Joshua Quick

Computer Science Student Network (CS2N)

Posted on June 18, 2015 by Joshua Quick — No Comments ↓

Preface The information contained in this project appendix was gathered from the original project proposal that was funded in 2012 and interviews with project leaders through the end of 2014. This appendix and the overall design principles database from the…

Recognizing Principles	Assessing Principles	Motivating Principles	Studying Principles
R1: Use badges to map learning trajectory R2: Align badges to standards R4: Seek external backing R6: Use badges as external communication of learning R8: Recognize educator learning	A1: Use leveled badge systems A2: Enhance validity with expert judgment A6: Use formative functions of assessment A7: Use mastery learning	M5: Build outside value for badges M7: Set goals	S1: Study badge impact S2: Improve badge impact
Specific principles: R1: Level badges R1: Provide routes or pathways R2: Use internal community standards R3: Credentialed via external entity R4: Externally endorsed	Specific principles: A1: Competency levels A2: Use AI tutors A2: Use computer scoring systems A6: Peer feedback	Specific principles: M5: Real-life application of knowledge M7: Display of goal trajectory M7: Provider-determined goal trajectory

Cooper-Hewitt DesignPrep Badges

Posted on August 6, 2014 by Joshua Quick — No Comments ↓

Smithsonian’s Cooper Hewitt and National Design Museum and technology partner LearningTimes proposed to build the DesignPrep badge system (which at the beginning was called Design Exchange). Their program is a digital badge system that has been integrated into Cooper-Hewitt’s DesignPrep program, which engages underserved high school students in New York City in design activities. The program provides youth the opportunity to develop design, collaboration, and presentation skills through participating in activities focused around fashion, architecture, and 3D design.

Recognizing Principles	Assessing Principles	Motivating Principles	Studying Principles
R1: Use badges to map learning trajectory R3: Have experts issue badges R4: Seek external backing R6: Use badges as external communication of learning	A1: Use leveled badge systems A2: Enhance validity with expert judgment A6: Use formative functions of assessment A10: Involve students at a granular level	M1: Provide incentives M5: Build outside value for badges M7: Set goals M8: Use different types of assessment M6: Give badges for small accomplishments to hook in learners
Specific principles: R1: Provide routes or pathways R3: Credentialed via external entity R3: Credentialed via community R4: Externally valued	Specific principles: A1: Competency levels A2: Use computer scoring systems A2: Use human experts A6: Peer feedback	Specific principles: M1: New activities M5: Evidence for outside opportunities M7: User-created badges M8: Use peer assessment M8: Use expert assessment M8: Use computer assessment

EarthWorks

Posted on July 15, 2014 by Joshua Quick — No Comments ↓

The Ohio State University, in collaboration with Digital Watershed, proposed the development of the EarthWorks badging system. Their program is a digital badge system intended to engage K-12 students with the relevance of Native American history and culture through interdisciplinary investigation of earth mounds built by Native American cultures. The project intended these investigations to produce opportunities for discovery and inquiry for current and future participants of the program.

Computer Science Student Network (CS2N)

Cooper-Hewitt DesignPrep Badges

EarthWorks

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Recognizing Principles	Assessing Principles	Motivating Principles	Studying Principles
R2: Align badges to standards R3: Have experts issue badges	A2: Enhance validity with expert judgment	M2: Recognize identities M8: Use different types of assessment
Specific principles: R2: Use internal community standards R3: Credentialed via community	Specific principles: A2: Use human experts	Specific principles: M2: Target a specific group M8: Use expert assessment