In a recent meeting with Amanda Opperman, a blogger for Wonderlic,
James Willis and Dan Hickey discussed the implications of awarding
competency-based, open digital badges in the evolving workplace. Wonderlic is a
private company that has been offering businesses and schools with a
comprehensive library of assessments and surveys for each phase of the hiring
and student selection process for the last 75 years. Wonderlic is beginning to
explore the potential of competency-based, open digital badges associated with
their assessments of vocational competencies, starting with criminal justice
and health care.
Friday, April 17, 2015
Tuesday, April 14, 2015
MOUSE Badges: Learning from Successful Projects
by James Willis and Gina Howard
As we finalize the soon-to-be published Design Principles Documentation (DPD) findings, we would like to highlight one particularly successful project: MOUSE. Marc Lesser, Education Director at MOUSE, recently posted an insightful blog entry, Why We Badge: Five reasons we set out to design a digital badging system for learners at MOUSE five years ago. Highlighting some of Lesser's points, we also can discuss what the DPD team found to be true about the MOUSE badging system.
As we finalize the soon-to-be published Design Principles Documentation (DPD) findings, we would like to highlight one particularly successful project: MOUSE. Marc Lesser, Education Director at MOUSE, recently posted an insightful blog entry, Why We Badge: Five reasons we set out to design a digital badging system for learners at MOUSE five years ago. Highlighting some of Lesser's points, we also can discuss what the DPD team found to be true about the MOUSE badging system.
Saturday, March 7, 2015
Impacting Teacher Leanring through PPD and TPCK
by Rebecca C. Itow
On Friday, I gave a talk on this paper at the SITE conference in Las Vegas on the relationship between Participatory Professional Development and Technological Pedagogical Content Knowledge (TPCK). Generally, I asserted that all of these innovations in technology are changing the ways learners interact with information, learning environments, their teachers, and each other. They are more connected – to everything – which means that we need to reenvision our understandings of what learning environments look like, how to design for them, and what counts as “engagement” and “learning” within them. However, this also means that we need to reenvision what professional development looks like and the ways in which it presents new information to teachers so that they can learn how to design for and teach in these new environments.
Read more here.
On Friday, I gave a talk on this paper at the SITE conference in Las Vegas on the relationship between Participatory Professional Development and Technological Pedagogical Content Knowledge (TPCK). Generally, I asserted that all of these innovations in technology are changing the ways learners interact with information, learning environments, their teachers, and each other. They are more connected – to everything – which means that we need to reenvision our understandings of what learning environments look like, how to design for them, and what counts as “engagement” and “learning” within them. However, this also means that we need to reenvision what professional development looks like and the ways in which it presents new information to teachers so that they can learn how to design for and teach in these new environments.
Read more here.
Friday, February 27, 2015
A Few Recent Badges Publications
by James Willis
It's wonderful to see open digital badges research expanding rapidly. We have a brief list (with links) of recent papers that might be of interest to those studying badges. This is one effort our new project, Open Badges in Higher Education.
It's wonderful to see open digital badges research expanding rapidly. We have a brief list (with links) of recent papers that might be of interest to those studying badges. This is one effort our new project, Open Badges in Higher Education.
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