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Badge Lab | Badge Lab Chapter 3 | ||
“We’ve been given an accreditation system that’s broken and we want to fix in the next two days,” Phillip Schmidt told the crowd by way of introduction to Badge Lab. | |||
Phillip | |||
What are badges and what do they have to do with education? | |||
Joshua Gay, “programmer, activist, and community organizer” whose list of projects has included, ‘CK-12 Foundation, Textbook Revolution,The League of Technical Voters, Free Software Foundation, and One Laptop per Child,” devoted a series of blog posts to the topic before Drumbeat.: | |||
In August Mark Surman wrote an enticing post entitled Experiment: Badges, identity and you. | In August Mark Surman wrote an enticing post entitled Experiment: Badges, identity and you. | ||
http://commonspace.wordpress.com/2010/08/12/badges-identity-and-you/ | http://commonspace.wordpress.com/2010/08/12/badges-identity-and-you/ | ||
[Figuring out who to pay attention to and who to work with is a big challenge in a community like Mozilla. Using the Whistler Science Fair as example, Les Orchard points out the underlying issue — we don’t have a quick way to parse through all the awesome to find out who’s good at what / who’s contributed what / who is doing things relevant to me. This is a common problem in online life overall. We don’t have an easy, portable and reliable way to represent our skills, achievements and social capital. | |||
Figuring out who to pay attention to and who to work with is a big challenge in a community like Mozilla. Using the Whistler Science Fair as example, Les Orchard points out the underlying issue — we don’t have a quick way to parse through all the awesome to find out who’s good at what / who’s contributed what / who is doing things relevant to me. This is a common problem in online life overall. We don’t have an easy, portable and reliable way to represent our skills, achievements and social capital. | |||
Over the last two months, I’ve been talking to people about this same challenge in another context — learning and education. Historically, we’ve used degrees and certificates to show what we know. This breaks down online — partly because we have no good way to show these credentials and partly because so much of our learning is now informal that degrees aren’t really relevant. People like P2PU, Remix Learning and others have come same conclusion Les has — we could use online badges to represent these things. Sites like Stack Overflow already use badges like this. We’re going to do the same for the Mozilla / P2PU School of Webcraft. | Over the last two months, I’ve been talking to people about this same challenge in another context — learning and education. Historically, we’ve used degrees and certificates to show what we know. This breaks down online — partly because we have no good way to show these credentials and partly because so much of our learning is now informal that degrees aren’t really relevant. People like P2PU, Remix Learning and others have come same conclusion Les has — we could use online badges to represent these things. Sites like Stack Overflow already use badges like this. We’re going to do the same for the Mozilla / P2PU School of Webcraft. | ||
Which brings me to the experiment I want to do: a digital ‘backpack’ that lets you store and display badges you pick up from many different sites across the web. | Which brings me to the experiment I want to do: a digital ‘backpack’ that lets you store and display badges you pick up from many different sites across the web. | ||
Badges can provide a good way for potential friends, collaborators, co-workers and employers to size you up. However, that’s only true if they can associate all your badges with you. You don’t want to send them traipsing around the web to look at sites like P2PU, iRemix and Badger to see your badges. Instead, you want to all the badges from these different places reliably associated with your online identity. | Badges can provide a good way for potential friends, collaborators, co-workers and employers to size you up. However, that’s only true if they can associate all your badges with you. You don’t want to send them traipsing around the web to look at sites like P2PU, iRemix and Badger to see your badges. Instead, you want to all the badges from these different places reliably associated with your online identity. | ||
With this in mind, I’ve been talking to Mike Hanson and others about an experiment that displays badges from multiple places as a part of the identity you build up through Firefox. Someone wanting to check you out would see something like this: | With this in mind, I’ve been talking to Mike Hanson and others about an experiment that displays badges from multiple places as a part of the identity you build up through Firefox. Someone wanting to check you out would see something like this: | ||
At an implementation level, this would work by storing your badges (or references to your badges) in both a personal data vault like Weave and some sort of claims system. It could work something like this: | At an implementation level, this would work by storing your badges (or references to your badges) in both a personal data vault like Weave and some sort of claims system. It could work something like this: | ||
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• Your identity profile (webfinger?) plus social media sites like LinkedIn -> these display all of your badges and associate them with the rest of your identity. | • Your identity profile (webfinger?) plus social media sites like LinkedIn -> these display all of your badges and associate them with the rest of your identity. | ||
At a practical level, we need a system like for P2PU School of Webcraft and the kind of badge platform Les is proposing for Mozilla. Connecting badges to a version of your online identity the you control also presents a huge opportunity in informal digital learning – everyone working in that space needs something like this as well. | At a practical level, we need a system like for P2PU School of Webcraft and the kind of badge platform Les is proposing for Mozilla. Connecting badges to a version of your online identity the you control also presents a huge opportunity in informal digital learning – everyone working in that space needs something like this as well.] | ||
http://joshuagay.org/blog/?p=26 | http://joshuagay.org/blog/?p=26 | ||
Fast forward a month and in comes me, Joshua Gay. Hello! | Fast forward a month and in comes me, Joshua Gay. Hello! | ||
