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Open Badges for open recognition
The document summarizes an agenda for the BC Open Badges Forum on February 17, 2017 about using open badges for open recognition. The agenda included sessions on open badges for the adult workforce, those under 18, and post-secondary education. It also discussed building a regional open badges network and next steps. Examples of open badges programs discussed included those for skills development, continuing education, and workforce training.
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Open Badges for open recognition
- 1. BC Open BadgesForum February 17, 2017 Open Badges for open recognition bit.ly/BCOBF-2017
- 3. Alan Davis, Presidentand Vice-Chancellor WELCOME
- 4. 09:15 Open Badges101 10:00 Adult workforce 10:45 Under 18 12:15 Lunch! 13:00 Post-secondary education 13:30 Building a regional network 15:15 Reflection, next steps, final remarks 16:00 End Agenda
- 5. #BadgeBC bit.ly/BC2017-Reflectorbit.ly/BC2017-Notes K -12 post-secondary government non-profit for-profit Housekeeping
- 6. Open Badges Primer DonPresant Nate Otto
- 7. and while you’relistening …
- 8. The skills gapand current solutions Context
- 9. Employers vs. Graduates Isthere a “Skills Gap”? Hart Research Associates for the Association of American Colleges & Universities (AAC&U) January 2015 Soft Skills Proportions saying they/recent college graduates are well prepared in each area Employers Students
- 10. Is there a“Skills Gap”? TheAssociationRoleintheNewEducationParadigm declining degree completion rates “non-traditional” students: 73% PSE enrolment high youth unemployment critical skills shortages affecting productivity rising cost of higher education World of Work: volatile, uncertain, complex, ambiguous Traditional educational approaches can’t keep up!
- 11. General population vs.college leaders Is there a “Skills Gap”? TIME/Carnegie survey 2012 quoted in The Association Role in the New Education Paradigm 2016 TIME/Carnegie survey The Association Role in the New Education Paradigm
- 12. volatile ~ uncertain~ complex ~ ambiguous Whole life learning in a VUCA world sceptrefellows
- 13. The future ofjobs World Economic Forum: Future Of Jobs 2016 Across nearly all industries, the impact of technological and other changes is shortening the shelf-life of employees’ existing skill sets. Overall, social skills—such as persuasion, emotional intelligence and teaching others—will be in higher demand across industries than narrow technical skills Top 10 Skills in 2020 1. Complex problem solving 2. Critical thinking 3. Creativity 4. People management 5. Coordinating with others 6. Emotional intelligence 7. Judgment & decision making 8. Service orientation 9. Negotiation 10.Cognitive flexibility
- 14. Here in Canada BusinessCouncil of Canada 2016 PSE Skills for a Prosperous British Columbia: 2016
- 15. 70: 20: 10L-i-f-e-w-i-d-e learning deakinprime.comwikipedia.org The LIFE Center.) M. Bowles, Institute for Working Futures
- 16. Experiential learning inBC PSE: Expand co-op, apprenticeship, internship, and other workplace opportunities… PSE: Create communication channels for employers to communicate skills needs… Governments: Fund additional programs in target disciplines… Employers: Make workplace experiential learning a priority by developing an HR strategy for employee renewal and growth Individuals: Seek out workplace experience opportunities, including co-op, internships, mentoring, and volunteering, to gain practical experience and workplace skills. PSE Skills for a prosperous British Columbia PSE Skills for a Prosperous British Columbia: 2016
- 17. Key findings aboutnon-completion: 1. Many non-completers had significant earnings gains 2. Economic value: content vs. credential 3. Non-completers are “non-traditional” students 4. Unknown factor: value of 3rd party credentials Study: Program non-completion stats miss the point! “The ones that got away” WestEd Slideshare
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- 19. Disruption: Education àla carte www.udacity.com/nanodegree
- 20. Disruption: LinkedIn Learning linkedin.comslideshare.net/LinkedIn
- 21. Trends in professionalcredentialing Use technology to: •reduce waste (paper, effort) •increase quality Re-use credential information for: •onboarding •HR planning •performance review •accreditation •Quality Assurance, systemic analysis Enable continuous credentialing SEER Health: The Future of Provider Credentialing
- 22. Paper silos: Issueswith certification today freedesignfile.com/92259 Transparency issues • “Dumb” paper often needs other documents, e.g. syllabus • Proxy only – not the whole story • Easy to forge Physical issues • Difficult to share, easy to lose Recognition issues • Lack of granularity • Lack of context - no links to supporting evidence • Experiential learning not valued • Lack of alignment, transfer, articulation, “stackability”
- 23. CCR: Transcript forgraduate employability ccr.utoronto.ca
- 24.
