.1 Technology -- 3.2 Globalization -- 3.3 Mobility -- 3.4 Evolving Needs and Technology -- 3.5 Problems -- 4 New Considerations of Badging -- 4.1 New Items -- 4.2 New Programs -- 4.3 Failed Programs -- 4.4 Low Impact Programs -- 4.5 Cultural Driven Foreign Programs -- 5 Digital Badging Today -- 5.1 Discussion on Current Digital Badging Program -- 5.2 The Future of Badging -- References -- Chapter 2: A Philosophy of Open Digital Badges -- 1 An Epistemology of Badges: Philosophy and Evidence -- 2 (Re)Framing an Ecosystem: Challenging Motivation -- 2.1 Mapping Knowledge Through Badges: Beyond Motivation -- 2.2 The Educational Enterprise and Communities of Learners: Badges as Business -- 2.3 Badging Technology and Badging Culture -- 3 Epistemology: Some Badging Narratives -- 3.1 Badges, Democracy, and Plato: Connecting Ancient Education with Modern Practice -- 3.2 Bridging Plato and Modern Education: Badges as Conversation -- 3.3 Digital Badges and Postmodern Credentialing System(s) -- 4 Conclusions -- References -- Chapter 3: Keep Calm and Credential on: Linking Learning, Life and Work Practices in a Complex World -- 1 Introduction -- 1.1 Micro-credentials in Higher Education -- 1.2 Credentialing Professionals -- 1.3 What Is Practice? Linking Preparation and Practice -- 2 Higher Education as Way of Knowing, Being and Doing.

2.1 Ontology of Higher Education -- 2.2 Epistemologies of Practice -- 3 Strategies for Integrating Micro-credentials -- 3.1 Knowledge Synthesis, Analysis and Interpretation -- 3.2 Professional Development -- 3.3 Up-Skilling or Re-skilling -- 4 Conclusion -- References -- Chapter 4: Drivers, Affordances and Challenges of Digital Badges -- 1 Introduction -- 2 Drivers -- 3 Affordances and Usability -- 4 Challenges -- 5 Current Practices -- 6 Conclusion -- References -- Chapter 5: Evaluating the Public Promise -- 1 Promises and Return on Expectations -- 1.1 Implicit Expectations -- 1.2 Explicit Expectations -- 2 Stakeholders and Expectations -- 3 The Measures and Their Sources -- 3.1 Big Data and Public Data -- 3.2 Internal Data -- 3.3 Generating Specific Data Sets -- 4 Sense-Making: Turning Data into Value -- 4.1 Content Analysis -- 4.2 Comparison Analysis -- 4.3 Trending -- 5 Expressing the Promise: Publishing the Story -- 5.1 Plan to Validate the Promise at Regular Intervals -- 5.2 Reporting -- 5.3 Publishing Strategy -- 5.4 Case Study: The Public Promise for Instructional Designers -- 6 Conclusion -- References -- Chapter 6: Building Collective Belief in Badges: Designing Trust Networks -- 1 Introduction -- 1.1 How Many Badges? -- 1.2 When Learners Earn Badges -- 2 Scaling Perceived Value -- 3 Credential Markets -- 3.1 A Crowded Credential Market -- 3.2 Establishing Value -- 3.3 Credential Markets -- 3.3.1 The Downside of High Standards -- 3.3.2 Creating (Limited) Value with a Lack of Common Meaning -- 3.3.3 Passive Resistance and Active Opposition -- 3.3.4 Medium of Exchange -- 4 Building Trust Networks -- 5 Badges in the Reputation Economy -- References -- Chapter 7: Learning Journeys in Higher Education: Designing Digital Pathways Badges for Learning, Motivation and Assessment -- 1 Introduction -- 2 What Is Badging?.