I’ve come on board to work on two projects, the first to help develop a badge backpack, and the second is to work with Philipp Schmidt and the Peer-2-Peer University (P2PU) to experiment with peer-based educational assessment and recognition. The relationship between the two projects is simple: some peer-based assessments on P2PU will result in students being given digital badges; these badges will then get stored in a digital backpack. | I’ve come on board to work on two projects, the first to help develop a badge backpack, and the second is to work with Philipp Schmidt and the Peer-2-Peer University (P2PU) to experiment with peer-based educational assessment and recognition. The relationship between the two projects is simple: some peer-based assessments on P2PU will result in students being given digital badges; these badges will then get stored in a digital backpack. | ||
Seems simple enough, right? Well, that’s what I thought as well, until I started really looking into each of these ideas. What I discovered is that there are a great number of tantalizing questions, exciting implications, and possible | |||
Seems simple enough, right? Well, that’s what I thought as well, until I started really looking into each of these ideas. What I discovered is that there are a great number of tantalizing questions, exciting implications, and possible implementations of badges, a badge backpack, and of peer-based assessment models. So, as a sort of status report to the community, I’m putting together a series of blog posts that I will be publishing over the coming weeks. | |||
We will look at the use of badges historically from the military to the global Scout movements up through modern digital badges on web sites such as StackOverflow.com and MMORPGs such as World of Warcraft. Then we will spend some time trying to unravel the anatomy of a badge and what the various properties and data types might be for creating a digital badge system that can satisify the needs of many different types of users. Most importantly we will look at important use cases for the badges we hope to implement through P2PU as well as the needs and hopes of great projects such as Remix Learning. | We will look at the use of badges historically from the military to the global Scout movements up through modern digital badges on web sites such as StackOverflow.com and MMORPGs such as World of Warcraft. Then we will spend some time trying to unravel the anatomy of a badge and what the various properties and data types might be for creating a digital badge system that can satisify the needs of many different types of users. Most importantly we will look at important use cases for the badges we hope to implement through P2PU as well as the needs and hopes of great projects such as Remix Learning. | ||
Along the way we will touch upon important topics such as identity; unravel some of what we have learned and thought about regarding peer-based assessment models; and hopefully begin presenting some storyboards and designs for our implementation of a badges infrastructure and badge backpack. | Along the way we will touch upon important topics such as identity; unravel some of what we have learned and thought about regarding peer-based assessment models; and hopefully begin presenting some storyboards and designs for our implementation of a badges infrastructure and badge backpack. | ||
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Posted on October 15, 2010 by joshuagay | Posted on October 15, 2010 by joshuagay | ||
Ribbons and badges of a US Navy sailor. | Ribbons and badges of a US Navy sailor. | ||
This is part 2 of Badges and Assessment , a series of blog posts to inform you of the work I am doing with the Mozilla Foundation and P2PU. | This is part 2 of Badges and Assessment , a series of blog posts to inform you of the work I am doing with the Mozilla Foundation and P2PU. | ||
In my quest to begin designing a badge framework, I have come across a number of fabulous examples of badge systems that span across both the physical and digital world. So, I’ve decided to share with you the top ten badge systems I have come across so far. | In my quest to begin designing a badge framework, I have come across a number of fabulous examples of badge systems that span across both the physical and digital world. So, I’ve decided to share with you the top ten badge systems I have come across so far. | ||
10. Slashdot.org | 10. Slashdot.org | ||
This social news site awards badges for various kinds of achievements, such as The Tagger, Posted a Comment, The Contradictor, Days Read in a Row, Comedian, and Member of the {1,2,3,4,5} Digit UID Club. With a large community and a lots of data and functionality on the site, this minimal badge system has a great potential for growth. | This social news site awards badges for various kinds of achievements, such as The Tagger, Posted a Comment, The Contradictor, Days Read in a Row, Comedian, and Member of the {1,2,3,4,5} Digit UID Club. With a large community and a lots of data and functionality on the site, this minimal badge system has a great potential for growth. | ||
One area I would love to see badges more tightly integrated is with the fabulous commenting and moderation system that combines properties such a User’s Karma, comment ratings, and numerous comment descriptors (e.g., offtopic, flamebait, troll, redundant, insightful, interesting, informative, funny, overrated, or underrated). | One area I would love to see badges more tightly integrated is with the fabulous commenting and moderation system that combines properties such a User’s Karma, comment ratings, and numerous comment descriptors (e.g., offtopic, flamebait, troll, redundant, insightful, interesting, informative, funny, overrated, or underrated). | ||
9. World of Warcraft There are hundreds of achievements you can earn that cover every facet of game-play. General gameplay achievements cover everything from the number of levels you have completed to getting a haircut. There are achievements for alliances, and player-vs-player achievements. | 9. World of Warcraft There are hundreds of achievements you can earn that cover every facet of game-play. General gameplay achievements cover everything from the number of levels you have completed to getting a haircut. There are achievements for alliances, and player-vs-player achievements. | ||
But, perhaps what makes achievement badges so interesting in WoW is not the pervasiveness of them, but, how well they have been designed as part of the games overall infrastructure. | But, perhaps what makes achievement badges so interesting in WoW is not the pervasiveness of them, but, how well they have been designed as part of the games overall infrastructure. | ||
8. Xbox | 8. Xbox | ||
