Intel and Society for Science and the Public Badges


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 DPD project does not reflect further evolution of the project or developments after the final interview that took place in 2014. As of the final interview, Intel had issued badges and developed a functioning badge system. Based on this information, we have classified the Intel badge system as an implemented (rather than a partial or suspended) badge system.


Intel and the Society for Science and the Public (SSP) partnered together in an effort to design a badge system that would recognize the accomplishments of middle and high school students worldwide. Specifically, the project awards badges to students for their achievements in scientific research and participation in the Intel International Science and Engineering Fair (Intel ISEF) and Intel Science Talent Search (Intel STS) educational programs. Their primary audience include “[s]tudents competing in the Intel STS (U.S. high school seniors) as well as students and adult volunteers participating in the Intel ISEF (high schools students and adult volunteers from over 70 countries, regions, and territories)” (HASTAC Q&A). The team pointed out these competitions as “ideal platforms to raise the visibility and credibility of student research through a badge system that rewards student researchers and those who help enable their work” (DML Stage 1 Proposal). By building a badge system, the project can enable students to communicate their achievements and participation in science and engineering.

Intel and SSP developed badges for students to share their skills and learning with colleges and other organizations. They articulated their vision in their DML Proposal, asserting that “[a] digital badge system that provides a visual demonstration of achievement will enhance and further elevate accomplishment in the eyes of the students themselves as well as college admissions officers looking for achievements that set these students apart” (DML Stage 1 Proposal). The project aimed to promote scientific inquiry and research skills, layering the badge system over their existing model. The proposal asserted, “A badge system that incentivizes independent research, mastery of the core practices of inquiry, and participation in science fairs can encourage an appreciation for science in our daily lives” (DML Stage 1 Proposal). Intel and SPP envisioned badges as a vehicle to foster greater engagement in the fields of engineering research and scientific inquiry.

The project integrated badges into the existing framework. Intel and SPP intended to introduce badges as another form of credentialing the effort, learning, and achievements of students in the science programs. In the badging initiative, the project awards digital badges for skills and practices that have not previously been recognized in the competition. As opposed to replacing existing credentials, the badges are awarded alongside the usual certificates and awards. In this regard, badges do not take the place of any prior recognition practices, but are instead supplementing them for more articulate communication of skills and learning.


In 2012, Intel and SSP won a grant from the DML/MacArthur Foundation Badges for Lifelong Learning competition. Over the course of Intel and SSP’s badge system development, the Design Principles Documentation project examined and captured the intended practices of the project, as outlined in their DML proposal, and traced their enacted practices as implemented in the badging initiative. In November 2012, the DPD team interviewed Michelle Gliden, SSP Director of Education, Vikram Chiruvolu, SSP Project Manager, and Caitlin Sullivan, Intel Program Manager. In April 2014, the DPD team conducted a follow-up interview with Carlos Contreras, U.S. Education Manager at Intel, and Mike Mills, Chief Content Officer at SSP, to trace the development of the badge system’s practices. As of the April 2014 follow-up interview, the badging system has had three science fair competitions since the start of running badging system, with an upcoming one in Los Angeles slated for May 2014. The project launched a beta test to a group of finalists at the Intel ISEF 2012 (SSP Website). In addition, they offered badges to over 2,500 participants in the Intel ISEF 2013 and participants in the Intel STS 2013, with plans to continue awarding badges on a rolling basis (HASTAC Q&A).The project’s goals and next steps include integrating the badging website into the main SSP website (DPD Follow-up Interview).

Evolving Practices and Design Principles

What follows is a list of practices as they relate to the general and more specific design principles in each category of practice. The headings name a (a) General Principle, (b) Specific principle, (c) Specific practice. The paragraphs below each heading detail the project’s (a) intended practice, (b) enacted practice, and (c) how that practice relates to the specific and general principles.