2.1 An Image File with Metadata -- 2.2 A New Process and Symbol Verifying Achievement -- 3 Possibilities of the Processes and Tools -- 3.1 Paths into Learning -- 3.2 Paths During Learning -- 3.3 Lifelong Pathways of Learning -- 3.4 Competency Credentials -- 3.5 Paths from Informal to Formal Learning -- 4 Program Approaches -- 4.1 Team-Based Development -- 4.2 Design Decisions for Motivating Learning -- 5 Instructional Approaches -- 5.1 Designing Badges for Learning Processes -- 5.2 Portfolios and Digital Badges -- 5.3 Building Self Regulation and Autonomy with Digital Badges -- 5.4 Internal Badges -- 6 Conclusion -- Appendix: OBI Metadata Structure -- References -- Part II: Technological Frameworks and Implementation -- Chapter 8: Badging Platforms: A Scenario-Based Comparison of Features and Uses -- 1 Introduction -- 2 Badging Platforms -- 2.1 Software Support for Open Badges -- 2.2 An Overview of OBI-Compliant Badging Platforms -- 3 Towards Functional Requirements for Badging Platforms -- 4 Feature Comparison of Badging Platforms -- 4.1 Study Questions -- 4.2 Method -- 4.3 Results -- 4.3.1 Q1: Support Offered by the State of the Art Platforms to the Elaborated Scenarios -- 4.3.2 Q2: Feature-Wise Differences Among the Badging Platforms -- 4.3.3 Q3: Unique Features of Individual Platforms -- 5 Discussion -- 5.1 Supported Scenarios -- 5.2 Variety of Badging Features -- 5.3 Supported Badging and Teaching/Learning Practices -- References -- Chapter 9: Adopting Digital Badges in Higher Education: Scoping the Territory -- 1 Introduction -- 2 Research: An Overview -- 2.1 Recognition -- 2.2 Motivation -- 2.3 Assessment and External Uses -- 2.4 Evaluation -- 3 Badges Within an Online Master's Program -- 3.1 Within Courses: Len's Experience -- 3.2 Within a Larger Plan of Study -- 4 School-Wide Infrastructure and Support -- 4.1 LMS Integration.

4.2 Implementation -- 5 Future Vision -- 6 Issues and Recommendations -- References -- Chapter 10: Passport to Designing, Developing and Issuing Digital Instructional Badges -- 1 Introduction -- 2 Badge Development Guidelines -- 2.1 Considerations Prior to Developing the Badge -- 2.2 Considerations During Badge Development -- 2.3 Considerations After the Badge Has Been Developed -- 3 The Passport Badge Development Platform -- 4 Using the Passport Platform -- 5 Conclusion -- References -- Chapter 11: Transforming Workplace Learning Culture with Digital Badges -- 1 The Need to Transform Workplace Learning -- 1.1 Using Badges for Evidencing Change -- 1.2 Using Badges within Complex Learning Architectures -- 2 Examples of Badge Use for Workplace Learning -- 2.1 Badges for Employee Recruitment -- 2.1.1 Hull College Group: Employability Skills Seal -- 2.1.2 Badges for Vets -- 2.1.3 Newport City Homes -- 2.2 Badges for Internal Workforce Training -- 2.2.1 UK National Health Service -- 2.3 Badges for Certification and Compliance -- 2.3.1 Aviva Development Zone by RWA Group -- 2.3.2 IBM Open Badges Program -- 2.4 Badges for Continuing Professional Development -- 2.4.1 Scottish Social Services Council -- 2.4.2 Case Study: HIMATS -- 2.4.3 Case Study: EDUCAUSE -- 2.4.4 Case Study: Teacher Learning Journeys -- 3 How to Implement a Badging System in the Workplace -- 3.1 Make Sure Your IT Infrastructure Is Rock Solid -- 3.2 Appoint a Badge Leader -- 3.3 Set the Badges: Topics and Requirements -- 3.4 Choose a Badge Infrastructure -- 3.5 Plan How Each Achievement Will Be Publicized -- 3.6 Run a Small Scale Pilot -- 3.7 Roll Out the Program -- References -- Chapter 12: The Role of Endorsement in Open Badges Ecosystems -- 1 Introduction -- 2 Why Is Badge Endorsement Important? -- 3 Who Benefits from Badge Endorsement? -- 4 How Does Badge Endorsement Work?.