- 25. Clear progress markers motivating learners, supporting advisors Flexible learning pathways granular, incremental, multi-source, laddered, remixable Visual branding issuers and earners Online trust system demonstrate skills & capabilities proof of performance backed by issuer A digital representation of an accomplishment, interest or affiliation that is visual, available online and contains metadata including trusted links that help explain the context, meaning, process and result of an activity. As an open artefact, the earner can present the badge in different contexts from which it was earned. Micro-credential – portable record of learning What is an Open Badge?
- 26. Mapping badgespace credentials digital badges certifications Open Badges micro- credentials CCBY Doug Belshaw http://dougbelshaw.com Standards-based & interoperable No image requirement
- 27. Immediate transparency, instantvalidation Interactive digital credentials
- 28. ePortfolios, Badge Passports Collectand curate
- 29. Share on socialmedia LinkedIn for “résumé worthy” badges also
- 30. www.badgealliance.org/why-badges/ VISION: a skillsecosystem Open Badges, micro-portfolios in social networks Going digital helps… searchingdeconstructingvalidating aligning sharingcombiningassessing “valorizing”
- 31. SUMMATIVE ASSESSMENT a micro-credential a discreterecord in a modular transcript TECHNICAL DESCRIPTION a portable “smart” graphic embedded with structured data with links to supporting information Different perspectives … What is an Open Badge? FORMATIVE ASSESSMENT a reward for positive behaviour a marker on a development path “… a simple digital standard for recognizing and sharing achievements, skills and performance over networks.”
- 32. Some uses ofbadges (can be combined) transformingassessment.com/TA_webinar_5_mar_2014_Simon_Cross.pdf Recognize status Reputation Group affiliation Keep artefacts Souvenirs of experience Motivate learning “Game mechanics” Set goals, track progress Personal learning pathways Assess & recognize learning Formal, non-formal, informal Fill recognition gaps
- 33. Badge taxonomy fromPenn State Chris Long
- 34. Early trends: Asummary Over 10 million badges, thousands of issuers Early adoption hot spots: • Youth: after school, community programs • Continuing Education • Professionalization and PD • Product training (esp. ICT) - the “Extended Enterprise” • Business Soft Skills • Testing Recognition • Pre-employment
- 35. Youth: Cities ofLearning -> LRNG www.lrng.org/cities
- 36. Professionalization & PD Unregulated: •AXELOS • HR Certification Institute • AACE (total cost management) • Society for Human Resource Management (SHRM) • International Board of Credentialing and Continuing Education Standards (IBCCES) • ASIS International Regulated: • American Board for Certification in Orthotics, Prosthetics & Pedorthics • Institute of Management Accountants • Association of Clinical Research Professionals
- 37. “Extended Enterprise Learning” Technologyvendor product training Adobe IBM AutodeskOracle Hortonworks
- 38.
- 39. Community Some early adoptersin Canada Education (incl PD) Professional, Workplace
- 40. Open Badges, ePortfolios&“Badge Passports” Benefits of a new skills currency Visually efficient and appealing Engages, builds confidence, provides continuing feedback Individual pathways, multiple sources of learning Formal non-formal informal learning Modular, stackable, diverse, re-mixable, portable, shareable Programs not completed can be partially recognized and recombined Add evidence, reflection as appropriate Drill down to specifics or roll up into larger outcomes Combined in badge passports and ePortfolios Common standard for skills exchange Trustable, easy to understand Transparent criteria, evidence, issue/expiry date Flexible alignment to frameworks, requirements, training plans Issuing organization validated and branded by the badges it issues; maintains ongoing connection to earners Learner centred, employer friendly
- 41. Some questions toask Are you a potential Open Badges issuer? Behavioural goals? Redeemable worth? worth the effort? filling a void? marketing ROI? Value add? Champions? Sustainability? what will your badges “buy”? have you talked to employers? students? internal leadership? professional bodies? employers? cost structure? who will maintain & improve it over time? engagement? feedback? recognition? development? skills frameworks?