Design Principles for Recognizing Learning

Intel & SPP designed different levels of badges, distinguishing entrants, semi-finalists, and finalists for their efforts and accomplishments. In addition, the project aligned badges to national standards to communicate the skills that are involved in the scientific process and establish a common understanding of what a badge represents. As experts review learners’ artifacts and validate the quality of their learning, this enhances the credibility of a badge. In the badging effort, participants earn badges that can serve to communicate their knowledge and achievements in the sciences to external entities and organizations.

Use badges to map learning trajectory > Level badges > Badges are leveled

Intended, enacted, formal

Based on performance at the actual event, different badges with different levels of recognition can be earned (entrant, semi-finalist, finalist). Additionally, the project awards some types of badges for engaging in the application process. However, there is no guarantee that all papers get through the submission phase. Intel & SSP explained that it takes effort to get through the process as well as doing the research that leads up to it. The ISEF and STS science programs receive 1,700 applications, but only 300 continue on (DPD Initial Interview). In light of this, applicants may find the application process (and likelihood of being denied) daunting.

Carrying out their intention, the project awards badges for various levels of participation and achievement in the programs. For example, becoming an entrant in the Intel ISEF competition is a major feat in itself, and the project recognizes students by issuing badges for their work, participation, and engagement with science in the competition. The badge credentials convey the work and engagement of students with science as they carry out the application process.

The practice “badges are leveled” exemplifies the principle “use badges to map learning trajectory” and sub-principle “level badges,” as badges recognize the accomplishments of students as they progress through the competition and move from an entrant to a semi-finalist and finalist.

Have experts issue badges > Credentialed via external accredited agency > Validated by field expert

Intended, enacted, formal

The project intended for domain experts to award digital badges to students. In specific, the finalists at Intel ISEF offer their work for evaluation by hundreds of judges with a doctoral degree or six years of experience in the professional domain. Intel & SPP asserted, “This thorough assessment and direct competition among the most selected young scientists around the world ensure that winning projects at the Intel ISEF are worthy of the distinction of a badge” (DML Stage 1 Proposal). In the badging system, all badges are awarded by domain experts. Moreover, experts include nobel laureates who review the artifacts and boost a badge’s credibility, and some competition winners have gone on to become laureates, as well (DPD Follow-up Interview). The practice “validated by field expert” agrees with the principle “have experts issue badges” and the sub-principle “credentialed via external accredited agency,” for the learning claims made by a badge are enhanced by integrating experts in the review and badge issuing process.

Align badges to standards > Use national or international standards > Standards alignment

Intended, enacted, formal

The project planned to leverage the 2010 National Academy of Sciences “Framework for K-12 Science Education,” which links content knowledge to the skills necessary to explain the inquiry process. They noted the eight essential practices outlined in the framework:

  • Asking questions (for science) and defining problems (for engineering)
  • Developing and using models
  • Planning and carrying out investigations
  • Analyzing and interpreting data
  • Using mathematics, information and computer technology, and computational thinking ‘explanations (for science) and designing solutions (for engineering)
  • Engaging in argument from evidence
  • Obtaining, evaluating and communicating information (DML Stage 1 Proposal).

Carrying out the badge system, Intel and SPP base the awarding of badges on standards determined by the National Academy of Sciences. The program has been recognizing these skills for over fifty years but can make these skills more visible with digital badges. The introduction of digital badges will allow for better communication of this coverage. The practice of “standards alignment” illustrates the principle “align badges to standards” and “use national or international standards,” as digital badges recognize the skills as outlined in the NAS “Framework for K-12 Science Education.”

Recognize diverse learning >Digital badges are awarded for F2F interactions and physical artifacts

Intended, enacted, formal

The project planned to award badges for a broad spectrum of learning as demonstrated by different artifacts and in-person interactions. In the badging system, learners turn in and then (those selected) present their research papers in a face-to-face setting, yet may earn a digital badge as recognition of this accomplishment. They submit their entry into the Intel Science Talent Search via an online application, which includes a 20-page research paper of independent research, transcripts, recommendation letters and information about the associations and support provided by mentors and research institutions. In the review of these applications, evaluators are asked to do an assessment that supported semifinalist status, but they also review for additional items for which students could receive a badge — namely, “student initiative” and “research paper.” The Intel ISEF is more classically a science fair in which students at multiple tiers of the competition present their research via a project backboard and face-to-face interviews with judges. At Intel ISEF, judges evaluate student finalists via 15-minute interviews throughout the day. The project has not tied badges themselves to any specific discipline, but the ISEF competitions are organized across a range of science, technology, engineering, and math (STEM) topics (DPD Follow-up Interview). The principle “recognize diverse learning” is exemplified by the practice “digital badges are awarded for F2F interactions and physical artifacts,” for the badging system issues badges for learning as evidenced by students’ completed work and by communication of their skills and knowledge learned.