4.1 Key Terms and Concepts -- 4.2 Open Badges Standard -- 4.3 Open Badge Components -- 4.4 JSON-LD and Open Badge Extensions -- 4.5 Endorsement in the Open Badges Standard -- 5 Scenarios for Badge Endorsement -- 5.1 Badge Earner -- 5.2 Badge Issuer -- 5.3 Badge Endorser -- 5.4 Badge Viewer/Consumers -- 6 Conclusion -- References -- Chapter 13: Implementing a Badging System Faculty Development -- 1 Introduction -- 1.1 Definitions of Badging Related to Faculty Development -- 2 Purpose of Badges -- 2.1 No Lunch, No Learn -- 2.2 What About a Badge? -- 2.3 Show What You Know -- 2.4 Mapping Out What to Badge -- 3 Applications of Badging for Faculty Development -- 3.1 Tracking Development and Applying Service -- 3.2 Mentoring and Peer Review -- 3.3 Rank and Promotion -- 3.4 Measure(s) of Effectiveness -- 4 Implementation of Badging Models -- 4.1 Academia -- 4.2 Outside Academia -- 5 Badging Platforms -- 5.1 Jive -- 5.2 Fidelis -- 5.3 Credly -- 5.4 Mozilla Open Badges -- 5.5 Choosing Wisely -- 6 Conclusion -- References -- Part III: Learning and Instructional Design Considerations -- Chapter 14: Toward a Comprehensive Theoretical Framework for Designing Digital Badges -- 1 Introduction -- 2 Survey of Contributing Theories -- 2.1 Self-Regulated Learning -- 2.2 Self-Efficacy -- 2.3 Game Motivation -- 3 The Proposed Theoretical Model -- 3.1 Individual Level -- 3.1.1 Learning Autonomy, Self-Regulated Learning, and Andragogy -- 3.1.2 Self-Efficacy -- 3.1.3 Goal Setting -- 3.2 Design Level -- 3.2.1 Goal Scaffolding (Within the Zone of Proximal Development) -- 3.2.2 Level-Up Feature -- 3.2.3 Choice and Perspective -- 3.2.4 Personalization -- 3.2.5 Feedback -- 3.3 Design Summary -- 4 Conclusions -- References -- Chapter 15: Digital Badges and Micro-credentials: Digital Age Classroom Practices, Design Strategies, and Issues -- 1 Introduction.

2 Appropriate Instructional Strategies.

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Author notes provided by Syndetics

His previous roles include Professor and Director, Centre for Research in Digital Learning at Deakin University, Australia, Manager of Applied Research and Learning Analytics at Open Universities Australia, Professor for Education and Interim Department Chair at the University of Mannheim, Germany, as well as Associate Professor for Instructional Design at the University of Freiburg, Germany. He is the Editor-in-Chief of the Springer journal Technology, Knowledge and Learning and a member of the Editorial Board for Educational Technology Research and Development. Dirk is the 2013-2014 President for the AECT Design and Development Division, 2013-2015 Chair for the AERA Special Interest Group Technology, Instruction, Cognition and Learning and Co-Program Chair for the international conference on Cognition and Exploratory Learning in the Digital Age (CELDA). Nicole Bellin Mularski is a research assistant at the Department of Applied Teaching and Learning Research at the University of Potsdam, Germany. She received her M.A. and Phd from Freie Universität Berlin, Germany and eventually worked as a research assistant in the fields of curriculum development, at the Technische University of Dresden and school development of full-day schools, and SES and migration related achievement disparities in elementary education at the Department of Empirical Education at the Freie Universität Berlin. She received her M.A. in Educational Science from the Berlin Institute of Technology, Germany, including a semester at Stockholm University, Sweden. She worked as research assistant in the fields of higher education, analysing doctoral candidates' supervision and students' satisfaction within their university.

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