Implementing Open Badges in Online Intercultural

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Slide Notes

disruption:

uncomfortable but necessary!

making learning design visible and accountable, collaborative

prioritising meaningful learning

image: open educational practitioner badge CC BY @mearso

Implementing Open Badges in Online Intercultural Exchange

Published on Feb 21, 2016

Prepared for #disruptivebytes session at Disruptive Media Lab, Coventry University on 23rd Febraury 2016. more info: https://www.eventbrite.co.uk/e/disruptivebytes-intercultural-learning-through-online-collaborations-tickets-21344048624

also #openbadgesHE conference Southampton 8th March 2016 https://slate.adobe.com/cp/X135R/

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PRESENTATION OUTLINE

Implementing Open Badges in Online Intercultural Exchange

#disruptivebytes #oie #openbadgesHE

disruption:

uncomfortable but necessary!

making learning design visible and accountable, collaborative

prioritising meaningful learning

image: open educational practitioner badge CC BY @mearso

virtual exchange

case study on INTENT EU project report

large scale, intercultural (languages/religions/backgrounds) heterogenous groups
find affinities, work together

provide audience for each other, co-create

crosses formal and informal spaces #warcler #clerwar and many more! students and staff learning together.

tasks on unicollaboration.eu

“...the future belongs to those who learn to work together with other groups without regard to location, heritage, and national and cultural difference” (Grandin & Hedderich, 2009)

DeSeCo report - transversal skills
tasks sit at overlaps:

use tools interactively/act in heterogenous groups/act autonomously

embedded into teaching

building on experience

see handout

O'Dowd and Ware: taxonomy of OIE tasks
Cross and Galley's badge typology

use of open badges in mooc settings

Photo by sciencesque

Interdisciplinarity

“new digital divide” Brandtzæg et al., 2011.
“consistent, cohesive and appropriate to the context” Halavais 2011

language learning informed by sociological or psychological approaches to understanding acquisition - this activity draws together learning from both

CALL investigation - CMC what happens when the communication is mediated through tools. (cf telephone conversations)

Towards a framework:

based on an incentive-centered approach
starts with task categories (O’Dowd & Ware, 2009)
suggests positioning for badge types in order to optimise engagement
emphasises meaningful activity
http://bit.ly/1PP5EyA

not prescriptive but based on practitioner experience, still a work in progress

need to create an ecosystem

wider recognition needed, are these transversal skills yet recognised by employers?

helps to focus attention on task design - dangers of misplacement, investigated through mixed methods approach, importance of collaboration and student leadership

portable, flexible

soft certification, micro-credentials, raises visibility of skills acquisition which is not formally recognised

learner centric, supports autonomy

Preliminary conclusions:

Badges provide a route to the acquisition of complex skills, confidence builds competence.
Badge collection should be the means to an end
Badges can help to balance extrinsic and intrinsic motivation.