In “Treasure of the Sierra Madre” a bandit famously says, “We don’t need no stinkin’ badges!” This session will provide a rebuttal and will showcase ways badges are being used effectively in faculty development.
Resumes and certificates have limited value in representing our capabilities; digital badges help by visually communicating that we can demonstrate certain skills. As this session starts, participants will begin earning their own badges. Following an overview of how badging works, presenters from a variety of institutions will describe how they are using badges in educational development. The examples range from a small homegrown program to a major statewide initiative. To wrap things up, participants will work on developing badges that faculty could earn at their home institutions.
Bandits may not need badges, but faculty developers can use them to communicate achievement.
Alex Ambrose, University of Notre Dame ( firstname.lastname@example.org )
Chris Clark, University of Notre Dame ( email@example.com )
Gwynn Mettetal, IU South Bend ( firstname.lastname@example.org )
Robin Sullivan, State University of New York at Buffalo ( email@example.com)
Dave Pedersen, Embry Riddle Aeronautical University ( firstname.lastname@example.org )*
* Prior collaborator and co-presenter at POD.
Alex Ambrose, Notre Dame
Chris Clark, Notre Dame
Gwynn Mettetal, Indiana University South Bend
Roberta (Robin) Sullivan, University at Buffalo (SUNY)
Icons from flaticon.com
A. Never heard of digital badges.
B. Heard about them ... want to learn more.
C. I know all about those stinkin’ badges.
Step 1: Engage
Connect with someone in Shindig.
Introduce yourself and discuss:
What do you know about badges?
Step 2: Create and submit evidence
Type the first name
of the person you
spoke with into
the chat window.
Step 3: Issue
(badge issuer does this)
Check to see if the partner’s
name was posted to chat
Issue badge (Credly or ?)
Send email w/ claim ticket
This is only a simulated
Badges will be awarded
upon completion of follow-up
activity at end of session!
Step 4: Claim
Step 5: Display
Add your badge to your personal portfolio and social networks!
Enroll Engage Complete
Submit Claim Display
Regional campus of about 8000 students
300 full-time, 200 part-time faculty
Began badges in 2013 as a way to document faculty development
LOW TECH option
Document faculty development in teaching for annual reports, P & T dossiers,
Put screenshot or link to page (we have eDossiers and electronic Annual Report)
Usually include their application, the Badges flyer
Adjuncts get Learn & Earn dollars for completion of a badge ($100)
7,500+ degree & certificate programs
Nation’s largest comprehensive public university system
Tools of Engagement Project (TOEP)
● 5th year with 1/3 SUNY campuses participating
● Supported through the SUNY Center for
Professional Development (CPD)
What is the Tools of Engagement Project (TOEP)?
to expand tech-infused pedagogy
Goal: To encourage instructors across SUNY to explore and reflect on
the use of emerging technologies to expand their pedagogical toolbox.
Flipped Professional Development
Information About Learning
Blogs & Wikis
Open Education Resources
TOEP Discovery Activity Process
Awarded for the completion of learning activities
Awarded after completing of a number of quests
Issued by the learning community
(1st & 2nd place awards)
Total Badges Issued
1329 Badges Issued
52k Badge Activity
* Number of times a badge is seen,
clicked, shared, or viewed across
Credly or Open Credit enrolled apps.
88% via LinkedIn
12% via Facebook
+ professional development awards
issued through peer-review
* As of 03/28/17
Private, Catholic – 2% of faculty are clergy
Founded 1842 in South Bend, IN
8500 undergrads, 2200 grad./professional
High % service learning, study abroad
Face-to-face → online
All-or-nothing → badges
ePortfolio for participant work
PERSONALIZED educational development
Self-directed: topics, path
Individualized: disciplinary content
Flexible: 1 badge ➤ certificate ➤ 10
• Multi-Campus: Daytona Beach - 6,000 Students; 400 Faculty
• Leader in Aviation and Aerospace: Technology Rich Environment
Badging at ERAU – Daytona - CTLE
• Goal - Institutionalized process for documenting faculty development
•Piloted Badges in February, 2013
•50 badges issued; 26 claimed
•Electronic Promotion and Tenure Application:
•Electronic Promotion and Tenure piloted last fall
•Senate revision of teaching documentation
Cross Campus Summary Matrix
Badge Earners Badge Purpose Badge Types Badge Value Platform
IUSB * Faculty
such as institutes
* Bronze - Plan
* Silver - Implement
* Gold - Refine & Share
Topics: Peer Review, etc.
* Annual report
* Tenure dossier
* Teaching awards
* Adjuncts - pay
SUNY * Faculty, Adjuncts,
faculty development to
* Document steps for
* Lifelong Learning
* Digital literacy
+ Google Plus
ND * Faculty
* Grad Students
*Pair technology use
with sound pedagogy
* Pedagogy, Tools, Media,
* Classroom skill
* Resume builder
* Document faculty
*Tied to institutional
SoTL, Course Redesign,
Active Learning, Inquiry
Learning, Challenge Project,
promotion and tenure
Image Source: Mozilla Wiki - Anatomy of a Badge @ https://wiki.mozilla.org/Badges/FAQs
Earn Your Own
Digital Badge Apprentice
Here’s How: http://bit.ly/badgeposse
Brainstorm a draft of the first badge for your campus.
❏Use the Design Canvas and Cross Campus Summary Matrix
❏Bounce ideas off others
❏Get feedback from panelists
At the end: shareback prototypes
Badge Design Canvas
Target Badge Earners?
Shape, Border, Banner,
Icon, Text, Branding?
