Badges or Bust!

The idea of ‘badges’ (or micro-credentialing) in the educational context is touted as a way to acknowledge achievements, skill development and knowledge retention at a more regular interval than traditional reporting structures and their associated timelines (Educause, 2018). When micro-credentialing was first mentioned in around 2010, it was initially considered somewhat trivial however over recent years, badges have been re-imagined as an effective tool in encouraging students to expand and verify their interests, information sharing, competencies and achievements (Obvious Choice, 2018). The proposal being considered here is whether the idea of ‘badges’ can be effectively implemented to improve student engagement and learning outcomes in a secondary school setting.

Before we get too deep into the world of micro-credentialing, let us first take a close look at the setting I am working with. A secondary state school with approximately 800 student enrollments. Low socioeconomic, high unemployment and considerable disengagement with the educational system, are all challenges faced by educators on a daily basis. Students with a variety of complex learning needs are combined with students requiring extension to maintain attention to fill the classrooms. Alongside these students are what would be considered the ‘mainstream’ student. Recently, the school has seen significant growth in the use of ‘Bring-Your-Own’ (BYO) devices, largely due to an extensive education campaign targeting parents on the benefits of combining traditional and digital learning strategies. The time is right to consider how to expand the use of these devices beyond an electronic version of pen and paper.

Importantly, throughout this discussion we must focus on the how such technology can improve the teaching and learning outcomes. How can technology make the life of students and teachers more engaging and less focused on the mundane, procedural aspects of education – in short, how can it make life easier? For many students in my classrooms, personal commitments and challenges often present as insurmountable barriers to school attendance. The rise of the online learning space has gone someway to addressing educator concerns, however, one of the key areas that educators struggle with is the idea that students are missing out on the real-time, personalised feedback offered in the classroom environment. The use of badges has been shown to help connect the learning progression, illustrate learning pathways and demonstrate achievements (Bowen & Thomas, 2014), particularly, to family members who otherwise would not have the opportunity to support learning and celebratepositive outcomes.

Furthermore, as students move through secondary school, the expectation for them to become self-directed learners and develop as life-long learners becomes ever present (Smith, 2015). The idea of micro-credentialing through badges offers a means of facilitating the student’s ability (Wolfe & Andrews, 2014) to be responsible for their own development, whilst ensuring that accurate and consistent feedback is provided (Diaz, Finkelstein & Manning, 2015). In addition, the mobility, transparency and flexibility associated with micro-credentialing offers educators the opportunity to provide higher quality, more timely feedback to students (Bayne, 2017) without adding more to their already very busy workload. Adding further weight to the argument in the affirmative, is the increased usage of micro-credentialing systems in the workplace and higher education sectors (Obvious Choice, 2018); arenas that as a secondary educator I am tasked with preparing my students for.

As technological-based learning has expanded, research purports that learners need workforce ready skills that have not traditionally been offered in the secondary school environment and the need for different types of credentialing must be considered (Christensen & Eyring, 2011). Research also cautions however that models that allow for higher levels of student autonomy must be established with greater technical and learning scaffolds (Dawson et. al., n.d. and Elkordy, 2016). Even more importantly, it suggested that ensuring the badge system is designed to demonstrate mastery learning in select, age-appropriate ways, particularly in the secondary school setting (Elkordy, 2016). Research findings have suggested that badges were motivating for both students and teachers (Elkordy, 2016), particularly in communities facing socioeconomic challenges or where linguistically and culturally diverse populations are a consideration (Elkordy, 2016). All of these factors considered, results have shown that the introduction of these emerging technologies is leading to a reduced focus on information dissemination and an increasing quality of the information being provided (Christensen & Eyring, 2011).

Research also suggests that the badges (or micro-credentialing) model supports student learning through multiple pathways (Bowen & Thomas, 2014), using both formal and informal approaches (Jovanovic & Devedzic, 2015). Furthermore, badging has been shown to significantly increase learner and worker motivation and build confidence through their visible and recognisable achievements (Law, 2015). The idea that badges are designed to document what has been learnt as well as increase the transparency (Bayne, 2017) in educational products and services, goes some way in reducing the idea of a ‘failure’ in learning that grade systems have been shown to lead to (Jovanovic & Devedzic, 2015 and Peck et. al. 2016). Furthermore, badging can be established to facilitate cross-curricular learning which in turn, builds the learners sense that skills and knowledge are transferable and builds authenticity in the teaching and learning process (Obvious Choice, 2018). All of these factors support the implementation of a system to support formative assessment practices (Peck et. al., 2016), a current priority of my institution.