Microsoft has built into its online version of Xbox and online services a general badge system based on player achievements. What is novel about Microsoft’s badge system is that it has created, in essence, a common currency across multiple games and network services which takes in the form of Microsoft Points. | Microsoft has built into its online version of Xbox and online services a general badge system based on player achievements. What is novel about Microsoft’s badge system is that it has created, in essence, a common currency across multiple games and network services which takes in the form of Microsoft Points. | ||
Badges on the Xbox system are simple, containing just a few properties, including, a point value; a color (bronze, silver, or gold) designating difficulty/rarity; a description/image. This simplicity allows players to aggregate points from different games and services they are interacting with. To help bolster this new functionality, the site Xbox360Achievements that features both a leaderboard as well as a marketplace where you can cash in your Microsoft Points for access to various other network services. | Badges on the Xbox system are simple, containing just a few properties, including, a point value; a color (bronze, silver, or gold) designating difficulty/rarity; a description/image. This simplicity allows players to aggregate points from different games and services they are interacting with. To help bolster this new functionality, the site Xbox360Achievements that features both a leaderboard as well as a marketplace where you can cash in your Microsoft Points for access to various other network services. | ||
7. Professional Association of Diving Instructors (PADI) | 7. Professional Association of Diving Instructors (PADI) | ||
The PADI Rescue Diver Badge | The PADI Rescue Diver Badge | ||
PADI badges are earned by completing training courses with PADI certified instructors. Courses and badges range from fun and playful such as the underwater photography to serious and dangerous topics such as deep water diving. | PADI badges are earned by completing training courses with PADI certified instructors. Courses and badges range from fun and playful such as the underwater photography to serious and dangerous topics such as deep water diving. | ||
PADI has a fabulous curriculum and they have put a lot of effort into building an e-learning system. But, perhaps most importantly they have a fun and enthusiastic community of divers that embrace the PADI assessment and accreditation model. | PADI has a fabulous curriculum and they have put a lot of effort into building an e-learning system. But, perhaps most importantly they have a fun and enthusiastic community of divers that embrace the PADI assessment and accreditation model. | ||
6. Wikipedia Barnstars | 6. Wikipedia Barnstars | ||
Original Barnstar | Original Barnstar | ||
We’ll let the Wikipedia page speak for itself: | We’ll let the Wikipedia page speak for itself: | ||
It is the custom to reward Wikipedia contributors for hard work and due diligence by awarding them a barnstar. To give the award to someone, just place the image on their talk page (or their awards page), and say why you have given it to them. If you are sure the barnstar is appropriate, don’t be shy! | It is the custom to reward Wikipedia contributors for hard work and due diligence by awarding them a barnstar. To give the award to someone, just place the image on their talk page (or their awards page), and say why you have given it to them. If you are sure the barnstar is appropriate, don’t be shy! | ||
5. Peace Corps Merit Badges | 5. Peace Corps Merit Badges | ||
The One Laptop per Child Merit Badge | The One Laptop per Child Merit Badge | ||
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There are ten coloured belt grades, or kup ranks (급), and nine black belt degrees, or dan ranks (단). [... snip ...] Non-black belts, from white through to brown, denote the kup ranks. ‘Tips’ denoting odd-numbered kup ranks are marked by a stripe of the higher colour near the right end (from the wearer’s point of view) of a belt of the lower colour. Black belts denote the dan ranks. A specific dan rank is represented by the number of white bars embroidered on the black belt. | There are ten coloured belt grades, or kup ranks (급), and nine black belt degrees, or dan ranks (단). [... snip ...] Non-black belts, from white through to brown, denote the kup ranks. ‘Tips’ denoting odd-numbered kup ranks are marked by a stripe of the higher colour near the right end (from the wearer’s point of view) of a belt of the lower colour. Black belts denote the dan ranks. A specific dan rank is represented by the number of white bars embroidered on the black belt. | ||
One question I have about martial arts belt systems is whether belts and stripes are always earned as a recognition to a summative assessment process (i.e. tests) or if they are ever given as the result of a formative assessment process (i.e., during the normal course of instruction/exercises in class). | One question I have about martial arts belt systems is whether belts and stripes are always earned as a recognition to a summative assessment process (i.e. tests) or if they are ever given as the result of a formative assessment process (i.e., during the normal course of instruction/exercises in class). | ||
3. StackOverflow.com | 3. StackOverflow.com | ||
StackOverflow.com is a community driven Q&A site. You earn badges along the way for everything from filling out your profile (“the autobiographer” badge) to providing great answers to peoples questions. Badges are organized into three categories, Bronze, Silver, and Gold, which signify their rarity and difficulty to earn on the system. | StackOverflow.com is a community driven Q&A site. You earn badges along the way for everything from filling out your profile (“the autobiographer” badge) to providing great answers to peoples questions. Badges are organized into three categories, Bronze, Silver, and Gold, which signify their rarity and difficulty to earn on the system. | ||
Another component of the StackOverflow system is concept of “reputation”, which is a point system you earn for various kinds of actions on the site, e.g., posting, commenting, etc. Some uses of the site require a certain reputation level to be attained, for example, you can not rank up or down a given post unless you have attained a reputation of 125. The badge system coupled with the point-based reputation system creates an interesting, almost game-like nature to the site. | Another component of the StackOverflow system is concept of “reputation”, which is a point system you earn for various kinds of actions on the site, e.g., posting, commenting, etc. Some uses of the site require a certain reputation level to be attained, for example, you can not rank up or down a given post unless you have attained a reputation of 125. The badge system coupled with the point-based reputation system creates an interesting, almost game-like nature to the site. | ||
