NAWI 2014: Open Badges for Workforce Development: Findings from the DPD Project
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Open badges have the potential to transform education credentials, especially because they can recognize the development of individual competencies that go unmentioned in traditional degrees and transcripts. The Design Principles Documentation Project studied 30 learning initiatives as they implemented digital badges and identified general design principles used by these projects. See some of our findings about badges, case studies in workforce preparation, and questions about implications of badges for workforce development.
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NAWI 2014: Open Badges for Workforce Development: Findings from the DPD Project
- 1. Digital Badges in the Workforce NAWI Annual Conference 22 May 2014 Design Principles Documentation Project
- 2. Digital Badges in the Workforce Nate Otto Project Coordinator Design Principles Documentation Project Indiana University
- 3. Thanks to:
- 4. Quick poll: How familiar are you with digital badges? 1.I am hearing about them for the first time 2.I know about badges and want to learn more. 3.I have earned some digital badges. 4.I have built a badge system and issued badges.
- 5. Web Navigator Badge - Hackasaurus
- 6. “Digital Badges are web-enabled credentials of learning or accomplishment." Prof. Dan Hickey, Design Principles Documentation Project
- 7. Presentation Outline • The Design Principles Documentation Project • What are digital badges? • How can badges be used to support the workforce? • Case studies: YALSA, the Manufacturing Institute
- 9. Design Principles Documentation Project Rebecca Itow Andi Rehak Katerina Schenke Cathy Tran Nate Otto Christine Chow Daniel Hickey Principal Investigator
- 12. Design Principles Documentation Project Goal: To find out how organizations are using digital badges in learning programs.
- 13. Design Principles Documentation Project Four functions of digital badge systems • Recognizing Learning • Assessing Learning • Motivating Learning • Studying Learning
- 14. Pulling apart different functions of badge systems.
- 15. Intended Practice Enacted Practice Formal Practice Evolution of a Practice Original design As first implemented Continuing practice
- 16. WHAT ARE OPEN BADGES?
- 17. “A badge is an image… with stuff in it.” Sheryl Grant, HASTAC
- 18. Badges are symbolic representations of skills and accomplishments.
- 19. How does this…
- 20. Web Navigator Badge - Hackasaurus
- 21. Mean this…?
- 22. “Nate Otto can operate a Web browser with celerity.”
- 23. Metadata!
- 25. Open Badges can contain: • Specific claims about learning or accomplishment • Links to supporting evidence
- 28. “A digital badge is an online representation of a skill you’ve earned… [that] allows you to verify your skills, interests and achievements through credible organizations.” Mozilla Foundation - About Open Badges
- 29. How are we all doing so far? elwino (cc-by-nc-sa)
- 30. Once you’ve earned badges, where do they go?
- 31. The Open Badges Backpack
- 32. Collect, Organize and Share
- 33. Collect, Organize and Share
- 34. Collect, Organize and Share
- 35. Collect, Organize and Share • Applying for jobs • Professional development • Performance reviews • . . .
- 36. BUILDING BADGE SYSTEMS How to use badges:
- 37. Design Principles Documentation Project Four functions of digital badge systems • Recognizing Learning • Assessing Learning • Motivating Learning • Studying Learning
- 38. For each of these categories, we identified general design principles.
- 40. Level badges Provide routes or pathways 1 General Principle 2 Specific Principles 18 practices across 30 projects (As implemented in project contexts) “Levels of Participation and Achievement” -Intel “Hierarchical Quest Paths” –NOAA Planet Stewards
- 41. Sort Identified Practices Draft Initial Principles Formalize General Principles Bookmark Research Emergence of Badge Design Principles
- 42. General and Specific Principles: Recognizing Learning •Align badges to standards (23) –Use standards internal to community (3) –Use national or international standards (12) –Use community and national/international standards (8) •Use badges to map learning trajectory (18) –Level badges (11) –Provide routes or pathways (7) •Have experts issue badges (15) –Credentialed via external accredited entity (8) –Credentialed via community (2) –Credentialed via accredited entity and community (5) • Seek external backing (15) – Externally endorsed (8) – Externally valued (7) • Recognize diverse learning (10) • Use badges as a means of external communication of learning (11) • Determine lifespan of badges (7) – Never expires (7) – Requires renewal or upgrading (0) • Recognize educator learning (7) • Award formal academic credit for badges (3) • Promote discovery (7) – Discover learning opportunities (5*) – Discover learners (2*)
- 43. Tracking principles across 3 phases Intended – Enacted – Formal
- 44. BADGES IN THE WORKFORCE Stackable skill credentials:
- 45. How are badges being used in workforce-related projects?
