Recognizing Competencies vs. Completion vs. Participation: Ideal Roles for Web-Enabled Digital Badges

Autor/inn/en	Hickey, Daniel T.; Chartrand, Grant T.
Titel	Recognizing Competencies vs. Completion vs. Participation: Ideal Roles for Web-Enabled Digital Badges
Quelle	In: Education and Information Technologies, 25 (2020) 2, S.943-956 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hickey, Daniel T.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-019-10000-w
Schlagwörter	Information Technology; Networks; Evidence; Competence; Socialization; Computer Software; Awards; Web Sites + Suchen Sie Ihr Suchwort? Informationstechnologie; Evidenz; Kompetenz; Socialisation; Sozialisation; Award; Auszeichnung; Web-Design
Abstract	Open digital badges are new credentials that can contain specific claims and links to web-enabled evidence, and can then circulate in networks. Badges are helping facilitate broader shifts away from measuring, accrediting, and credentialing "achievement" and towards capturing, validating, and recognizing "learning." A study of 30 funded efforts to develop badges found that none of the efforts to develop "competency" badges (for demonstrating specific competencies) resulted in thriving badge-based ecosystems, while four of the five efforts to develop "participation" badges (for engaged participation in social learning) resulted in thriving ecosystems. The findings were relatively mixed for the remaining efforts to develop "completion badges" (for individuals completing projects or investigations) and "hybrid" badges (for multiple types of learning). These findings suggest that innovators temper their ambition for capturing and recognizing evidence of individual competencies, and consider exploring more social assessments and informal and crowdsourced recognition. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01