Badges: New Currency for Professional Credentials
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Presentation at Educause Learning Initiative Annual Meeting 2014. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
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Badges: New Currency for Professional Credentials
- 1. BADGES: NEW CURRENCY FOR PROFESSIONAL CREDENTIALS DEB EVERHART, BLACKBOARD ANNE DERRYBERRY, SAGE ROAD SOLUTIONS CC BY-NC 4.0
- 2. No badge is an island. Open badges exist within a complex ecosystem. CC BY-NC 4.0
- 3. THE UNIV. OF HEARTLAND CC BY-NC 4.0
- 4. BADGES AS CURRENCY CC BY-NC 4.0
- 5. OPEN BADGES ECOSYSTEM Anne Derryberry, Deb Everhart, Erin Knight Presented in “Badges: New Currency for Professional Credentials” MOOC September 16, 2013 badges.coursesites.com
- 6. BADGING FACULTY & STAFF CC BY-NC 4.0
- 7. BADGES FOR PRIOR LEARNING ASSESSMENT Anne Derryberry, Deb Everhart, Erin Knight Presented in “Badges: New Currency for Professional Credentials” MOOC September 16, 2013 badges.coursesites.com
- 8. MOVING TO COMPETENCY-BASED EDUCATION CC BY-NC 4.0
- 9. ALIGNING BADGES AND COMPETENCIES Anne Derryberry, Deb Everhart, Erin Knight Presented in “Badges: New Currency for Professional Credentials” MOOC September 16, 2013 badges.coursesites.com
- 10. RECOGNIZING ALL LEARNING CC BY-NC 4.0
- 11. LEARNING HAPPENS EVERYWHERE Anne Derryberry, Deb Everhart, Erin Knight Presented in “Badges: New Currency for Professional Credentials” MOOC September 16, 2013 badges.coursesites.com CC BY-NC 4.0
- 12. NEW GRADS = NEW HIRES CC BY-NC 4.0
- 13. BADGES AS CURRENCY FOR EMPLOYMENT Anne Derryberry, Deb Everhart, Erin Knight Presented in “Badges: New Currency for Professional Credentials” MOOC September 16, 2013 badges.coursesites.com
- 14. BRINGING IT ALL TOGETHER Anne Derryberry, Deb Everhart, Erin Knight Presented in “Badges: New Currency for Professional Credentials” MOOC September 16, 2013 badges.coursesites.com
- 15. JOIN OUR MOO-COMMUNITY badges.coursesites.com CC BY-NC 4.0
- 16. THANK YOU Deb Everhart, Blackboard deverhart@blackboard.com @ariadne4444 Anne Derryberry, Sage Road Solutions anne@sageroadsolutions.com @aderryberry CC BY-NC 4.0
Notas del editor
- [Deb] Good morning. There is increasing interest in digital badges in postsecondary education, and there have been some interesting presentations at this conference on this topic. We thought it might be helpful to take a look at the many ways that badges can contribute to education, not only as a means of documenting student achievement, but also to create meaningful connections between jobseekers and employment, for faculty and staff development, to incent and recognize civic and community engagement, even for economic development.
- [Deb]
- [Anne] Those of you who have joined us for the Badges MOOC know that we like to tell stories to bring our ideas to life. So let me introduce you to the fictitious University of Heartland, which I will be revisiting throughout our talk. <click>The University of the Heartland system is comprised of the flagship campus, an R1 institution, four satellite university campuses and nine community colleges. <cick>UofH enjoys international standing for its research in sustainable agriculture and veterinary sciences, <click>and a strong regional reputation for medicine, law, business, education and engineering. The State of Heartland was hit hard during the Great Recession. The Governor and the legislature, in a rare show of bipartisanship, committed to establishing Heartland as a magnet for green technology, sustainable business models, 21st-c. manufacturing, and entrepreneurialism. In answer to the call, the University President hired Dr. Victoria Munoz from Mid-Florida State to launch the Center for Academic Sustainability (or CAS) and charged her to work with the regional economic development agency to ensure that UofH was adequately preparing students to meet these goals.
- [Deb] A digital badge is a symbol or indicator of an accomplishment, skill, competency or interest. Badges provide evidence of learning that happens in and beyond the classroom. Unlike transcripts, badges give prospective employers, schools, collaborators and other learners a more complete picture of knowledge, skills and abilities. Badges also connect people. Badges that indicate affiliation can bring people together. By communicating the competencies of the badge holder, badges can make forming teams a more exact, less cumbersome process.
- [Deb] We have developed this ecosystem model as a framework for your thinking when you plan your badge system design and implementation.