- 46. YALSA Badges to recognize librarians’ skills
- 47. 2012-present • YALSA won a grant to develop a badge system through the Digital Media & Learning Competition • Launched spring 2014
- 48. Case Study now available http://dpdproject.info/details/yalsa/
- 49. YALSA issues badges to recognize professional competencies Communication, Outreach and Marketing badge
- 50. The badge system will enable librarians and library workers to “gain recognition for the new competencies, capacities and skills they are developing in a nontraditional setting” YALSA grant proposal to the DML Competition
- 51. YALSA Competencies for Librarians Serving Youth 1. Leadership and Professionalism 2. Communication, Outreach and Marketing 3. Knowledge of Client Group 4. Administration 5. Knowledge of Materials 6. Access to Information 7. Services
- 52. “The competencies outline the skills and knowledge teen services librarians need to have in order to provide excellent service to this unique age group.” YALSA grant proposal to the DML Competition
- 53. YALSA Competencies for Librarians Serving Youth 1. Leadership and Professionalism 2. Communication, Outreach and Marketing 3. Knowledge of Client Group 4. Administration 5. Knowledge of Materials 6. Access to Information 7. Services
- 54. YALSA Competencies for Librarians Serving Youth 1. Leadership and Professionalism 2. Communication, Outreach and Marketing 3. Knowledge of Client Group 4. Administration 5. Knowledge of Materials 6. Access to Information 7. Services
- 55. Communicator Badge Outcomes • Effectively use social media and mobile technologies in order to advocate for the age group • Effectively use social media and mobile technologies to inform teens about what a library has to offer • Understand how to select the best technology tool in order to successfully get a message out to a specific audience and for a specific purpose. • Use a variety of tools to identify the needs and interests of underserved teens
- 57. What will YALSA badge earners do with their badges? Who will they show?
- 58. “Badge earners can be innovative in how they use the badges:" Sarah Flowers, YALSA President 2011-12
- 59. "...in virtual resumes or portfolios..." Sarah Flowers, YALSA President 2011-12
- 60. "...in their yearly employee evaluation or goal-setting process..." Sarah Flowers, YALSA President 2011-12
- 61. "...on web pages or blogs..." Sarah Flowers, YALSA President 2011-12
- 62. "...or in some other way that showcases the work they’ve done.” Sarah Flowers, YALSA President 2011-12
- 64. What are some benefits of using badges? How do they relate to workforce competencies?
- 65. Badges let you recognize skills learned outside of your formal schooling.
- 66. Badges let you recognize micro-level skills and achievements.
- 67. Badges let learners show off each achievement in the right context.
- 68. NATIONAL ASSOCIATION OF MANUFACTURERS Badges to recognize skills for manufacturing
- 70. [M-badges] will recognize the critical skills that are learned in settings other than educational institutions but are highly sought by manufacturers. National Association of Manufacturers
- 72. Employers post job opportunities and connect with badge earners.
- 73. We work for manufacturers. Brent Weil, The Manufacturing Institute
- 74. Working with high school students who may be involved in STEM, but don’t think manufacturing is very glamorous.
- 75. Assessing soft skills needed by employers
- 76. Protecting Validity • Didn’t want to give out 100k badges without much meaning behind them. • Balance the need to protect the badges’ validity with a desire for a good pace of adoption.
- 78. Where and how do badges fit in the workplace? (cc-by-sa Hugo Chisholm)
- 79. Badges let you recognize skills learned outside of your formal schooling. Badges let you recognize micro-level skills and achievements. Badges let learners show off each achievement in the right context.
- 81. What important skills do workers learn on the job at your workplace or institution?
- 82. YALSA: Library Skills What could you claim about the librarian who put together this display? Newton Free Library (cc-by-nc-nd)
- 83. Manufacturing: Where can young people learn skills specific to an industry or sector? Newton Free Library (cc-by-nc-nd)(cc-by-nd BISGOVUK)
- 84. Can you represent employees as a collection of their competencies?
- 91. Someone to ask questions
- 92. Someone to ask questions
- 93. Design Principles Documentation Project Out Now: January Interim Report http://iudpd.indiana.edu/JanuaryReport
- 94. Design Principles Documentation Project Out Now: Design Principles Card Deck http://iudpd.indiana.edu/CardDeck
- 95. Design Principles Documentation Project New: DPD Project Website http://dpdproject.info
- 96. Any more questions? Thomas Hawk (cc-by-nc)
- 97. Thank you for coming!