- 42. LMS? * Make/adapt yourown (FOSS) License & install proprietary SW Cloud Service DIY versus Supported Getting started Badge Canvas Design Principles Card Deck Do It Yourself Workshops: awareness, train the trainer Design & implementation support Technology support Supported Technology choices Explore: earn a badge, display it Immerse: research, LPP (lurking) in badge community Experiment: design a badge, design a small badge system Pilot: build internal support, implement, maintain and improve
- 43. Open Badges 101:the course Want more? badges.thinkoutloudclub.com
- 44. Tell us whatyou think in 15 minutes or less! Opportunities? Threats? Weaknesses ? Strengths?
- 45.
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- 49.
- 50. Don Presant Examples fromelsewhere
- 51. Newport City Homes,UK At risk populations http://huxleypiguk.blogspot.ca/2014/11/open-badges-launch.html Awarded to all trainees who have completed the initial six months of experience with Newport City Homes and who have moved onto further training or work as a result of the program Awarded for completing the mandatory induction process for academy trainees Awarded for the completion of training relevant to health and safety within Newport City Homes Awarded for completing essential online training relevant to academy trainees “The main aim of the program is to help trainees gain the experience and credentials to move on (to employment).”
- 52. Trades Certification -City & Guilds worldchefs.org/Certification Issued using sharable Open Badges
- 53. 192,000 workers inScotland Social Services - Regulator & Sector Council badges.sssc.uk.com/badges Work based qualifications: enter with little education, achieve a degree Open Badges to recognized informal learning Potential for formalized RPL later
- 54. Assessment and evaluation Whyissue open badges? SSSC webinar 2016/02/22
- 55. Nonformal/self-directed, F2F/online, multi-level... Supporting diverse learning Badge Application SSSC webinar 2016/02/22
- 56. SSSC webinar, February2016 Why issue open badges? SSSC webinar 2016/02/22 Consistent recognition of informal, non-certified or online learning and PD Incentivize employee learning Show pathways, track progress toward goals Identify expertise in the community Link to your brand and website Learners will come to expect them
- 57. Expanding your learninginfluence Key concept: “Extended Enterprise” learning
- 58.
- 59. Impact of badging“Extended Enterprise” learning bit.ly/IBMbadges
- 60.
- 61.
- 62. Emerging benefit: corporateskills registry
- 63.
- 64.
- 65. Chris Kennedy BC CurriculumReform (#bccurric) TBA
- 66.
- 67. Dethe Elza Community MakerSpaces Vancouver Maker Education Community 2c
- 68. Don Presant Examples fromelsewhere
- 69. Transforming interests intoskills Supporter to Reporter (S2R-UK) www.digitalme.co.uk/s2r Project based learning programme that develops skills and confidence through sports reporting.
- 70. Industry-endorsed skills Digital EnterpriseAward (UK) www.onemillionyoungideas.org.uk Improving the digital and enterprise skills of one million young people in the next five years.
- 71. Hive Toronto: Community hivetoronto.org Connectedlearning for web literacy why-connected-learning Data Trail Timeline Mobile IP Address Tracer Privacy Coach
- 72. TechBac: Open Badges,online CVs Badging CTE: City and Guilds bit.ly/1uBCju4
- 73. Chicago Summer ofLearning - 2013 Community -> Region bit.ly/CSOLplaylist
- 74. Year round, spreadingto other cities Summer -> Cities of Learning Driven by the interests of the youth participants ~150,000 badges awarded >210,000 young people125 organizations City of Chicago, MacArthur Foundation, Mozilla - 2013 Driven by the interests of the youth participants Now known as Chicago City of Learning STEAM-based programming (add Arts) Other cities: Pittsburgh, Dallas, D.C. (visit citiesoflearning.org) By 2018, LRNG will engage 1 million youth across 70 communities in the U.S.
- 75. Beyond grades andstandardized tests High School to PSE transition slideroom.commedium.com blog.credly.com
- 76. viflearn.com “Badging the Badger” Bigtraction: Educator PD digitalpromise.org pdln.com educause.edu
- 77. Adult Workforce Under 18 POPUPDESIGN SESSION
- 78. Session map 1 2 3 9 7 8 12 11 104 6 Adulted/ literacy Associations Staff development Community Maker Spaces BC curriculum reform STEM in schools Teacher PD SSA Apprenticeship HS to PSE transition Workforce competencies Professions Adult apprenticeship 5 Frontofroom
- 79. REPORTING OUT: 15min bit.ly/BC2017-Notes
- 80.
- 81.