Another site that runs on top of the same software platform is MathOverflow, which has managed to create a community that ranges from amateur mathematician to professionals (including Fields medal winner, Terence Tao). | Another site that runs on top of the same software platform is MathOverflow, which has managed to create a community that ranges from amateur mathematician to professionals (including Fields medal winner, Terence Tao). | ||
But, if you are looking to launch your own StackOverflow-like site, I recommend trying a different platform – OSQA is a free software based platform that is built on top of Django and has replicated most (if not all) of the functionality of the StackOverflow sites. | But, if you are looking to launch your own StackOverflow-like site, I recommend trying a different platform – OSQA is a free software based platform that is built on top of Django and has replicated most (if not all) of the functionality of the StackOverflow sites. | ||
2. The Scout | |||
2. The Scout Movement | |||
The Scout Movement encompasses the Cub Scouts, Girl Scouts, Boy Scouts, and many other youth-based scouting organizations worldwide. | |||
A common component throughout almost all of the scout movement is the ability to earn merit badges. It is typically the case that the national branch of the organization dictates what badges Scouts may attempt to go for as well as be the sole authority when it comes to granting badges (e.g., Scouts submit applications that are submitted in conjunction with a troop leader; if the student passes, the national organization mails them an embroidered cloth badge). | A common component throughout almost all of the scout movement is the ability to earn merit badges. It is typically the case that the national branch of the organization dictates what badges Scouts may attempt to go for as well as be the sole authority when it comes to granting badges (e.g., Scouts submit applications that are submitted in conjunction with a troop leader; if the student passes, the national organization mails them an embroidered cloth badge). | ||
While researching the Scouting movement, one fabulous resource I stumbled upon was an independently run MeritBadge.org Wiki. | While researching the Scouting movement, one fabulous resource I stumbled upon was an independently run MeritBadge.org Wiki. | ||
1. United States Military | 1. United States Military | ||
U.S. Marine Corps Gen. Peter Pace | U.S. Marine Corps Gen. Peter Pace | ||
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But, it’s important to understand that not all of the decorations on a military uniform represent a medal. For instance, many of the ribbons awarded have not medal associated with them. Further, there are also a number of other insignia and patches that serve a different purpose than ribbons and medals. Further, when looking the medals, ribbons, or other decorations you should also check to see if there are any devices attached, of which there are a wide variety. | But, it’s important to understand that not all of the decorations on a military uniform represent a medal. For instance, many of the ribbons awarded have not medal associated with them. Further, there are also a number of other insignia and patches that serve a different purpose than ribbons and medals. Further, when looking the medals, ribbons, or other decorations you should also check to see if there are any devices attached, of which there are a wide variety. | ||
Yet, despite the depth and breadth of the system, every detail of it has been described in exacting detail, down to the exact dimensions; where and how the decorations and various medals should be worn; and what combination of medals and ribbons is appropriate to wear. | Yet, despite the depth and breadth of the system, every detail of it has been described in exacting detail, down to the exact dimensions; where and how the decorations and various medals should be worn; and what combination of medals and ribbons is appropriate to wear. | ||
While researching the world of military badges one of my favorite resources I came across was a site by M.R. Gustafson called the Ribbon Checker, which allows a user to select boxes of various medals and ribbons earned, and then it will generate a web page containing a properly ordered and arranged rectangle of military ribbons. He has three different forms: US Navy, US Marine Corps, and the US Coast Guard. I look forward to having a similar Ribbon Checker for my educational and DIY badges I earn in coming years! | While researching the world of military badges one of my favorite resources I came across was a site by M.R. Gustafson called the Ribbon Checker, which allows a user to select boxes of various medals and ribbons earned, and then it will generate a web page containing a properly ordered and arranged rectangle of military ribbons. He has three different forms: US Navy, US Marine Corps, and the US Coast Guard. I look forward to having a similar Ribbon Checker for my educational and DIY badges I earn in coming years! | ||
If you would like more information on how you can get involved in helping us research existing badge systems, or to get involved in the design and development of our current badge infrastructure, please visit https://wiki.mozilla.org/Drumbeat/Badges. | If you would like more information on how you can get involved in helping us research existing badge systems, or to get involved in the design and development of our current badge infrastructure, please visit https://wiki.mozilla.org/Drumbeat/Badges. | ||
I sat in on the first Badge session of the fest, which brought together a group of teachers and learners from mexico, argentina, us, canada, portugal, spain, india . There was a range of interests in Badges: | |||
Dale Dougherty, from Make magazine and the Maker Faire, and Mitchell Stevens of Mozilla: “I’m interested in self taught informal learning. It’s less for me about badges and more about trying to make visible what’s happening in informal education. | |||
I think of it as a set of paths thru various stops: How did you get to be a Welder, how did you learn to do this? What’s unique in the DIY space is the eccentric paths that people take.” | |||
Mitchell Stevens: “I’m interested in p2pu, and how we can authenticate technology learning so that it’s a viable alternative to CISCO and MICROSOFT certification so Mozilla participants can use it to find a career,” | |||