Seek external backing > Externally endorsed > Collaboration with and accreditation by other agencies

Intended, enacted, formal

Intel and SSP intended to issue badges to students participating in the Intel ISEF and Intel STS programs, which are approved competitions in the National Association of Secondary School Principals (NASSP) List of Contests every year. This provides a level of validation that the project follows best practices and supports a student’s absence from school to participate. The competitions review and evaluate independent research conducted by students in a multitude of accredited educational facilities, ranging from participating in high school research programs and summer institutes to working at Registered Research Institutions as an extra-curricular activity. SSP fosters another key partnership group with affiliated science fairs that provide tiers of competition advancing to Intel ISEF. In the badging system, the project is backed by accredited institution. They are carrying out practices as intended, and there have not been new developments to the relationships. Instead, the badging aspect is another layer to the existing structure of the programs. Overall, collaborations with outside entities create a united badging system. The principle “seek external backing” and sub-principle of badges that are “externally endorsed” is exemplified by the practice “collaboration with and accreditation by other agencies.” With existing endorsement, Intel & SSP enhanced the trustworthiness of the claims badges make about learning and accomplishments in the science disciplines.

Seek external backing of credential > Externally valued > Recognition by other agencies

Intended, not enacted, not formal

Intel and SPP aimed for recognition of the badge credentials to extend beyond the issuing community or institution. The project stated in their DML proposal that“[c]urrently, winners at the Intel ISEF and Intel STS proudly list this accomplishment in their student resumes and on college applications” (DML Stage 1 Proposal). They claimed that badges can serve to elevate the achievement of students in their own eyes as well as those of college admission officers (DML Stage 1 Proposal). From the initiative development, digital badges have not changed the nature of these collaborations, only allow for better communication of students’ skills. The practice “recognition by other agencies” demonstrates the principle “seek external backing of credential” and sub-principle of badges that are “externally valued,” for the usefulness of a badge can be strengthened by extending its value outside of the issuing community. In the badge system, this practice has yet to be fully carried out and formalized.

Use badges as an external means of communication >Display accomplishments to outside entities and organizations

Intended, enacted, formal

The project awards this badge based on effort within the students’ constraints as opposed to a specific benchmark. In other words, the badge system has explored the prospect of enabling more participants to receive recognition for their contributions. Students display their badges on publicly-facing profile pages, and they can share the URL on social media or with college admissions (DPD Follow-up Interview). The principle “use badges as an external means of communication” is illustrated by the practice “display accomplishments to outside entities and organizations,” for the badges serve as a way to signal the efforts, knowledge, and accomplishments of youth in engaging with projects of science.

Recognize educator learning distinctively > Recognizing mentorship

Intended, not enacted, not formal

The badging system explained,“Mentors, teachers, parents, and peers who provide guidance could receive badges through entrant-to-adult and peer-to-peer nominations for their essential contributions” (DML Stage 1 Proposal).

We have provided badges to the high school teachers of the Intel STS entrants and have also provided badges to adults who have served as volunteers – judges, interpreters and general volunteers at the Intel ISEF. We believe that this acknowledgement of volunteer service as well as the extra efforts of teachers who support scientific research is important and valued. In the badge system, this practice has yet to be fully carried out and formalized. (DPD Follow-up Interview).

Design Principles for Assessing Learning in Digital Badge Systems

Intel & SSP issues badges to recognize not only the participation and achievements of students in the competition but also the role of teachers and volunteers. Human experts review and assess the quality of students’ learning and entries based on a rubric. In addition, the project aligned assessment process for awarding badges to the 2010 National Academy of Sciences.