- 82. David Porter Horizontal Learning,3D Graduates 3a
- 83. Tracy Penny Light OpenEducational Practices, Open Badges & ePortfolios 3b
- 84. Tom Murad Work IntegratedLearning – Large Employer TBA
- 85. Chuck Hamilton andDana Stephenson Work Integrated Learning – employer networks TBA
- 86. Marie Cheung Open Badgesin Scottish Colleges (formerly ) bit.ly/3e-BCOBF
- 87. Don Presant Examples fromelsewhere
- 88. OU’s OpenLearn –Badged Open Courses (BOC) bit.ly/OUbadges
- 89. Badging non-credited ContinuingEducation Madison College madisoncollege.edu/badges Strategic Objective: Creation and promotion of innovative, market-based credentials in credit, non- credit and customized programming (i.e. Badges)
- 90. Non-credit recognition Ryerson –Chang School SME Coaching 4 sessions, applied learning Badges issued: 2 SME Lecture 1-2 hours, 2-3 outcomes Badges issued: 158 Online Course 4 weeks (~20 hrs) with assignments Badges issued: 140 Retirement Home Love of Learning, Personal Recognition Badges issued: 4
- 91. Badge pathway: theResidential Leadership Award Co-Curricular UK: York St. John University bit.ly/OBCC_YSJ
- 92. University of Michigan Co-Curricularbusiness skills development
- 93. Program accreditation, NOSand professional recognition ITAC – Business technology management SFIA – 3 BTM Pgm $50 SFIA = Skills Framework for the Information Age SFIA – 5 BTM Pgm Board Assessment $350 SFIA – 7 BTM Pgm Board Assessment $350 btm-forum.org
- 94.
- 95. Key advantage: AustralianQualifications Framework
- 96. Employability soft skillsshared on social media Deakin University Hallmarks (AQF 7: Bachelor) t.co/ior8y5pbqe
- 97. Authentic assessment ofgraduate learning outcomes deakin.edu.au/about-deakin/teaching-and-learning/curriculum-framework
- 98. DeakinDigital: Credentials foryour career deakindigital.com Recognition of Professional Practice Targeted at mid-career professionals; an alternative to traditional higher education Lower cost, less time commitment Modular evidence-based credentials for capabilities achieved through independent learning, experience and employment Meaningful to employers Used for continuous career development
- 99. Graduate learning outcomes~ RPP credits Recognition of professional practice
- 100. Graduate learning outcomes~ RPP credits Recognition of professional practice (AQF 3-9) RPP Credentials applied toward Professional Practice Qualifications (FutureLearn “Cloud Campus” – 1st 2 wk block free!) Master of Professional Practice (Financial Planning) $5K (10 RPPs) + $14.6K (courses) Graduate Certificate Professional Practice (Financial Planning) Master of Professional Practice (IT) $5K (10? RPPs) + $13.1K (courses) Graduate Certificate Professional Practice (IT)
- 101. Technology/business/leadership Recognition of professionalexpertise Partnerships with NPOs, private sector
- 102.
- 103. FOCUS: Open recognitionnetworks
- 104. Susanna Lui Gurr Settinggoals, tracking impact 4a
- 105. Victor Glickman Open Badgesas learning data 4b
- 106. Nate Otto Open BadgeNetworks TBA
- 107. Don Presant Examples ofemerging Open Badge networks
- 108. Regional network: “21stCentury Badging Challenge” Cross-sectoral partnerships eddesignlab.org/badgingchallenge/ * see p21.org
- 109. Colorado – across-sectoral network DPS presentation
- 110. The Cities ofLRNG network
- 111. Toward a nationaldigital skills framework Ireland’s ALL ABOARD allaboardhe.org CC BY-NCalso: Slideshare presentation Diverse, transversal recognition: • skills development in courses • study skills • employability & leadership • graduate attributes (GLOs) • non-formal & informal CPD • outreach, volunteering & communications Open Educational Practices • multi-institution collaboration • open curriculum (shared framework, remix/repurpose • distributed delivery network (multi-LMS via SCORM, xAPI, zip) • distributed credentialing network via OBF (WP/Bb/Moodle plugins) • open recognition network via OBP
- 112. Aspirational project (DigitalMe) “OpenBadge Network” (EU) openbadgenetwork.com “Badge the World”
- 113. Humanitarian PLE -across agencies, across careers Talent Pipeline Recruitment Induction Formative Assessment Gap Training Team Building Performance Management Talent Management Experience Achievements Professional Development Career Development Leadership Development SME Specialization Career Change Outplacement Career Pathways External Performance Support Google, YouTube External repositories Coaching and Mentoring Other External Learning MOOCs, Open Ed Resources, Personal Learning Network, Communities of Practice OCBA OCG OCP Academic recognition? New Career? OCB OCA Other MSF LMSs such as: Skills Marketplace Demand Supply Badge Passport/ ePortfolio Digital Credentials External Recognition Workplace Assessments & Achievements New Mission? New MSF role? HRIS/ERP Systems Performance Management System Talent Management System
- 114.