- 98. Nate Otto Project Coordinator Design Principles Documentation Project Indiana University @ottonomy
Editor's Notes
- This is a digital badge.
- We decided to study these four functions of digital badge systems. We pulled these practices apart.
- The system designers didn’t intend to specifically design for these four functions of badges.
- This is hard to explain sometimes…
- Use this diagram to explain how the the badge (which means “___ can operate a web browser with celerity”) moves through the ecosystem.
- Mozilla’s Backpack application allows you to collect badges from wherever you’ve earned them, all in one place.
- Here’s a shot of a basic backpack collection showing a badge someone earned when they were studying aquaponics.
- Digging deep into the claim and evidence. It describes the learning outcomes intended for this badge and has links to detailed criteria and evidence.
- So that’s the earner perspective. Our research dug into how the issuers design badge systems. That means we’re studying the decisions the issuers made around: what claims they wanted to make with badges, how they could back up those claims with valid assessments, and how they intended learners to progress.
- Though the system designers didn’t necessarily start with these four functions, we found it useful to pull them apart to analyze separately. Recognizing refers to the decisions issuers make about what badges they define: the claims those badges make about the earners at various points in their progress, as well as how they intend for learners to progress from badge to badge and how they unlock the value of the badges. Each claim made by a badge needs associated assessment practices for two reasons: To make the critical decision whether or not to issue the badge, and to collect the right evidence that will serve to back up that claim. The decisions in each of these first two areas will affect how students are motivated to participate, in rich and complicated ways. It’s not simply a question of, “do badges motivate learners?” There are many questions about the effects on motivation that arise from how students are intended to participate in learning activities There are many reasons and ways to implement research practices, though few of the projects we studied designed any formal practices in this area from the beginning. Many came across information needs later, often when seeking continuing funding and needing to quantify or justify what they had done so far. We defined three purposes for badge research and two main methods.
- This is how the general principles work. Some of them, we’ve broken down
- This was the process we used to identify principles. Note that we started with the practices
- YALSA, a division of the ALA focusing on young adult services
- The goal of YALSA’s badge system is to issue badges to librarians and library workers to recognize developing competencies that they’ll use in serving young adults.
- {read quote} Ok, so YALSA’s badges recognize what librarians and library workers learn on the job about serving youth. This covers people who have received their library degree as well as non-librarians.
- YALSA had a pre-existing framework of competencies they felt Youth librarians should develop.
- Often these skills are developed once librarians have gotten a job serving young adults.
- YALSA had these 7, planning to issue a badge as library workers demonstrated each competency.
- They’re starting with these three, {list} and then expanding the system to the full 7 once it gets going
- For each of the competencies, they already had defined outcomes they wanted librarians to demonstrate, like this badge for “Communication, Outreach & Marketing”. When YALSA issues this badge, they’re making a claim that the earner can perform these skills on the job. These are specific things, what a lot of people in the badging community call granular skills, in contrast to big credentials like degrees that recognize many skills and experiences at once.
- Fill in who are the players in this diagram. Badge issuer = YALSA, national professional organization Badge earner = librarians and library workers serving young adults Audience = ?????
- This is what YALSA had to say about it: {quote}
- The goal of YALSA’s badge system is to issue badges to librarians and library workers to recognize developing competencies that they’ll use in serving young adults.
- I see this as being very relevant to libraries, as much as what libraries do is helping others learn outside of the sphere of formal education.
- Telling a more complex, nuanced story about a person’s learning. Compared to traditional degrees, which is a slip of paper, maybe a transcript. Badges include proof of specific achievements, often linked to the evidence of that achievement. You don’t usually get that with a traditional bachelor’s degree.
- You can pick and choose which badges to display to tell the story that you want to tell, just as you might tailor your resume to different job positions. Badges can also be used in different online contexts: online resume, portfolio, blog, etc.
- YALSA, a division of the ALA focusing on young adult services
- Use this diagram to explain how the the NAM badges move through the ecosystem. Earners: high schoolers participating in chapters of Project Lead The Way and SkillsUSA.
- Students who participate in Project Lead the Way chapter sponsored classes in their high schools, completing project-based courses, earn badges and develop skills that are useful in all sorts of workplaces, including manufacturing.
- This badge system is designed for manufacturers, to help them find the skilled employees they need. Build positive perceptions of manufacturing.
- This is a hard principle to implement. It involves building content programs and assessments that provide adequate evidence of soft skills. Though, they could be as informal as a personal recommendation by an instructor.