Anyone have any advice for creating badges with very, very basic IT skills? Want to create open access as well.
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Cross posting. Duolingo introduces Lingots.
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A Preliminary Study on the Effects of Barnstars on Wikipedia Editing
http://opensym.org/wsos2013/proceedings/p0501-lim.pdf
Empowering formative assessment using embedded Web Widgets in Wikis
http://opensym.org/wsos2013/proceedings/p0901-notari.pdf
Papers from Wikisym/Opensym 2013 in Hong Kong:
http://www.opensym.org/wsos2013/program/proceedings/
http://opensym.org/wsos2013/proceedings/p0501-lim.pdf
Empowering formative assessment using embedded Web Widgets in Wikis
http://opensym.org/wsos2013/proceedings/p0901-notari.pdf
Papers from Wikisym/Opensym 2013 in Hong Kong:
http://www.opensym.org/wsos2013/program/proceedings/
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Research Design Principles for Studying Learning with Digital Badges [1], a post by +Daniel Hickey (the BOOC originator [2]), offers this table, distinguishing between the use of grades and transcripts ("conventional evidence") and the use of badges to assess learning.
Unfortunately, this "design" discussion seems to completely miss what I see as critical distinctions between these two systems:
1) badges can be parsed by a computer to gather data about a learner's state of knowledge (Badge AI)
2) badges are time stamped allowing measurement of the learning rate [3]
[1] http://www.hastac.org/blogs/dthickey/2013/07/07/research-design-principles-studying-learning-digital-badges
[2] Big Open Online Courses http://www.indiana.edu/~booc/
[3] knowledge-per-hour (k.p.h.) https://plus.google.com/100772331866826784248/posts/aZeHHKho3Y8
Unfortunately, this "design" discussion seems to completely miss what I see as critical distinctions between these two systems:
1) badges can be parsed by a computer to gather data about a learner's state of knowledge (Badge AI)
2) badges are time stamped allowing measurement of the learning rate [3]
[1] http://www.hastac.org/blogs/dthickey/2013/07/07/research-design-principles-studying-learning-digital-badges
[2] Big Open Online Courses http://www.indiana.edu/~booc/
[3] knowledge-per-hour (k.p.h.) https://plus.google.com/100772331866826784248/posts/aZeHHKho3Y8
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Challenge 0: Define a Learning Feedback Ecosystem
The Open Badges Ecosystem document [1] presumes the current ecosystem of "learning" providers/job seekers/employers actually serves learners. This may be a false assumption.
Current "education" providers process students, who may adopt sub-optimal learning behaviours to accommodate the processing requirements of school calendar/paper-based systems incapable of fine-grained, real time tracking of independent learning.
Thus, one key understanding of the potential of Badge AI is distinguishing formative from summative assessment [2][3]. In short, the difference is "assessment for learning" versus "assessment of learning".
If badges could allow an automated system to obtain a model of a learner's knowledge (by parsing a badge collection), address the learner's current needs and update the model as learning takes place (by granting a badge), the type of summative assessments we have today, meant to certify that knowledge is possessed, might be supplemented or replaced by these collections of data (time-stamped learning events), showing how quickly and comprehensively knowledge has been explored. Meanwhile, learners could benefit tremendously from having their learning gaps diagnosed and repaired (see Brown and VanLehn [4] , Woolf [5] and Diagnoser [6]).
[1] http://goo.gl/gW34gO
[2] https://en.wikipedia.org/wiki/Formative_assessment
[3] https://en.wikipedia.org/wiki/Summative_assessment
[4] Repair Theory: A Generative Theory of Bugs in Procedural Skills (1980) http://onlinelibrary.wiley.com/doi/10.1207/s15516709cog0404_3/pdf
[5] Building Intelligent Interactive Tutors: Student-centered strategies for revolutionizing e-learning
http://www.amazon.com/Building-Intelligent-Interactive-Tutors-Student-centered/dp/0123735947
[6] Diagnoser
http://www.diagnoser.com/
The Open Badges Ecosystem document [1] presumes the current ecosystem of "learning" providers/job seekers/employers actually serves learners. This may be a false assumption.
Current "education" providers process students, who may adopt sub-optimal learning behaviours to accommodate the processing requirements of school calendar/paper-based systems incapable of fine-grained, real time tracking of independent learning.
Thus, one key understanding of the potential of Badge AI is distinguishing formative from summative assessment [2][3]. In short, the difference is "assessment for learning" versus "assessment of learning".
If badges could allow an automated system to obtain a model of a learner's knowledge (by parsing a badge collection), address the learner's current needs and update the model as learning takes place (by granting a badge), the type of summative assessments we have today, meant to certify that knowledge is possessed, might be supplemented or replaced by these collections of data (time-stamped learning events), showing how quickly and comprehensively knowledge has been explored. Meanwhile, learners could benefit tremendously from having their learning gaps diagnosed and repaired (see Brown and VanLehn [4] , Woolf [5] and Diagnoser [6]).
[1] http://goo.gl/gW34gO
[2] https://en.wikipedia.org/wiki/Formative_assessment
[3] https://en.wikipedia.org/wiki/Summative_assessment
[4] Repair Theory: A Generative Theory of Bugs in Procedural Skills (1980) http://onlinelibrary.wiley.com/doi/10.1207/s15516709cog0404_3/pdf
[5] Building Intelligent Interactive Tutors: Student-centered strategies for revolutionizing e-learning
http://www.amazon.com/Building-Intelligent-Interactive-Tutors-Student-centered/dp/0123735947
[6] Diagnoser
http://www.diagnoser.com/
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