Ingrid Erickson (Research Fellow and Program Officer in the Digital Media and Learning Program at the Social Science Research Council) : “interested in MOBILE , informal , hard to contain modes of learning & new forms of assessment.” | |||
Anna (College Unbound/Big Picture Learning) : “one of our biggest goals is to offer our students recognition for what they already know how to do new things they’re learning.” | |||
Heather (Crisis Commons” “looking for ways for people to crowdsource info and software and learn that and make it packable & badgeable make it part of their daily living.” | |||
Alex Halavais from Trinity College: “diplomas and transcripts have a chokehold on the education process. I’m interested in making Institutions and noninstitutions interoperable. | |||
Ravi (PhD from Indiana U): “how do we validate informal learning that’s where the best learning is happening? What happens when we attach validation because the minute we attach it, someone games the system?” | |||
And Phillip: “Figuring out badges making learning visible is the key compontent that will let us change how education works today.” | |||
The discussion over the next two days ranged widely but settled on a few key points. One group came up with the five data points needed to define a badge: | |||
1 – identity of receiver, 2 id of issuer 3 rationale 4 audience 5 EVIDENCE | |||
------------------------ | ------------------------ | ||
This session had 2 tracks: | |||
Badges for digital storytelling | Badges for digital storytelling | ||
Badges for collectives | Badges for collectives | ||
Erin's Notes on Badges for Collectives: | Erin's Notes on Badges for Collectives: | ||
We’ve mostly been talking about how to badge people | |||
mostly been talking about how to badge people | can we badge collectives and organizations? | ||
can we badge collectives and organizations | |||
classify organizations so that I see these icons and I know something about them? | classify organizations so that I see these icons and I know something about them? | ||
each person would choose the icons that they want | each person would choose the icons that they want | ||
has machine readable code on the background | has machine readable code on the background | ||
how to validate? person clicks on the badge to see the information, community can vote to give +/- | how to validate? person clicks on the badge to see the information, community can vote to give +/- | ||
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representative/grassroots - hierarchical/flat | representative/grassroots - hierarchical/flat | ||
have only positive? | have only positive? | ||
create community | create community-what do you want to promote? | ||
what do you want to promote | |||
don't push people to make decisions that they don't want to make | don't push people to make decisions that they don't want to make | ||
let community create new badges? | let community create new badges? | ||
instead of trying to define all the commons badges, could have community submit or suggest commons badges | instead of trying to define all the commons badges, could have community submit or suggest commons badges. | ||
for example, I work for a nonprofit that works on open education…would love to have a badge for that | for example, I work for a nonprofit that works on open education…would love to have a badge for that | ||
or we do research and release our data openly…so an open data badge | or we do research and release our data openly…so an open data badge | ||
you shouldn't have to define them all - but could let people define (or at least submit ideas on) the ways that they contribute to the commons….this does not exist at all | you shouldn't have to define them all - but could let people define (or at least submit ideas on) the ways that they contribute to the commons….this does not exist at all | ||
currently nonprofits are only findable by: ratings/numbers on how much they spend and how they spend it, keyword or geography…if could discover nonprofits by contribution to commons, etc., that would be really powerful | currently nonprofits are only findable by: ratings/numbers on how much they spend and how they spend it, keyword or geography…if could discover nonprofits by contribution to commons, etc., that would be really powerful | ||
-------------------- | -------------------- | ||
Notes: "What's Wrong with Badges" | |||
Not intended to be a complaint session, but for identifying issues and possible solutions or ways to avoid the issues as we move forward... | Not intended to be a complaint session, but for identifying issues and possible solutions or ways to avoid the issues as we move forward... | ||
What's Wrong with Badges | |||
Recreating factory system of education - badging | |||
open ed - not | open ed - not | ||
evergreen college - no grades, just recommendation | evergreen college - no grades, just recommendation | ||
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incenting the wrong behaviors, intrinsic/extrinsic motivation | incenting the wrong behaviors, intrinsic/extrinsic motivation | ||
open nature of badges - what happens if commercial gets in the game | open nature of badges - what happens if commercial gets in the game? | ||
make sure our badge system eats theirs | |||
Can we make sure our badge system eats theirs? | |||
why couldn't we let other peoples badges work? | why couldn't we let other peoples badges work? | ||
what if people start making money off of this - derail it by having open operability | what if people start making money off of this - derail it by having open operability | ||
we are free and open, we are the standard | we are free and open, we are the standard | ||
what if Bb gets into the game? | what if Bb [Blackboard, the commercial learning management system] gets into the game? | ||
[or what if Kaplan gets into the game? As I wrote on my blog: “Kaplan (a subsidiary of the Washington Post Company whose solid profits subsidize, yes, the Washington Post: traded on the NYSE as WPO) is putting some money into an internal startup, a new assessment and accreditation business, focused on offering college credit for prior learning—including self-learning taking advantage of free Open Courseware such as that provided by MIT. This could be the long-awaited missing link for open courseware–everyone says that an open, democratic accreditation system is the Holy Grail that’s sorely missing in order for free and open courseware and peer-based learning networks to translate into affordable, accessible, higher education. Or it could be the Evil Empire taking over and strangling the edupunk movement.” | |||
equity | equity | ||
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badges heavily focused on getting jobs | badges heavily focused on getting jobs | ||
what if are about kinship, recognition | what if they are about kinship, recognition | ||
building an open framework that has minimized the forced structure | building an open framework that has minimized the forced structure | ||
not just decided on by an authority | not just decided on by an authority | ||
like | like Twitter as it evolved - the community defined how the system evolved, started very simple and community decided where they wanted it to go | ||
categories of badges / functions | categories of badges / functions | ||
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badges have badges? - aggregator or mozilla-approved badges | badges have badges? - aggregator or mozilla-approved badges | ||
some might do very heavyweight or very light, there is weight based on the giver (page rank) | some might do very heavyweight or very light, there is weight based on the giver (page rank) | ||
need the | |||
need the Technorati of badges | |||
creating an open standard for those that want to play … | creating an open standard for those that want to play … | ||
for it to succeed, we have to seed well executed uses of that platform, and starting points for people that want to use it | for it to succeed, we have to seed well executed uses of that platform, and starting points for people that want to use it | ||
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here its very relevant and important - depending on who you are interacting with, may have a lot of validity and importance | here its very relevant and important - depending on who you are interacting with, may have a lot of validity and importance | ||
institutions don't go away but there is another path… | institutions don't go away but there is another path… | ||
if can prove that | if you can prove that Harvard itself is what is making smart students - if there is that granularity, you could have a Harvard-endorsed badge without a Harvard degree. | ||
education isn't just schools | education isn't just schools | ||
| Line 530: | Line 268: | ||
3 questions we're thinking about: who issues and how it is earned. Who values, and how is it ..., 3rd what info is actually available with the badge. | 3 questions we're thinking about: who issues and how it is earned. Who values, and how is it ..., 3rd what info is actually available with the badge. | ||
------------------------------------------------------------------------ | |||
Accessibility | Badges for Accessibility | ||
=================== | =================== | ||
Chris: people want the badge, but what about the official badges from the w3c, which people put on their site, but didn't really do anything very useful. So, instead of applying for a badge, hunt around for really good examples, because there aren't many. | Chris: people want the badge, but what about the official badges from the w3c, which people put on their site, but didn't really do anything very useful. So, instead of applying for a badge, hunt around for really good examples, because there aren't many. | ||
| Line 542: | Line 280: | ||
Christian, so there has to be a peer review of the reviewers as well. Large font. | Christian, so there has to be a peer review of the reviewers as well. Large font. | ||
We could tie it into a firefox extension, or use a | We could tie it into a firefox extension, or use a delic.io.us tag for nomination, to enable a bottom up process. Could also have a negative badge | ||
Kate: most people don't know, because they're just beginners etc., a bit like fashion. | |||
Daniel: who would be rewarding it. | Daniel: who would be rewarding it. | ||
| Line 561: | Line 293: | ||
The Badge as a menas to demonstrate skills to interested parties | The Badge as a menas to demonstrate skills to interested parties | ||
q: who provides the badge? | q: who provides the badge? | ||
| Line 603: | Line 334: | ||
Keep metadata? e.g. reference to actual | Keep metadata? e.g. reference to actual technical artifact, source code, revision. And to the version of the standard you are validating against, and the date? If you've earned this badge, exactly *what* is being evaluated at this point in time? e.g. CSS2/CSS3 | ||
| Line 613: | Line 344: | ||
* Maintain a history file as a measure of your achievements | * Maintain a history file as a measure of your achievements | ||
Also acts as a portfolio | Also acts as a portfolio | ||
* In the process of peer review, is it important to keep track of who have you collaborated with? | * In the process of peer review, is it important to keep track of who have you collaborated with? | ||
| Line 622: | Line 352: | ||
* Bugzilla parallel - improve learning - file a bug? "These criteria may be out of date". | * Bugzilla parallel - improve learning - file a bug? "These criteria may be out of date". | ||
ERIN's NOTES: | BADGE FOR SOFT SKILLS | ||
ERIN's NOTES: | |||
Session 2: Webcraft + Badges | Session 2: Webcraft + Badges | ||
who issues it/how is it earned | who issues it/how is it earned | ||
| Line 662: | Line 393: | ||
value/signify? | value/signify? | ||
if you come across this badge in wild, what does it signal to you? what can you do with it? | if you come across this badge in the wild, what does it signal to you? what can you do with it? | ||
issues? | issues? | ||
| Line 713: | Line 444: | ||
Tobias - kabissa connections | Tobias - kabissa connections | ||
-netsquared | Badge - use cases | ||
KABISSA CONNECTIONS as a case study. KC just won the Netsquared Challenge and is described here: http://netsquared.org/projects/kabissa-connections | |||
Kabissa uses CiviCRM currently as our database platform, and we'd love to be able to issue badges along the lines of KC. | |||
-org increase trust by revealing their trust with partners, connections and networks. | -org increase trust by revealing their trust with partners, connections and networks. | ||
-can add connections to ngo dashboards, or community boards | -can add connections to ngo dashboards, or community boards | ||
| Line 719: | Line 454: | ||
-builds up trust for organizations | -builds up trust for organizations | ||
-how do you know which orphanage in kenya to give a scholarship fund, do they have a badge, | -how do you know which orphanage in kenya to give a scholarship fund, do they have a badge, | ||
have they been vetted | have they been vetted? | ||
-could use for conference participation | -could use for conference participation | ||
-in Africa - difficulty of getting trust | -in Africa - difficulty of getting trust | ||
| Line 726: | Line 462: | ||
-how to surface communities and organization | -how to surface communities and organization | ||
-kabissa would offer the badge based on their research | -kabissa would offer the badge based on their research | ||
Crisiscommons-heather | |||
-give badges to individuals or groups | -give badges to individuals or groups | ||
-criteria defined by x number of open source | -criteria defined by x number of open source | ||
| Line 751: | Line 487: | ||
you can do, what you can accomplish. Is there progress towards a badge you can show? | you can do, what you can accomplish. Is there progress towards a badge you can show? | ||
- be able to search content db and find badge matches for ngos, individuals, by country | - be able to search content db and find badge matches for ngos, individuals, by country | ||
Report back -tobias | Report back -tobias | ||
Community | Community | ||
As | As communities are looking for outcomes, change the world, show learned or accomplishments | ||
start with outcomes and back-map it look for proficiencies or credentials to lead to badge | start with outcomes and back-map it look for proficiencies or credentials to lead to badge | ||
badges not user profiles, be simple, data stored in badge is not complicated - on or off. | badges not user profiles, be simple, data stored in badge is not complicated - on or off. | ||
can the markers be known - badge dependencies,can what you accomplished be publicly | can the markers be known - badge dependencies, can what you accomplished be publicly available? | ||
available | |||
Pedagogy | Pedagogy | ||
| Line 783: | Line 516: | ||
we aren't making this up, there is a lot of literature and theory that we are working with (not about badges specifically, but feedback, signalling, identity, etc.) | we aren't making this up, there is a lot of literature and theory that we are working with (not about badges specifically, but feedback, signalling, identity, etc.) | ||
we are committed to continuing this conversation - build a bibliography and write badge stuff together | we are committed to continuing this conversation - build a bibliography and write badge stuff together | ||
Session 1: pedagogy/legs | Session 1: pedagogy/legs | ||
| Line 791: | Line 525: | ||
⁃ Sheep skin theory, gateway theories - sociological theories of education, and role of open education | ⁃ Sheep skin theory, gateway theories - sociological theories of education, and role of open education | ||
⁃ Behavioral economics - feedback, incentives, entry into a group | ⁃ Behavioral economics - feedback, incentives, entry into a group | ||
⁃ | ⁃ Goffman - presentation of self | ||
⁃ online education research: feedback, immediacy, transparency, | ⁃ online education research: feedback, immediacy, transparency, | ||
⁃ surprise award, different kinds of motivation | ⁃ surprise award, different kinds of motivation | ||
| Line 799: | Line 533: | ||
⁃ gaming literature | ⁃ gaming literature | ||
⁃ visibility - signs, outward presentation (semiotics theory) | ⁃ visibility - signs, outward presentation (semiotics theory) | ||
⁃ | ⁃ Wikipedia literature (barnstars) | ||
Recognition/Certification | Recognition/Certification | ||
Discoverability | Discoverability | ||
Motivation | Motivation | ||
------------------------------- | ------------------------------- | ||
| Line 842: | Line 563: | ||
but shouldn't we try? if not, the system stays the same | but shouldn't we try? if not, the system stays the same | ||
counterpoint: degrees are still valued but scale issue - not going to hold into the future | counterpoint: degrees are still valued but scale issue - not going to hold into the future | ||
degrees/CV are just the ticket to get into the door - can we invent something that does at least as good of a job (evidence who I am and what people think about me is hard to measure) | degrees/CV are just the ticket to get into the door - can we invent something that does at least as good of a job (evidence who I am and what people think about me is hard to measure) | ||
| Line 862: | Line 584: | ||
communities we want to help | communities we want to help | ||
soft skills v hard skills | soft skills v hard skills | ||
----------------------------------- | ----------------------------------- | ||
Introduction by: | |||
An alternative credential arena might incentivise.... | An alternative credential arena might incentivise.... | ||
The goal standard for the value of a badge is the degree to which employers can rely on that badge as an accurate index to the .... If there is an ability to work with | The goal standard for the value of a badge is the degree to which employers can rely on that badge as an accurate index to the .... If there is an ability to work with organizations to develop badges and certificates that have demonstrable value to the market... | ||
Just reinforce the importance of which we watch your work in Washington. | Just reinforce the importance of which we watch your work in Washington. | ||
| Line 911: | Line 631: | ||
soft skills vs hard skills - people who are looking to employ graduates - if they have a voice | soft skills vs hard skills - people who are looking to employ graduates - if they have a voice | ||
if allow external communities to contribute to what is value - if we make that explicit…dangerous. | if we allow external communities to contribute to what is value - if we make that explicit…dangerous. | ||
danger: government has eliminated the support for humanities | danger: government has eliminated the support for humanities because they’re saying doesn't contribute to the economy | ||
capture hard skills, soft skills, 21st century skills, etc. | capture hard skills, soft skills, 21st century skills, etc. | ||
| Line 922: | Line 642: | ||
***making higher education a slave to capitalism | ***making higher education a slave to capitalism | ||
_________________ | _________________ | ||
| Line 974: | Line 693: | ||
--------------------------------------------d------------------------ | --------------------------------------------d------------------------ | ||
Crisis Commons example | Crisis Commons example | ||
| Line 1,281: | Line 986: | ||
* Discussion of whether the driver’s badge is an actual think that is measured at one point in time, or it is a path, adaptable, evolving, with changing links to other driving skills, information | * Discussion of whether the driver’s badge is an actual think that is measured at one point in time, or it is a path, adaptable, evolving, with changing links to other driving skills, information | ||
* Should the badge be | * Should the badge be complementary to other badge systems, so that it’s not all encompassing? | ||
| Line 1,534: | Line 1,056: | ||
Categories: Events, Future Schools | Categories: Events, Future Schools | ||
Tags: accreditation, drumbeat, informal learning | Tags: accreditation, drumbeat, informal learning | ||