TITLE & TYPE:
Get your copy at: http://bit.ly/badgeposse
Campus Technology Innovator Award
Announcement. "Pairing E-Portfolios With Badges
To Document Informal Learning" (2015)
Ambrose, G. Alex, Anthony,
Elizabeth, & Clark, G. Chris (2016)
“Digital Badging in the MOOC Space”
SUNY - Quality by Design (QbD)
Where can we
take all this?
RESOURCES page: contact info, slides, links
View full video here (1 min. 24 sec.)
We Need Stinkin’ Badges!
Presenter Contact Info
Dr. G. Alex Ambrose
Associate Program Director
University of Notre Dame
Mr. Chris Clark
Kaneb Center for Teaching & Learning
University of Notre Dame
Dr. Gwynn Mettetal
University Center for Excellence in Teaching
Indiana University South Bend
Ms. Roberta (Robin) Sullivan
Online Learning Specialist
Center for Educational Innovation
State University of New York at Buffalo
On screen before starting
Chris Clark, from Notre Dame
Gwynn Mettetal from Indiana U South Bend
Robin Sullivan from Buffalo
Alex Ambrose from Notre Dame
Dave Pedersen, Embry Riddle Aeronautical University*
* Prior collaborator and co-presenter at POD.
Groups offer badges, verify submissions, and issue badges, backing up their value
Learners seek, earn, and display the badges
Viewers (current supervisors, potential employers, colleagues, friends, etc.) see the badges and check out the evidence
Claim your badge
This summary of the process you just went through
is also a framework for measuring
levels of engagement in a badging program
First line - internal/personal, learning
Second line - external/public, validation, etc.
Badging at Educational Development Centers
Three levels of expertise
“Independent study for faculty”---most any faculty development topic.
Turn in documentation--goes to 3 people (UCET staff, UCET board member, other) for review
From our website
Badges are posted on the website with link to materials
We allow “post hoc” badges--particularly to let senior faculty document
Experimenting with Credly--not there yet.
Our institutes (whole semester initiatives) are set up so that completion results in Bronze badge.
Currently Active Learning, Course Design, and SoTL
We use portfolios, and you “make your best case.” So Badges are just one more means of documenting what you have learned/done.
Junior faculty are very excited. Senior faculty are learning . . . .
Online, on-demand, PD website
High-quality resources and tutorials
Exploration through hands-on Discovery Learning Activities
Peer-to-peer support through a private social network
Did the use of digital badges help to provide any motivation to participate in the Discovery Learning Activities?
12 - yes
14 - no
5 - somewhat
Would you consider using badges with your students? Please explain why, or why not.
12 - yes
12 - no
7 - maybe
Originally aimed at grad students, now open to faculty and staff as well
Welcome from the Center for Teaching and Learning Excellence team at the Daytona Beach campus of Embry Riddle Aeronautical University. Embry Riddle is a multi-campus university with residential campuses at Daytona Beach, FL, and Prescott, AZ as well as a Worldwide campus with online courses and on ground locations around the world. At Daytona we have about 6000 undergraduate and graduate students and about 400 faculty.
Embry Riddle is a recognized leader in aviation and aerospace education, and as such, very technology focused which means our faculty are probably more open to tech solutions such as digital badging.
We began planning our initial foray into digital badging in the fall of 2012 with a goal of institutionalizing a process for documenting faculty achievements related to their professional development in the areas of teaching and learning. Our goal was to make badging an ingrained part of faculty recognition.
Prior to badges, I used to spend hours creating and distributing paper certificates to faculty who completed significant programs and projects. The truth is I don’t like to work any harder than I have to, so issuing a badge digitally is certainly more efficient than paper certificates.
Further more, faculty who had received certificates often approached me later at promotion and tenure time asking for documentation of CTLE participation because they had misplaced the certificates I slaved away to create. Digital badges solve that problem.
Not only that, but digital badges are more visible in two ways. The badges can be displayed by faculty on appropriate sights, and we display them on our website as well. In addition, CTLE got some visibility by adopting a more innovative way of recognizing achievements.
Finally, and maybe most importantly, badging makes it possible to archive the artifacts from the various faculty development programs in a linked repository. Prior to badging deliverable files were often scattered across various computers, drives, and clouds.
One way to institutionalize an initiative is to tie it to already institutionalized initiatives, and there are few initiatives in higher education than accreditation.
44 badges issued to 469 students and clicked on over 37K times
We have badges for undergrads, grad students, faculty/staff, HS admission recruits, Alumini and MOOC global learniers
We also wanted to spend just a moment on elaborating the case between why pair badges with ePortfolios.
Why ePortfolios Need Digital Badges:
If we want to keep the eP EKG pulse alive and connect employers to ePortfolios that communicate specific competencies….digital badges provide the motivation and opportunity for the students to make their learning visible.
Why Digital Badges Need ePortfolios:
If digital badges are going to be evidence-based and transferable…the ePortfolio platform is best optimized to deliver that evidence and provide a logical space to showcase the badge
five different Credly Open Badges across three edX MOOCs and issued them to 233 learners around the globe.
4 week asynchronous online course to identify the importance of learner-centered instruction and the qualities of effective course design.
Tokens through the LMS awarded for:
- course progress
Course completion and course facilitator badges awarded through Credly
Other questions, ideas
Clark, G. Chris, Ambrose, G. Alex, Mettetal, Gwynn , Sullivan, Robin, Pedersen, David (2016) “Digital badges and educational development” Professional & Organizational Development (POD) Annual Conference. Link: