tag:blogger.com,1999:blog-4778608909198518776.post5719563702203399825..comments2024-03-04T17:08:30.238-05:00Comments on re-mediating assessment: Introducing Digital Badges Within and Around UniversitiesAnonymoushttp://www.blogger.com/profile/11170497669879668928noreply@blogger.comBlogger10125tag:blogger.com,1999:blog-4778608909198518776.post-8231565304256377962013-02-10T10:41:28.048-05:002013-02-10T10:41:28.048-05:00This comment has been removed by a blog administrator.Anonymoushttps://www.blogger.com/profile/07312837145047749286noreply@blogger.comtag:blogger.com,1999:blog-4778608909198518776.post-51205594653962258622012-11-03T19:14:00.399-04:002012-11-03T19:14:00.399-04:00Tom--
Sorry for the typos! It was indeed quite la...Tom--<br />Sorry for the typos! It was indeed quite late when I wrote that. See my comment below. I wonder what you think. How do you assess learning outcomes in whatever context you teach in? What would you put in a badge as evidence of accomplishment or potential? What hyperlinks would you add? Daniel Hickeyhttps://www.blogger.com/profile/09885916528215868949noreply@blogger.comtag:blogger.com,1999:blog-4778608909198518776.post-90562014839767683602012-11-03T19:09:29.964-04:002012-11-03T19:09:29.964-04:00As usual Kyle, you have really gotten me thinking…...As usual Kyle, you have really gotten me thinking….<br /><br />This all has me thinking about newer embodied notions of knowing and learning. Most of work reflects an assumption that many of the problems in education are the result of focusing on abstract concepts and isolated skills that are removed from meaningful contexts. More on that later<br /><br />But it feels to that the concerns that Tom Abeles raised above and that have been expressed by many others are being raised at a very abstract level, not anchored in the actual context of designing and issuing badges in a specific ecosystem. Furthermore, it seems like the many studies of incentives were conducted in sterile disembodied context, either laboratories or very controlled classrooms, set up to flesh out the nuances of two antithetical theories for the way individuals learn. Now when I go back and look at the earlier studies of the “overjustification effect” there is so little feeback and opportunity to improve that they look like educational malpractice. In the 1970s and early 80’s “feedback” was a central practice in the behaviorist paradigm, so the cognitivists who were doing battle with that paradigm seem to have eschewed studying feedback.<br /><br />Perhaps this is why so many educators end up simply ignoring both the cognitivist's prohibitions and the behaviorist's prescriptions for using incentives. Instead they just use them willy-nilly, without an eye towards the different potential negative consequences that the two theories worry about. I think this would be a terrible outcome for digital badges. I am pretty excited about revisiting all of this research literature for the design principles for using badges to motivate learning that we uncover in the design principles database project.<br />Daniel Hickeyhttps://www.blogger.com/profile/09885916528215868949noreply@blogger.comtag:blogger.com,1999:blog-4778608909198518776.post-76603143446125849622012-11-03T14:05:14.239-04:002012-11-03T14:05:14.239-04:00I meant finicky but finkcke seems like a word that...I meant finicky but finkcke seems like a word that would end up in a Kaptcha. I really need to proofread better!<br /><br />I LOVE your suggestion Kyle. It is a really good thought experiment. It really makes me think that I should submit a workshop proposal for upcoming conferences on doing just that. Mozilla is doing a great job making it easy to issue badges; doing a workshop where groups of teachers and faculty with similar interests knock their heads together while figuring out exactly what information they would put in the OBI-metadata fields, including what the hyperlinks would link to would be really helpful--even if they did not end up actually issuing the badges!<br /><br />I tried to convey a sense of the experience of designing and issuing badges in my earlier posts about my graduate seminar. I got a sense of it when we created badges for our Hackjam (http://remediatingassessment.blogspot.com/2012/06/three-firsts-bloomingtons-first-hackjam.html).Daniel Hickeyhttps://www.blogger.com/profile/09885916528215868949noreply@blogger.comtag:blogger.com,1999:blog-4778608909198518776.post-16221051995256160052012-11-03T14:03:22.003-04:002012-11-03T14:03:22.003-04:00This comment has been removed by the author.Daniel Hickeyhttps://www.blogger.com/profile/09885916528215868949noreply@blogger.comtag:blogger.com,1999:blog-4778608909198518776.post-6732225919128800572012-11-02T01:17:38.923-04:002012-11-02T01:17:38.923-04:00Kyke Peck got stumped by the fincke Kaptca. so he...Kyke Peck got stumped by the fincke Kaptca. so here is his comment:<br /><br />Hi, Dan. Thanks again for sharing your thinking about Digital badges. I really liked the quote from C. L. Max Nikias that reminded us not to get too starry-eyed about a focus on large numbers. Although I do think that the MOOC movement's goals of extending a college level education to people who can't otherwise participate is a very noble goal, I also understand that their work will result in major enhancements in the way online courses work.