In the end, the group produced a working prototype as well as all this talking. This was demoed with a short video shown at the Best of the Fest: | |||
Dan: INTRO: | |||
CUT | |||
Shot: FAKE MARK SURMAN From behind | |||
Narr: We have obtained hidden camera footage of Mozilla Director Mark Surman logging into the DRUMBEAT site. | |||
(Camera comes over the shoudlder back image on his computer Ramones | |||
MARK types USERNAME: MSURMAN | |||
PASSWORD: NOONELOVESYRPERMITMORETHANIDO | |||
Narr: But what’s this? | |||
As soon as it logs in: CONGRATULATIONS!! YOU WON KICKASS FESTIVAL ORGANIZER AWARD!! | |||
Narr: The Drumbeat Community has given him a badge!! | |||
TITLE OF BADGE: THE OPEN WEB MASTER OF THE UNIVERSE. | |||
MARK accepts the badge and switches tabs, goes to the BADGE BACKPACK SITE | |||
Narr: Mark decides to store his badge in his personal badge backpack. | |||
He wants to show it off to all his webmaster friends, so he sticks it on his personal blog. | |||
MARK GOES TO HIS BLOG, hits REFRESH, and it’s there! | |||
Narr: Great! Mark’s off to earn his next badge: Beer Shotgun Tutor! | |||
Q&A | |||
Alex Halavais :http://alex.halavais.net/about “associate professor at Quinnipiac University, where I teach in a masters program in interactive communications…a social architect, interested in ways of helping form communities of creativity, freedom, and justice..I help people to discover ways in which social media changes the nature of scholarship and learning, and allows for new forms of collaboration and self-government. ” | |||
Q. Why did you come to Mozilla Drumbeat? | |||
A. My hopes a lot of them pin on the badge piece which is having a working system coming out of it. | |||
I’m writing a book about motivation and measurement and I’m interested in having a kind of basic barebones system that you can throw things at and say this doesn’t work. | |||
I’d much rather there was a communit in the first part of it so it has some traction | |||
I want to award badges to people myself, and then I want to look at how they’re being awarded. | |||
Q. Why are you interested in badges? | |||
A. There’s 2 reasons. I like the motivation piece but leaving that aside I think it’s really important that people have the freedom to choose where they learn. | |||
So sometimes that’s universities. I couldn’t live with myself teaching in a private university if I didn’t think universities were a great place to do that. | |||
Apple’s also great but I don’t want to be locked in to using their products. | |||
Universities are great but if you really love the students you should be willing to set them free. | |||
Universities have to embrace that idea. We want them to go wherever learning can be effectively accomplished. | |||
Badges are the sneaky technological back door to interoperability from one institution to another. | |||
Phillip Schmidt “Peer 2 Peer University co-founder and director open education activist/researcher, runs projects at the University of the Western Cape and is a board member of the OpenCourseWare Consortium.”: | |||
Q. Why are you interested in badges? | |||
A. “The idea that one monolithic institution will provide everything--teaching testing accreditation research--that idea is already an idea of the past. It seems like the institutions themselves are the last people clinging to that concept and everyone else is already innovating around them. | |||
To define the interfaces, the fault line between formal/informal education, | |||
that's where my interest lies. | |||
On one hand you have this existing system of accreditation it has been created for he needs of the industrial society. And now you have the possibility that you can do things differently. | |||
So at the same time if you're trying to get a job today, people will still, in many places, ask you for a degree. I think it's really interesting to see that change | |||
in open source. | |||
If you're a Linux kernel developer [an advanced member of an open source software project[ you will always get a job with whoever you want to work for. | |||
If you have a CS degree from MIT you will, too. But if it's from a community college then maybe it's not so helpful. | |||
These kinds of things will start happening in many more areas. | |||
Q. People often hold up medicine as an edge case where degrees will be used for a long time. | |||
A. Certification will break out of the overall system in medicine too. There's no reason that universities should be accrediting doctors. | |||
In the US the medical school and the hospitals they're really separate in a way i think that will happen in other areas as well. | |||
Q. Ok, so what does all this have to do with badges? | |||
A. something I've been thinking about quite a lot is assessment and accreditation. | |||
Those are the crucial things where we don't have good answers yet | |||
If you look at the Internet and the way information is managed there are a number of ways used to assess what's quality. And the CONCEPT of quality is much more individualized than it was before. | |||
On the one hand you can aggregate opinions more than ever before, so very quickly that's a way to assess quality within a particular definition. That’s one way to look at what a student or learner is producing and what the community thinks about it. | |||
Another way we're going to see a bit more is these trust networks. | |||
Recently and so I've been speaking a lot with a friend of mine who has written the code fora Twitter real time search engine called Topsy about these trust networks. It's like what starts with LinkedIn: I think these are good people in that area. If you use that and place it as a filter on top of the web and look specifically at things people are doing as part of their learning, you can automate a quality assurance mechanism that's incredibly complex, because we have all this computing power. | |||
People only have to say: I trust these 3 or 4 people and you can come up with pretty accurate descriptions of learning quality, entirely taken out of the institutional space. | |||
The second one is more, let's say I assign a certain trust value to you: I know Anya is an expert on student debt. | |||
Even though I might not know anything about the subject in question, I can be fairly sure that there is quality there. | |||
Q. So you replace trust in an institution’s authority, the name on the diploma, with trust in a reputation-based, peer-to-peer community? | |||
A. Well, that's future music. | |||
We do know that peer assessment works there's been a huge amount of research on students’ ability to assess each others' work. If you explain it well students can do this. There are ways to control for bias and error that can be reliable. | |||