- [Anne] Since Dr. Munoz was new to her job, to the university and to the region, her first task was to figure out the players within the university who would be necessary contributors to engage in her mission. Her first meeting was with the Provost and the Director of HR for the system. Munoz believed that by badging faculty and professional staff, she could develop a road map to the skills and expertise she would need to meet her objectives. Together, the three devised a badge system for all faculty and professional staff. The badges in their system fell into four categories: Expertise Research Teaching Service <click>Badges were awarded based on peer- and self-nomination, with Deans providing the final approval before awards were actually made. Because the badges are digital, they became part of each badge holder’s dossier, and were visible to all within the university community – including students. Once badges had been awarded to faculty and professional staff, Dr. Munoz was able to identify the strengths and opportunities within UofHeartland. She submitted a report of her findings to the University President and to the executive director of the regional economic development agency (REDA). REDA used this information as the basis for recruiting new businesses to Heartland.
- [Deb] Many Job Seekers attain job-related skills and competencies through some form of education. They turn to Learning Providers of all descriptions (colleges and universities, community colleges, professional education programs, and open education resources) to help them fill gaps and gain new knowledge and skills. As new competencies are acquired by the Learners/Job Seekers, badges are awarded to reflect those new abilities. But before the badge awards are actually made, the skills that those badges represent must be verified. That verification happens through evidence-based assessment. In other words, not assessment based on a learner’s ability to recall information about how to do something – actual evidence that demonstrates the learner can do that thing. What this means is that badges are tied to assessment, not to learning. Badges don’t care where or how competencies are acquired, or what the curriculum is that the badge seeker is exposed to. As a consequence, assessment can be de-coupled from learning programs. We’re seeing that some interesting business models will be evolving as a result of the focus on evidence-based assessment.
- [Anne] Dr. Munoz’s next step was to reach out to the regional Chamber of Commerce. Through the Chamber and REDA, she convened several summits with current and incoming employers to identify the skills they required of their employees. She also sought the advice of outside experts, industry associations and standards bodies to flesh out the competencies required within each of the industries represented by these employers. These data enabled the Provost and Deans to overlay employers’ skill requirements and competencies to the existing UofH curricula, and to highlight the skill gaps of UofH graduates. With that, the Provost, deans, faculty senate and departmental curriculum committees used the competency maps to augment existing curricula and introduce new certificate programs. They paid special attention to interdisciplinary overlaps, which were absorbed into the core curriculum, enabling specializations to focus on applications of the core within the specialty area. Because of the new competency-based education approach, every step of the way, they sought the guidance of the appropriate accrediting agencies to ensure that all programs would meet accreditation guidelines and federal financial aid requirements. <click>In adopting competency-based education, UofH has also adopted direct (or, authentic) assessment. To every extent possible, traditional testing strategies have been replaced by strategies that emphasize demonstration or evidence of skills mastery over recall. <click> While grades and traditional transcripts are still an important part of the university experience, <click> students now also earn badges when they are able to produce verifiable evidence of competence.
- [Deb]The competencies that are called out by Employers often reflect regulations, industry standards and best practices as articulated by Standards Organizations. Standards bodies get input from academic research and employers about evolving best practices, and, in turn, provide guidance, even governance, over business practices. The competencies defined by Standards Organizations inform and support a healthy ecosystem. When badges are tied to assessments that are themselves tied to industry standards and best practices, the likelihood of finding the right match between Job Seeker and Employer is greatly improved. Further, learning providers are in a better position to offer learning programs that align with employer requirements.
- [Anne] UofHeartland students also earn co-curricular badges, which are designed to recognize skills and affiliations of students gained through extra-curricular activities. For example, active members of a student club might earn badges for their particular contributions as members of a team; student council members can earn leadership badges; peer tutors can earn service badges; and the like – the idea being to acknowledge all the accomplishments, achievements and attributes that make students workforce-ready. As students earn badges, they can post them to their online profiles along with the work products that resulted in badge awards.
- [Deb] At the heart of the ecosystem is the Student, aka Learner or Job Seeker. Ultimately, Job Seekers must persuade a prospective Employer that they have the competencies and attributes that the Employer is seeking. Open badges help them tell their story.
- [Anne] Badges are now integral to hiring and advancement decisions in Heartland. Now that badges are part of a student’s online profile, employers are issuing job descriptions that describe the work entailed in a particular job and the requisite skills and attributes of the desired employee AND the badges that the employer wants to see in place prior to employment. Job seekers present their badges to employers along with their transcripts, resumes and online profiles as part of their employment applications. Employers have much more targeted and relevant information about each applicant, and can make more informed hiring decisions.
- [Deb] Employers have specific requirements about the attributes and competencies they need among their employees, which are reflected in job descriptions, new-hire requisitions, performance reviews and other ways. Badges are the method for communicating that a Job Seeker meets the Employer’s requirements. To date, it has been difficult for Employers to determine that what a Job Seeker states in an employment application or resume is true. With metadata associated with a badge and authentication technology, Employers have the means to authenticate that Job Seekers who present badges to substantiate their assertions of qualification are indeed the ones who earned the badges, and that the badges represent the skills and competencies that the Employer seeks.
- [Deb] We have developed this ecosystem model as a framework for your thinking when you plan your badge system design and implementation.
- [Deb]