<br /><br />I also see more value in badges than others currently do. I agree with your statement that "changing accountability usually changes assessment, and changing assessment often calls for changes in instruction," andI believe that they will do just that, helping to elevate the quality of what will happen in tomorrow's higher education classrooms. Imagine if every professor identified at least three things that were viewed as important enough to define well, assess well, and certify that students had learned. Students would benefit, potential employers would benefit, and if these outcomes reflected higher-order skills and abilities not easily developed online, face-to-face classes would be better able to distinguish their value.<br /><br />Thanks again for stimulating our thinking.<br /><br />Kyle<br />Daniel Hickeyhttps://www.blogger.com/profile/09885916528215868949noreply@blogger.comtag:blogger.com,1999:blog-4778608909198518776.post-74295429141695593612012-11-02T01:16:05.233-04:002012-11-02T01:16:05.233-04:00Tom--
I am not sure where to start. It is late an...Tom--<br />I am not sure where to start. It is late and I want to reply but I am so weary of this issue. All of the data that alphie cites and in most of the self-determination research was collected in controlled studies or impoverished classroom where the was no feedback or way to improve. Badge are being used in very different ecosystems. How can a badge that is associated with extensive feedback and accomplishment AND that unlocks new opportunity lave the earner feeling like a pawn. It is silly from my perspecive, which is outlined at http://www.education.com/reference/article/sociocultural-theories-of-motivation/ as of a few years agoDaniel Hickeyhttps://www.blogger.com/profile/09885916528215868949noreply@blogger.comtag:blogger.com,1999:blog-4778608909198518776.post-46887091879909110412012-11-02T01:11:49.628-04:002012-11-02T01:11:49.628-04:00Cool. Thanks for writing bill. I think it is gre...Cool. Thanks for writing bill. I think it is great that Purdue dove in the way it did. I may be up your way in the next month or so. I would love to just sit in on the meeting where instructors who have decided to use badges figure out how they are going to implement them. I hope somebody on the inside will start blogging about it. IUB is defining policies for educational badges in the abstract; you folks are doing in in context. Very different. Good luck!Daniel Hickeyhttps://www.blogger.com/profile/09885916528215868949noreply@blogger.comtag:blogger.com,1999:blog-4778608909198518776.post-47270118820093647162012-10-31T15:17:14.423-04:002012-10-31T15:17:14.423-04:00Hi, Dan. I need to look over more of your posts to...Hi, Dan. I need to look over more of your posts to get a better understanding of what you have in mind, but I think we should talk. I'd like to have a better idea of your vision for and how you are currently using badges as well as discuss your ideas of documenting the emerging policies at Purdue surrounding Passport and its implementation. Drop me a line, and we can see about setting up a time to talk things over!Bill Watsonhttp://web.ics.purdue.edu/~brwatson/noreply@blogger.comtag:blogger.com,1999:blog-4778608909198518776.post-84176446307539120872012-10-31T10:35:56.539-04:002012-10-31T10:35:56.539-04:00knowledge gained or competencies achieved have, in...knowledge gained or competencies achieved have, in most instances, a half-life. Badges, like any other evaluation follow this same rule. In today's pressure towards a college degree, the rather jaded model, but one which has some truth, is cram, exam, dump and on to the next class/test, etc. Badges are particularly vulnerable because they are usually specific and often a subset or a needed part of a larger experience (collection of badges in scouting are a paradigmatic example). Badges or other assessments without some "use-it" or "loose-it" measure seem to have lesser value than current grades in courses which are usually more holistic. Badges have all the properties and concerns raised by Alfie Kohn in his volume, Punished by Rewards. IU would be well advised to tread cautiously through the hype of the MacArthur/Gates enthusiasm and take a more considered, and potentially more rewarding approach by avoiding badges in their current embodiment, this post not withstandingTom Abeleshttps://www.blogger.com/profile/16786722566128562705noreply@blogger.com