- 115. Filling a void– Open Recognition Alliance openrecognition.org Claim this badgeRead the Declaration – and sign it!
- 116.
- 117. Post-Secondary Open recognition networks POPUPDESIGN SESSION
- 118. Session map 12 BC asa Network 2 11 Skills frameworks 4 BC as a Network 1 6 Co-curricular learning Frontofroom 1 Horizontal 3D 2 Badges & ePortfolios 3 Badge networks Scottish Colleges 5 Marie Chung 7 Goals & tracking 8 Badges as data 9 WIL large enterprise 10 WIL employer networks
- 119. REPORTING OUT: 15min bit.ly/BC2017-Notes
- 120. PUBLIC DISCUSSION: 30min bit.ly/BC2017-Notes
- 121.
- 122. The future isalready here; it’s just not very e venly dis tributed. William Gibson Final thought en.wikiquote.org
- 123. This presentation: bit.ly/BCOBF-2017 THANKS FORALLTHEFISH! bit.ly/BC2017-Reflector bit.ly/BC2017-Notes
- 124.
Editor's Notes
- #2 About Learning Agents About Don Presant
- #18 Average age 37-38; often with BA or better
- #79 Others for Adult: Others for Youth: After School, Community (see Sheryl Grant) BC Curriculum Reform
- #99 Collaboration (Advanced) $495.00 Collaboration is essential to share knowledge and solve problems, bringing together diverse talents to achieve workplace goals. This is important in business because it engages professionals in the collective purpose, goals and targets of the business and is imperative for the execution of successful strategies. Collaboration is an essential part of teamwork. Collaboration is the ability to proactively promote synergy in the production of work products within teams and across internal and external networks. This includes stimulating relationships in order to promote collaborative outcomes, knowledge sharing and goal attainment. Collaboration is essential to develop a shared understanding within a professional team in order to guide strategic effort and ensure business objectives are met. At an Advanced level of Collaboration the focus is on promoting and leading collaborative effort to achieve strategic outcomes. This Collaboration credential is offered at the DeakinDigital Advanced level and forms part of the ‘Teamwork’ Graduate Learning Outcome. Digital Literacy (Advanced) $495.00 Digital Literacy is an essential skill for effective participation in today’s fast paced digital world. Digital literacy is important for businesses due to their reliance on digital technology for all aspects of their operations and their drive for innovation and productivity. Digital Literacy is the ability to use information and communication technologies (ICT) to find, use and disseminate information. Digital Literacy is necessary in order to be engaged in new digital tools and facilities to identify, access, manage, integrate and evaluate digital resources and construct new knowledge. At the Advanced level of Digital literacy the focus is on monitoring, analysing, reporting and researching global ICT trends and identifying where the organisation needs to respond to new ICT opportunities or threats, and about developing suitable governance for ICT. The Digital Literacy credential aligns with the Digital Literacy Graduate Learning Outcome.
- #109 Key Subjects English, reading or language arts, world languages, arts, mathematics, economics, science, geography, history, government and civics. 21st century interdisciplinary themes: • Global Awareness • Financial, Economic, Business and Entrepreneurial Literacy • Civic Literacy • Health Literacy • Environmental Literacy Learning and Innovation Skills • Creativity and Innovation • Critical Thinking and Problem Solving • Communication • Collaboration Information, Media and Technology Skills • Information Literacy • Media Literacy • ICT (Information, Communications and Technology) Literacy Life and Career Skills • Flexibility and Adaptability • Initiative and Self-Direction • Social and Cross-Cultural Skills • Productivity and Accountability • Leadership and Responsibility
- #114 Other humanitarian learning systems, e.g.: -RCRC -CDC -UNHCR Global Learning Center
- #119 Others for Adult: Others for Youth: After School, Community (see Sheryl Grant) BC Curriculum Reform