Enhance validity with expert judgement > Use human experts > Badges are validated by experts

Intended, enacted, formal

Intel & SSP intended to integrate experts in the review of learners’ artifacts and strengthen the validity of a badge’s claims. The project explained, “The Intel ISEF badge system begins with badges that parallel the current award structure of the competition. Intel ISEF finalists are evaluated onsite by hundreds of judges, each with a Ph.D. or the equivalent of six years of related professional experience in one or more of the 17 scientific disciplines represented by the Intel ISEF” (DML Stage 1 Proposal). There is talk of peer assessment and validation, but this has not been enacted. Intel & SSP indicated the possibility of peer-to-peer badges in their DML Stage 1 Proposal. The project does want to build a community for peers to interact and appreciate one another’s work at the fair itself; they are working to create this congenial environment through pin trading, and it seems that peer assessment may be the next step. In the badging system, experts validate the badges. When a project is evaluated, a number of judges in committees view the project and rate it. Additionally, judges would go to entrants’ booths, where contestants can present their projects. On judging day, which is closed to the public, judges would walk the floor and interview the a select group of contestants, and the fair gives out awards on the last day of the event (DPD Follow-up Interview). In the badging initiative, the project includes a panel of at least five or six badges to validate badges and interview the student to discuss their project. The practice “badges are validated by experts” demonstrates the principle “enhance validity with expert judgement” and sub-principle “use human experts,” as experts are included in the assessment process to ensure the validity and credibility of the the accomplishments that badges represent when awarded to students.

Align assessment activities to standards: create measurable learning objectives > National/State standards > Badges are aligned to standards

Intended, enacted, formal

The project intended to align their assessment process to the 2010 National Academy of Sciences, “Framework for K-12 Science Education.” They described that “[b]adges will support the larger badge ecosystem by requiring badge earners to articulate the process of independent research” (DML Stage 1 Proposal). In this sense, badges promote self-efficacy. In the initiative, the badges are still aligned to standards. However, the project shifted the focus from promoting self-efficacy to seeing more of the actual proof that the student did their project independently of their parent or teacher. The practice “badges are aligned to standards” illustrates the principle “align assessment activities to standards: create measurable learning objectives” and sub-principle “national/state standards.”

Use rubrics > Rubrics developed for assessment for specific artifacts > Use of rubrics to assess projects

Intended, enacted, formal

The badge system planned to integrate rubrics in the assessment process. The project is using rubrics that have already been established to assess the projects, but those rubrics are undergoing revision to update phrasing. They are also creating new rubrics for practice oriented badges. Rubrics vary in level of rigor depending on the type of project. Intel & SSP employs established rubrics in their badging initiative (DPD Follow-up Interview). The principle “use rubrics” and sub-principle “rubrics developed for assessment for specific artifacts” is demonstrated by the practice “use rubrics to assess projects,” providing a framework for measuring the quality of projects in the assessment process.

Enhance validity with expert judgement > Give human experts badges > Badges for students, teachers, and volunteers

Intended, enacted, formal

The project developed badges available for students, teachers, and industry professionals. In their DML proposal, Intel & SPP articulated, “Likewise, teachers, who often support student researchers above and beyond normal duties and without compensation, will be rewarded for their dedication, as will scientists and engineers who volunteer by mentoring, judging and supporting the future generation of scientists and innovators” (DML Stage 1 Proposal). The badging system makes different kinds of badge available to students, general volunteers, industry professionals, and interpreters. The central focus of the project is the value badges can offer to the individual groups. While not yet in place, the functionality of peer-to-peer badges have the potential to be carried out in the future (DPD Follow-up Interview). The practice “badges for students, teachers, and volunteers” illustrates the principle “enhance validity with expert judgement” and sub-principle “give human experts badges,” for experts are also recognized for their contributions to the science fairs and evaluation of learning artifacts. This provides the capacity to strengthen the quality of the assessment process.

