Talk About Teaching 2015 - Open Badges: How do they enable on teaching and learning?
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The document discusses the implementation of open badges as a form of digital accreditation to enhance inclusive teaching and learning. It outlines the practical sessions, feedback mechanisms, and the impact of badges on student motivation and self-assessment. Key challenges include time constraints and providing adequate information on badge purpose and usage.
Talk About Teaching 2015 - Open Badges: How do they enable on teaching and learning?
- 1. Can Open Badges enhance inclusive teaching and learning? Kerry Sorby, Eden Marrison and Daniel Mackley January 2015
- 2. Why open badges? • Brand new module: opportunity to create fresh material • Practical sessions have always been well received by students and features informal feedback – but does any learning take place? • Practical sessions do not overtly contribute to the summative assessment. Is there a way to recognise this informal learning? • Concern that too much material could be “shoe horned” into 3 hour session. Can acquisition of knowledge, skills & attitudes be effectively achieved in 1 session?
- 3. What are Open Badges? • Open Badges is a digital accreditation infrastructure from Mozilla. • Open Badges are images with metadata hard- coded into them.
- 6. What are Open Badges? • Open Badges is a digital accreditation infrastructure from Mozilla. • Open Badges are images with metadata hard- coded into them. • Visual representations of achievements, learning, skills, competencies etc. • They can accommodate formal & informal learning pathways.
- 11. Format of practical sessions – an example Building on students’ previous experiences of learning from level 1: Using a flipped classroom approach • Pre-session SOL : 15 min Screencast = guiding students to the theory underpinning the practical session • Pre-session quiz: to self-regulate learning • Active participation in 3 hour practical session • Post Session SOL : reflection on professional skill
- 12. Resources required to achieve this • Time ++++ • Support (and education) from TEL team to create screencast and on-line quiz • Support from technician to facilitate formative feedback within session.
- 13. Impact on Learning ………….a lecturer’s perspective • End of module review • Attendance for practical session • Reviewing each of the reflections took time but affirmed learning had taken place (reflection) • Formative feedback on reflections provided via Moodle • 1 badge endorsed by external company.
- 14. Inclusivity? • Screencast and quiz – enables students to rewatch /revisit material in their chosen environment and in their own time– opportunity to formatively check their understanding of the subject area. • Supports different learning styles as different media available to support learning. (screencast , documents to read , practical session) • Opportunity to formatively check own learning and ask questions in safe learning environment (practical session) . This gives students the confidence to reflect on their own skills – evident in the post-session reflection.
- 15. Results 55% students earned at least one badge. NONE (45%) ONE (27%) TWO (16%) ALL THREE (11%) Interestingly, 7 students earned open badges over the Christmas period.
- 16. Benefits to students …..a student perspective • Allows student to track own progress • Sense of achievement • Engaging & motivating • Useful • Post session reflection enables students to recap on session, fully understand the material • Good for CPD
- 17. Barriers to complete the open badges a student perspective • TIME • Lack of info re.badges : purpose, what to do with them • Would a printed certificate be more beneficial, especially for CPD ? • Some badges were too lengthy
- 18. What have we learnt? ……. Or future aspirations • Restructure Moodle site: navigation is easy and intuitive. • Each badge to clearly identify the criteria for completion. • Introductory lecture to include rationale for the open badges and promoting the benefits for the student. • Enhance inclusivity of screencast to include subtitles & more “interesting/ diverse” visual materials (photos)
- 19. What skills, knowledge, behaviours would you like to promote ? http://www.jiscrsc.ac.uk/media/421718/jiscopenbadgesdesigntoolkit-print_1.pdf
- 21. Any Questions?
Editor's Notes
- #6: Ok, so just put that into context, here is a badge titled issued by Kerry at York St John University for their Professional Skills and Reasoning module. This badge was automatically issued through Moodle our learning management system.
- #8: Ok, So let’s have a look at how it all works, we will start with the learner…
- #9: A learner can earn badges from a number of places – this could be an organisation, training provider, a University. Within a HE institutions, badges could be delivered by different teams such as the programme team for the degree they’re studying, Careers, student union etc. We are going to share with you later in the presentation how different departments within our institution are using Open Badges.
- #10: Badges the learner earns are stored in their backpack…
- #11: Badges can then be shared on social media profiles (such as LinkedIn), online portfolios and personal webpages where learners can build a digital resume/CV. This could lead to unlocking new possibilities such as job opportunities and accreditation. For example, Badges could be used as evidence for gaining fellowship of the HEA.
- #12: Building on students’ previous experiences of learning from level 1: SOL informs discussion in workshop The pre session SOL was designed to enable students to develop knowledge and comprehension prior to the face- to face session. The workshop was designed to provide an active learning experience where application and analysis were the focus . This enabled more opportunities to develop students’ professional reasoning skills (which was the focus of this module) – for all badges students needed to attend the session and complete the post session SOL.
- #14: End of module review : – only 5 students responded . 3 had not any completed badges due to time/illness, 1 student was planning to complete badges over Xmas (time) and 1 student found it useful Attendance for practical session – variable – why? Splinting – only 7 absences Wheelchair skills – 17 absences. Visual impairment – For example studies by Smith, K and Morris, NP (2014) and Ford, Burns, Mitch and Gomez (2012) found that lecture capture enhanced attendance and student engagement.
- #15: Additional folder – supporting evidence for practical session accessed by 34 students (39%) - evident in reading some of the reflections which incorporated professional reasoning skills and evidence.