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Recognition and A ccreditation for DL with OpenBadges ?

Recognition and A ccreditation for DL with OpenBadges ?. Terry McAndrew Academic co-Lead – Digital Literacies in the Disciplines (HEA) Advisor – JISC TechDis. Me, and why me?. Incremental learner + willing substitute  Various University roles with technology

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Recognition and A ccreditation for DL with OpenBadges ?

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  1. Recognition and Accreditation for DL with OpenBadges? Terry McAndrew Academic co-Lead – Digital Literacies in the Disciplines (HEA) Advisor – JISC TechDis

  2. Me, and why me? • Incremental learner + willing substitute  • Various University roles with technology • Programmer, researcher, teacher (staff too) • Part-time learner • BA(Open), MSc, PGCLTHE  FHEA • Subject centre ‘Techie’ (Bioscience) + Journal • Discipline-based experience + ~200 ‘papers’ • The ‘guy down the corridor’ with tech • Introduced networking and web, tactically. • JISC #TechDis + Higher Education Academy

  3. Digital Literacy (Fraser) digital literacy = digital tool knowledge + critical thinking + social engagement. • It supports and helps develop traditional literacies • It's a life-long practice • It's about skills, competencies and critical reflection on how these skills and competencies are applied • It's about social engagement

  4. Digital Literacy (Fraser) digital literacy = digital tool knowledge + critical thinking + social engagement. • It supports and helps develop traditional literacies • It's a life-longpractice • It's about skills, competencies and critical reflection on how these skills and competencies are applied • It's about social engagement

  5. Problem Space • Learning is everywhere • Formal qualifications can lack specific evidence for digital experience • Digital world changes rapidly – often faster than the curriculum • Employers expect graduates to be up-to-speed quickly in their duties, using tech effectively • “It’s all about me” – presenting evidence of experience and skills in a digital society

  6. Digital Literacy – yet another analogy! Enabling People and their organisations to drive safely online – to reach a destination through an optimal route by: • Reading maps, signals, other user’s purposes and intentions; • Using operational skills (steering, signals, gears (apps) etc.) and connecting them; • Making decisions while recognising useful information, without being distracted; • Exchanging courtesies and support; • Improving routes: our digital highways; • Logging the journeys, and • Arriving safe (and on time)! LittleBox - driver TeleMetrics (admiral.com)

  7. We have an objective – to get from status A to B we encounter this…

  8. We believe we can do this…

  9. AGILITY Blog posts? …but it’s not always like that…

  10. …and then we open our email.

  11. So how do we obtain a ‘licence’? • Do we need to have n silent “car-crashes” first? • Do we need better guidance? • Is it as intuitive as we think it is? • Can we evolve appropriate targets?

  12. No simple ‘driving’ licence • There is no ‘digital literacy’ exam standard • The digitally literate graduate attributes vary by purpose and role • Rarely formally assessed directly • Are modern graduate ‘digital natives’, now ‘residents’ in the domain? • ‘Digital Natives’ (Prensky, 2001) was a convenience (“old people don’t understand this stuff” was really “old people actually developed this stuff”) • ‘Visitors and Residents’ (White & LeCornu, 2011) for more realistic view of online identity: more purpose driven • so why not “stamp our passports” on these journeys? • respect and value students earlier engagements

  13. How do we value pre-university experience?

  14. “INCOMING….” Recognise that students arrive with their own digital practices: We have some very well established practices in universities that traditionally we have tried to 'pass on' to students. But students are arriving with some well established digital practices of their own. It isn't always a question of 'both/and'. For example, referencing and plagiarism are areas where students' own digital practices and cultures clash with those of the university. We should identify the values and history behind those academic practices, rather than slavishly learning Harvard style punctuation. We can't just see students as empty vessels to be filled up with what we do over here in academia. (Beetham – c/o Guardian)

  15. OpenBadges • An approach to capture and validate digital skills along the journey • Data ‘baked’ into the image • Architecture developed by Mozilla – operated by anyone. OS approach. (NB: OS is vital to infostructure) • Used by organisations, schools and collages before university • Example: Developing Digital Leaders • Expectations for HE? • Recognises informal learning

  16. How it operates • Mozilla Open Badges is not proprietary —free software to an open technical standard. Any organization can create, issue and verify digital badges. Any user can earn, manage and display them all across the web. • With Open Badges, every badge is full of information. Metadata baked in that links back to the issuer, the criteria it was issued under, and evidence. • Individuals can earn badges from multiple sources, both online and offline, and manage and share them using the Mozilla Backpack. • Supported by a community. Open Badges are designed, built and backed by a broad community of contributors [via]open source model. Mozilla

  17. Doug’s elevator pitch

  18. Techie bit • Simple stuff they say… • https://wiki.mozilla.org/Badges/Onboarding-Issuer#E._Metadata_Spec

  19. Education develops pathways, networks and ‘mileposts’ to capture.

  20. See https://wiki.mozilla.org/Badges/Onboarding-Issuer

  21. Badges for what? • How might you offer a badge to OTHERS (inc. students)? • Where would it have an effect? • Where could they have a role value? • What would yours be? • What advantages – to whom? • What are the true barriers to using Badges? • Organisational? • Technical? • Social? • Culture? • Some suggestions…

  22. RSC Scotland • http://www.rsc-scotland.org/?page_id=2223

  23. Curation of practice http://www.scoop.it/t/open-badges

  24. Use WikiPedia as part of your assignment activity!

  25. Resources, Stories and approaches

  26. DigitalMe promotion

  27. DigitalMe Badge Framework

  28. ACTIVITIES • USE THE DIGITALME ‘BADGE CANVAS’ PROVIDED TO DESIGN A BADGE SYSTEM FOR... • USE THE TITANPAD TO IDENTIFY BARRIERS AND ENABLERS http://titanpad.com/aGCxUcjs8g

  29. Some useful sites • OpenBadges.org http://openbadges.org/ • JISC RSC Scotland • Grainne Hamilton; Scoop.it, e-assessment blog. • Showcase http://www.rsc-scotland.org/?page_id=2223 • P2PU https://p2pu.org/en/badges/curator/ • DigitalMehttp://www.digitalme.co.uk/category/projects/ • Free Badge Canvas for scheme design • ‘Badge the UK’ initiative • Badge Framework • Doug Belshaw’s Blog • http://dougbelshaw.com/blog/2013/05/23/explaining-open-badges-through-analogy/ • JISC TechDis – because it has to be accessible to be Open

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