Design Principles for Motivating Learning

This initiative hopes to motivate student engagement in science fair competitions. These competitions are highly selective, and even the application process alone is intensive. The initiative feels that badges are a potential way to lend recognition to students’ efforts in applying and to further motivate students to apply in the first place. It is hoped that these badges will lend credence to students’ applications for employment and college.

Recognize different outcomes> Participation based > Incentive for participation

Intended, enacted, formal

The project envisioned badges as motivating earners to engage and participate in community activities. They outlined, “[a] key goal of an Intel/SSP badge system is to provide an incentive for engagement and participation in independent research and science fair competition for middle school and high school student researchers, teachers, mentors, judges, volunteers and the community at-large” (DML Stage 1 Proposal). By integrating badges, the project aimed to motivate learners and encourage their participation in the sciences. Caitlin Sullivan, Intel Program Manager, described, “Especially for the Science Talent Search, it’s actually a really big deal just to be an entrant. These students are doing research…if, for whatever reason, they’re not selected as a semifinalist, students still would like to have something to show for all of this work that they’ve done and the effort they’ve put into the application. I’ve had a few students in the past ask me, ‘Can’t you give me anything that says I was an entrant?’” (DPD Initial Interview). In the project, badges provide evidence of participation in program.

The project intended to encourage skills that may lead to curiosity. While the badging system recognizes the broader participation of entrants, it also highlights the activities completed and skills developed in the process of scientific inquiry. Intel & SSP stated, “A badge system for this younger age group will emphasize the skills and practices of scientific inquiry as represented by the NAS framework. This will provide the added value of encouraging the natural curiosity and interest in science and engineering of younger students” (DML Stage 1 Proposal). The project asserted, “I believe it is too early to tell whether earning a badge is serving as an incentive to get involved in independent research. We believe that it can only aid in rewarding this process, but we have not had the opportunity available long enough for us to be able to determine this” (IUDPD).

Recognize different outcomes > Participation or effort-based > Recognizing learners for their participation

Intended, enacted, formal.

The badge system planned to issue badges to those who have completed the application process. They sought to recognize the effort that went into simply putting together and submitting the application, because that involved a substantial amount of work in itself. By issuing badges, the project boosted the motivation of learners to participate and continue through their application process.

Build outside value > Evidence for outside opportunities > Evidence of college readiness

intended, not enacted, not formal

The badge system intended to motivate students by enabling them to add badges to their college admissions applications and share their evidence of learning. As winners at Intel ISEF and Intel STS include their achievements on their resume (DML Stage 1 Proposal), the project aimed for badges to provide a way for students to communicate their engagement and skill-development in science and engineering. The project added, “For a lot of our students, winning the Science Talent Search can get you into any kind of college that you want to go to. So having some kind of evidence that they’ve even gone down the road is valuable to them” (DPD Initial Interview). In this sense, badges will provide evidence of research and participation in program on college applications.

Engage with the community > Involvement in digital community > Community building

Intended, enacted, formal

The projects saw badges as a way to foster community and enable interactions and collaboration between learners. The project described, “Peer-to-peer digital badges exchanged among finalists and the broader universe of students doing independent research might represent skills and abilities valued by their colleagues such as collaboration or leadership” (DML Stage 1 Proposal). SSP Chief Content Officer, Mike Mills, asserted that community building is an aspiration for the project. As it stands, the Intel & SSP programs foster a lot of collaboration within competition week through social media websites and networking. However, the project has yet to create communities through badging and badge earners in a social media context (DPD Follow-up Interview). The goal of “community building” sheds light on the principles “engage with the community” and “involvement in digital community,” as the project advances toward the nurturing the interests and talents of learners in a shared community.

Recognize different outcomes > Performance-based > Recognizing performance

Intended, enacted, formal

The project detailed, “Badges could be awarded at the semifinalist and finalist level, and extended at a tertiary level to those entries not placing in the top 300, but showing exceptional skill and/or vision in particular aspects of the scientific process” (DML Stage 1 Proposal).

