The document discusses open badges and how to design them. It introduces EDEN, an association that promotes professional cooperation and information sharing in education. It also discusses the Open Badge Network, which is funded by Erasmus+ to support the development of open badges for recognizing non-formal and informal learning. The rest of the document provides a template, or "canvas," for designing open badges, including setting criteria, identifying skills/knowledge to badge, determining evidence requirements, outlining learning pathways, and considering resources and sustainability.

1. 1
Ildikó Mázár, Deputy Secretary General, EDEN
How to design open badges?

2. Introducing EDEN
 The most comprehensive European association of its kind
 Registered in the UK in 1991
 Platform for professional co-operation and information
exchange www.eden-online.org
 Open for all levels and sectors of education and training
 Open for institutions, individuals and networks
 Organises annual and thematic conferences
 Participates in EU projects (research and practice)
 Recognises excellence
2 /19

3. Open Badge Network
 www.openbadgenetwork.com
 Funded by the Erasmus+ Programme
 Supporting the development of an Open Badge ecosystem
 Promoting the use of open badges to recognise non-formal
and informal learning
 Collecting practical use cases (submit your own)
 Discussion papers for individuals and organisations
 Discussion paper on open badge policies
 Designing a MOOC – please register to get involved
www.openbadgenetwork.com/members/register/
3 /19

4. Why use Open Badges?
 By 2020, 90% of jobs will require digital skills (Cedefop)
 McKinsey (2014). ‘Education to Employment, getting
Europe’s youth into work’, ILO Global Employment Trend
 74% of universities consider they prepare their graduates well for the
world of work
 38% of students believe the are prepared
 35% of employers agree with this statement
 Open Badges are
 Versatile, adaptable, stackable
 Standardised, evidence-based, verifiable, portable and shareable
4 /19

5. The design process
 Using Digital Me’s badge design canvas
 Setting criteria (this is key to quality badges)
 Identifying badgeable skills, knowledge and behaviours
 Who is the badge for?
 Value proposition for earners, issuers, audience, displayers
 Learning pathways
 Resources and sustainability
 Graphical design
5 /19

6. 6 /19
What makes a badge?

7. 7 /19

8. 8 /19
Badge versatility

9. 9 /19
Reviewing the PPT and/or the recording of the webinar will allow you to pause and
spend as much time as you need to fill in the canvas blocks

10. 10 /19
What do you want to badge?

11. 11 /19
Badge Name: Webinar Participant

12. Audience and Value
 Who is the badge earner?
Professionals who don’t require formal recognition of their learning
 Who is the badge issuer
Webinar organiser/endorser/validator, i.e. EDEN
 Who is the audience / consumer
Current and prospective employers of badge earners
 What opportunities does the badge unlock?
New ways of CPD; identifying skill gaps; a creative means of organising
non-academic and informal achievements; clustering similar achievements
 Where does a user find out about the badge?
EDEN website; Partner communications (e.g. USDLA, OBN); conferences
and formal/informal meetings; open badge databases; endorsers
12 /19

13. Audience and Value
 Why bother earning the badge?
 Earner: Confidence building; Sense of achievement; Informal but
official recognition of achievement; Point of reference and evidence to
new knowledge, skills, achievements
 Issuer: Recognising excellence; Brand awareness; Incentive of
modernisation; Raising interest
 Audience/Consumers: Awareness of initiative; identify interest and/or
expertise
 Displayer(LinkedIn, Moodle, etc.): Reputation; Community; Loyalty
 What is in it for the issuer?
 Value recognition (statistical record of acceptance rate)
 Widening brand/service recognition
13 /19

14. Skills, knowledge,
competencies and behaviours
 Non-formal learning ability
 Professional commitment
 Curiosity, openness to innovation
 Independence
 Collaboration and teamwork
 Communication
 Critical thinking
 Specific knowledge/skill, i.e. ability to design a badge
14 /19

15. Evidence
15 /19
 Attendance
 (Self) assessment
 Completion of task
 Publishing result
 Endorsements
 …

16. Learning pathways
 Map your learning offering
 Organise your learning offering
 Consider your options for improvement and expansion
 “Pie”-type badges
 ”Level-up” badges (bronze, silver, gold)
 Connect with parallel, relevant, external learning resources
 Allow learners / prospective earners to explore, engage
 Be creative and adaptable
16 /19

17. Resources & sustainability
 Time for concept development
 Time to fill in the canvas
 Align with curriculum or competency framework (if needed)
 Time and skill to design badges (low key) or
 Pay professional designer (high profile)
 Issue badges manually (low key) or
 Issue badges via existing platforms (high profile)
 Time to create support material
 Time to create and issue, re-issue individual badges
 Time to evolve open badge portfolio
17 /19

18. 18 /19
Report example

19. Resources
 www.openbadgenetwork.com
 www.badgealliance.org
 www.openbadgefactory.com
 www.openbadgepassport.com
 www.openbadgeacademy.com
 www.openbadges.org
 www.makewav.es
 https://backpack.openbadges.org
 http://elene4work.eu
 www.eden-online.org/recognition/eden-open-badges
19 /19