Badges allow the development and mastery of desired knowledge and skills to be tracked effectively and efficiently (Davies, Randall & West, 2015). Understanding the institutional context and technical considerations is essential to ensuring that this type of process is successful and sustainable (West & Lockley, 2016). In line with the Marzano taxonomy (Marzano, 2017) used to design and assess educational objectives (Marzano & Kendall, 2008), and the new syllabus’ being introduced by the Queensland Curriculum and Assessment Authority (QCAA), the idea of a learning progression is currently at the forefront of educator’s minds (Queensland Curriculum & Assessment Authority, 2018). By establishing a micro-credentialing system that is mapped to this progression and utilises the terminology outlined in the ‘Glossary of cognitive verbs’, students and teachers alike would have a clearer indication of not only where the student’s ability is currently situated, both they would also be able to recognise where they have come from and where to focus the improvement strategies going forward. This type of informal learning and assessment is a key focus as the number of summative, formal assessment is reducing and the need to recognise and communicate student ability at any given time becomes essential (Law, 2015).

Another priority of my school is the idea of equity – making sure that all students have the same access to education irrespective of disability, personal circumstances etc. Micro-credentialing offers greater ongoing value and provides significant affordances over traditional formats, as they include consistent information about assessment, incorporate authentic evidence and can be shared to facilitate deeper understanding by the individual and the broader school community (Diaz, Finkelstein & Manning, 2015). Badges, when operating alongside online platforms lead to the creation of simple, affordable and accessible opportunities for learning, and thus go some way to addressing the idea of equity within the school community (Lemoine & Richardson, 2015).

One final aspect, specific to my context, is the consideration that must be given to our school’s pedagogical approach. Our school uses two primary inspirations, the Art and Science of Teaching (Marzano, 2017) and Positive Behaviour for Learning (PBL). The Art and Science of Teaching presents a model for ensuring quality teaching that balances the need for data with the need to understand the strengths and weaknesses of individual students. The PBL framework is used to analyse and improve behaviour and learning outcomes, ensure only evidence-based practices are used by educators and staff are continually supported to improve (Queensland Government, 2016). Whilst I won’t go into the specifics of these approaches at this point in time, it is clear that the micro-credentialing system supports both of these methodologies by providing evidence on student progress to help improve learning outcomes and contribute to the data available for analysis.

So why am I even considering a micro-credentialing system. Well to be honest, the current system just isn’t working. We use standardised pre- and post-tests, based on the broader curriculum. We undertake a reducing number of summative assessments, typically at the end of each school term. We report on students on a term-by-term basis, based on their overall performance across the semester or year, whichever is applicable to the particular subject. As individuals, teachers use a variety of formative assessment techniques to check for understanding, some as simple as a thumbs up, thumbs down based on the student’s own personal reflection. Others commit to regular short quiz assessment to check for understanding and skill development. None of these options are particularly good at providing accurate feedback to students, most take up valuable teacher time and some end up completely pointless because there is no ability to quickly adapt (Davies, Randall & West, 2015) and personalised the program of instruction to meet the identified needs for the student. Furthermore, very few utilise the electronic systems (e.g. ClassNote, OneDrive) or digital devices (e.g. student iPads) that are available to us.

Evidence gathering to inform data and future decisions is another minefield entirely. Some faculties use electronic profiles, some use paper-based, some use subject wide mark books, some are hidden away on the hard drives of the teacher’s laptop. Suffice to say, it is a bit of a mess, and that is without even considering the need to share information across faculties and transfer knowledge and skills in a cross-curricular fashion. But before I go head long and barrelling into implementing a digital badge system, I need to understand the challenges I will be facing.

There are two main barriers to the successful implementation of a micro-credentialing system in this situation; time and technology. Let’s first address the issue of time. As outlined earlier, the current methods of formative assessment in particular are time consuming and often ineffective due to the delay in providing results and adapting programs of instruction. Once the badging system is established, this time will be given back to the educator. Secondly, research suggest that you can develop a micro-credentialing system based on what you already have and encourages educators to partner with internal and external stakeholders (Smith, 2015). It is also critically important that the badges are well designed (e.g. convey critical information at a glance) and that the target audience is educated on how and why they are to be used (Smith, 2015).

Now, I can convince myself and others, over time that time will in fact be better served and possibly even saved but… Let’s have a conversation about the technical issues because in my mind it is a ‘one step forward, two steps back’ situation, with our overarching governing agency. To be fair, their decisions are based on the public good which includes the appropriate use of public funds and the protection of private information however… We are not allowed to use anything developed by Google, we are not allowed to create any type of online account, we are not allowed to use any services who store data outside of Australia and the list goes on. Basically, we are left with a limited range of products and services offered through the Microsoft Office 365 suite of documents. So where indeed, does that leave this whole idea?

Well it leaves me to consider the seven key steps (Diaz, Finkelsteing & Manning, 2015) associated with developing an effective badge system, which are:

1. Create a master plan of all badges on offer
2. Clearly link individual badges to overall system
3. Develop assessment strategy
4. Identify how learners progress and where competencies/knowledge is shared
5. Design system rewards
6. Address technology considerations
7. Create appropriate designs

As there is no existing system that is available to staff (due to agency restrictions), I am going to trial the system with a curriculum I know well and a class of senior students (lower grades may not have the IT skills which could introduce additional issues). I am going to look at the cognitive verbs and the achievement standards associated with the curriculum. I will identify key tasks, skills and knowledge broken down by individual lesson learning goals and success criteria (school requirement under ASoT). I will create a graphic that illustrates the relationships between the badges, the assessment tools and the learning pathway. I will create an implementation program to educate students about the rewards and make sure that the designs are eye catching and clearly display the relevant information. At this point in time this will be a standalone system with the view to integrating it with other system, in particular digital badge frameworks, in the future.

To overcome the technology considerations, I am going to use ClassNote (OneNote functionality) as the platofrm for students to engage with both the badging system and the curriculum based information (e.g. class activities etc). This system is already widely used across the school and supported by our technicians. The ClassNote platform has already been substantially develop from a curriculum delivery perspective, so the upfront development work is restricted to that required for the badges. The learning objects will encompass a range of techniques, but with regards to the micro-credentialing system itself, I will use Microsoft Excel to create a series of quizzes, with formulas and conditional formatting forming the basis of the badges. This will be a crude version of my ultimate plan but given the restrictions it will at least allow me to test the research and theories to determine the level of engagement and improvement achieved. If it is shown to achieve the desired outcome, I will conduct further investigations and seek approval to use a more comprehensive software solution on our systems.

In accordance with our ‘Practice and Innovation’ framework (Queensland Government, 2018), I will need to evaluate the system based on two key areas. The first is whether it supports every student to succeed and this is based on a number of areas (more information is available at https://education.qld.gov.au/curriculums/Documents/state-schools-strategy-2018-2022.pdf ). The second is that the project will need to be evaluated based on its appropriateness (was it the right kind of initiative), effectiveness (did the initiative achieve what it set out to do), equity (did it deliver more equitable outcomes, was it available to all in a reliable way) and efficiency (was there value for money, reward versus effort). Initially, I will collate baseline data around usage of online system etc. within the student cohort. I will monitor student usage and time implications throughout the course. At the conclusion I will analyse the impact on results and student course evaluations. As the content of the course will not change in any meaningful way, comparison may also be drawn to the results of previous cohorts.

To wrap things up, based on the research and evidence available I believe that a micro-credentialing or badge system, should definitely be trialed in class. I want to initially test the methodology before focusing of sourcing a more appropriate software solution. I believe that it will help educators deliver better learning outcomes for our students whilst preparing them for the workforce with 21st century skills.

I welcome your comments and feedback on your experiences.

Ms B

References

Bayne, G. (Director). (2017). Microcredentials and the Evolution of Badges to Recognize Learning [Motion Picture].

Bowen, K., & Thomas, A. (2014). Badges: A Common Currency for Learning. Change: The Magazine of Higher Learning, 46(1), 21-25.

Christensen, C. M., & Eyring, H. J. (2011). The Innovative University: Changing the DNA of Higher Education from the Inside Out. John Wiley & Sons.

Davies, R., Randall, D., & West, R. E. (2015). Using Open Badges to Certify Practicing Evaluators. American Journal of Education, 36(2), 151-163.

Dawson, S., Kovanovic, V., Siemens, G., Joksimovic, S., & Gasevic, D. (n.d.). Recognising learner autonomy: Lessons and reflections from a joint x/c MOOC. Retrieved from https://s3.amazonaws.com/academia.edu.documents/39698503/Dawson_et_al._-_2015_-_Recognising_learner_autonomy.pdf?AWSAccessKeyId=AKIAIWOWYYGZ2Y53UL3A&Expires=1544435526&Signature=3w4OC5HL3UtJSnzGQ%2B7ZVT9Nw4E%3D&response-content-disposition=inline%3B%20fil

Diaz, V., Finkelstein, J., & Manning, S. (2015). Developing a Higher Education Badging Initiative . Retrieved from EDUCAUSE: https://library.educause.edu/~/media/files/library/2015/8/elib1504-pdf.pdf

Educause. (2018). Badges and Credentialing. Retrieved from EDUCAUSE: https://library.educause.edu/topics/teaching-and-learning/badges-and-credentialing

Elkordy, A. (2016). Development and Implementation of Digital Badges for Learning Science, Technologly, Engineering and Math (STEM) Practices in Secondary Contexts: A Pedagogical Approach with Empirical Evidence. Foundation of Digital Badges and Micro-Credentials, 483-508.

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Law, P. (2015). Recognising informal learning with digital badging: evidence for a sustainable business model. Open Praxis, 7(4), 299-310.

Lemoine, P. A., & Richardson, M. D. (2015). Micro-Credentials, Nano Degrees, and Digital Badges: New Credentials for Global Higher Education. International Journal of Technology and Educational Marketing, 5(1), 36-49.

Marzano, R. J. (2017). The New Art and Science of Teaching. Solution Tree and ASCD.

Marzano, R. J., & Kendall, J. S. (2008). Designing & Assessing Educational Objectives. Thousand Oaks, CA: Corwin Press.

Obvious Choice. (2018). Micro-credentialing. Retrieved from Obvious Choice Rethinking Learning: https://obviouschoice.com.au/what-are-micro-credentials/

Peck, K., Bowen, K., Rimland, E., & Oberdick, J. (2016). Badging as micro-credentialing in formal education and informal education. Digital Badges in Education: Trends, Issues, and Cases, 82-92.

Queensland Curriculum & Assessment Authority. (2018, November 30). New and redeveloped syllabuses. Retrieved from QCAA: https://www.qcaa.qld.edu.au/senior/new-snr-assessment-te/redev-snr-syll

Queensland Government. (2016, March 7). How to adopt a school-wide approach to PBL. Retrieved from Safe, supportive and disciplined schools: http://behaviour.education.qld.gov.au/positive-behaviour/whole-school/Pages/how.aspx

Queensland Government. (2018, March 27). Practice and innovation. Retrieved from Sources of evidence: https://qed.qld.gov.au/publications/management-and-frameworks/evidence-framework/sources-of-evidence/practice-innovation

Smith, S. R. (2015, June 29). 10 Lessons Learned from an Award-Winning Digital Badging Program. Retrieved from EDUCAUSE Review: https://er.educause.edu/blogs/2015/6/10-lessons-learned-from-an-awardwinning-digital-badging-program

Smith, S. R. (2015, June 2). Digital badges document incremental, lifelong learning and recognize professional engagement and achievements. Retrieved from Next Generation Learning Challenges: https://www.nextgenlearning.org/articles/digital-badging-the-rise-of-skillbuilding-recognition-at-educause

West, D., & Lockley, A. (2016). Implementing Digital Badges in Australia: The Importance of Institutional Context. In D. Ifenthaler, N. Bellin-Mularski, & D. K. Mah, Foundation of Digital Badges and Micro-Credentials (pp. 467-482). Springer.

Wolfe, J. K., & Andrews, D. W. (2014). The changing roles of higher education: curator, evaluator, connector and analyst . On The Horizon, 22(3), 210-217.