Factores Biológicos

While not all badges are alike, badges have been described as, “a common

currency to denote learning outcomes and give employers a visual representation and

evidence of an applicant’s skills” (Bowen & Thomas, 2014, p.22). Digital Badges have

(2014) has identified three challenges that plague the education system and how these

challenges can be addressed by badges. First he notes many soft skills (e.g. team

building, communication) are undervalued in formal educational settings. Digital Badges

can be earned and awarded that specifically address acquiring these skills. Next, there is

a challenge of how to encourage participants to maintain a high standard of work ethic

while participating in voluntary activities. Digital Badges can be earned and awarded for

high level work that is completed on the learners’ own time. Lastly, Buckingham

addresses the challenge of promoting self-regulated and directed learning. Digital

Badges in conjunction with a community specialist and/or mentor can aid earners in

progressing through the learning process.

Badges and Academic Settings

While Mozilla and other organizations are proliferating badges for recognizing

accomplishments and learning outside of formal academic settings, universities and

schools alike are applying the concept to reinvent traditional education. • Brigham Young University (Brigham Young University: Instructional

Psychology, n.d.; West, n.d.) is using badges to transform instructional

technology. Specifically working with pre-service and in-service teachers, and

people of interest, Dr. Rick West is using badges to offer opportunities for

educational professionals to learn technological skills.

• Carnegie-Mellon University (CS2N, n.d.) is using badges within their computer science program (CS2N) to increase motivation for learning, and as a way to

• DePaul University (Foundation, n.d.) is developing a set of badges that supports secondary common core curriculum that will be used in and out of formal K-12

classroom settings.

• Purdue University (Tally, 2012) developed their own badge creation and

awarding system, Passport. Instructors across the campus are participating in the

program, providing students with multiple opportunities to earn badges in a

variety of course content areas. Most notably, the Passport team is able to

support instructors with technological skills and training on how best to

implement the system. While the platform is in-house, it has the capabilities to

integrate within other badge systems (e.g. Mozilla’s Badge Backpack).

• Seton Hall (Seton Hall University's Teaching & Technology, n.d.) is using badges as an opportunity for students to receive credit and acknowledgement for

attending school sponsored events such as new-student orientation, academic

integrity, and professionalism workshops.

• The University of California, Davis (Buell, 2013; Fain, 2014) is using badges within their Agriculture Sustainability Institute, a competency based program.

Specifically this program includes various hands-on activities within the field and

is helping students develop higher-order skills (e.g. critical thinking, interpersonal

communication).

While these are just a few of the programs using badges, much more is being developed

and implemented. Many of these programs are still in their infancy, and research is

increasing rapidly. In one study, researchers looked at the benefits of Digital Badges

increased interest, increased expectations, and both positive and negative effects on

learning, they also noted the importance of providing learners with details on how to earn

the badge (e.g. actions or behaviors that are necessary).

As formal education settings begin to discover how Digital Badges apply to their

specific content and program areas, Gibson (2013) notes how this system can inform

formal education in a way that produces students with a more complete understanding of

their professional field.

A badge can be a pointer or reference to a process by which a learner engages in

and receives validation from a community that practices authentic assessment. A

badge can also represent a guide for students who are seeking direction, and can

provide transparency and motivation for moving from the periphery of a

community to its core. Ideally, a badge can celebrate not just the accomplishment

of co-discovered goals, but the engagement of the community in assessing and

guiding the progress of the learner (p. 461).

Open Badges have the potential to give students a more holistic view of their future

profession by incorporating formal and informal learning experiences as well as giving

them opportunities to network and receive mentorship from professionals in their field.

Mastery Learning

In academic settings where Digital Badges are taking over conventional task

formats, instructional designers are faced with the challenge of how to deliver and assess

content and skills within badges. “The symbol, in the form of a badge, can then be

instructional designers can use educational badges to influence engagement and learning”

(Abramovich et al., 2013, n.p.). Much like other academic resources (e.g. textbooks,

videos, lectures), not all badges are created equally. While many Digital Badges have

automated award systems through the passing of online quizzes or completing required

materials, in many cases there are content experts behind each badge. Digital Badges

have been heralded for having the ability to show mastery of content, and more

accurately reflect the actual knowledge and skills of learners (Mehta et al., 2013). In

order to develop Digital Badge criteria and programs that capitalize on this technology,

we must first explore Mastery Learning research and how it may be applicable to this

system.