The “science initiative” and the “research paper” badges issued to this year’s Intel Science Talent Search entrants are two examples of how the badging system used the existing review system to ask evaluators to review for additional qualities that met the criteria to earn a badge. The feedback received from the Intel STS entrants and earners of these badges was very positive, as it provided recognition of the effort taken to do research and complete the application, albeit to not achieve at the top 300 level.

Utilize different types of assessment > Expert > Integrate experts in the assessment process

Intended, enacted, formal.

By incorporating experts, the badge system can motivate learners to work on substantial projects that will undergo an evaluation process. The badge system integrates a judging process through which learners’ projects are measured for their quality. This positively affects the motivation of learners to perform activities.

Give badges for small accomplishments to hook in learners > Acknowledge learners for their efforts

Intended, enacted, formal.

The Intel & SSP badge initiative intended to develop varying levels of badges to recognize the efforts and accomplishments of learners. In the badge development system, the project effectively built levels of badges to recognize learners for different stages in the competition process. Overall, by creating different levels of badges, the project sustained engagement and learning within the badge system.

In the studying category appendix, revise the data for the principle “Improve badge impact with badge evidence > Research WITH & FOR badges” to 000.

Design Principles for Studying Learning

The project notes the participation of teachers and students and gathers data and feedback to inform the process of improving the badge system. Intel & SSP also asserted the capacity to examine badge evidence to assess the quality of the artifacts or uncover the factors that would underlie the prestige of a badge.

Improve badge impact > Research for badges > Tracking teachers through badges

Intended, enacted, formal

The project intended to award badges to teachers and track which ones claim their badges. By awarding teacher badges, the project will be able to track who claims their badges and who does not, allowing them to learn how many teachers are really investing their time in the student projects. By implementing this practice, the project can uncover factors underlying the participation of teachers and apply their understanding to increase teacher involvement in the badge system. The project tracks who has logged in and actively seeks out their badges. As of the DPD follow-up interview in April 2014, over a third of students and teachers have claimed their badges. Mike Mills, SSP Chief Content Officer, stated, “We need to do more to reach out to them” (DPD Follow-up Interview). He notes that integrating the badging website into the SSP website can bring this aspect into greater focus. The principle “improve badge impact” and sub-principle “research FOR badges” is shown through the practice “tracking teachers through badges,” as the project collects user data on the badging system to make improvements in the overall experience for teachers.

Improve badge impact > Research for badges >Evidence of effectiveness and publicity

Intended, enacted, formal

Intel & SPP planned to observe and note which studentsgo in to claim their badges. In this way, the project will learn how effective the badges are and how they might promote badges in the future. Intel & SSP carried out an end-of-year report, and while the project has not made major changes to the system yet, they are about to change the way the badges are displayed. Chief Content Officer Mike Mills also notes that another upcoming change will involve the project handing over to fair directors the administrative power to manage badges (DPD Follow-up Interview). The principle “improve badge impact” and sub-principle “research FOR badges” is illustrated by the practice “evidence of effectiveness and publicity,” as the project gathers emergent data on the badging system to make refinements and strengthen its effectiveness.

Study badge impact with badge evidence > Research with & or badges > Badges allow for assessment of artifact quality

The new badges open the opportunity to learn how many scientific research papers received recognition, so they can determine the prestige of the badge (DPD Initial Interview). Michelle Glidden, Director of Education for the Society for Science and the Public, asserted, “I think with Science Talent Search we also have these two new badges that we’re asking our evaluators to look at, and we’ll learn both about our evaluators and the larger universe about our entries. How many are producing the quote unquote quality the research papers, and is that something we can speak to in either the entrant badge, because we can say 90% of our entrants are actually achieving this badge in addition or in fact it actually makes that badge more special because it is a smaller group size… we do have a pretty solid process of reflection…or postmortem” (DPD Initial Interview). It led the badging system to reflect on the credibility of the badge and the evaluation and assessment process already in place. Intel & SSP work to ensure the rigor of the badge system practices (DPD Follow-up Interview). In this sense, the badge system ensures the value and validity of the badge, upholding its level of rigor.

Challenges this Project Faced

Intel & SSP encountered challenges within the area of recognition in communicating the value of badges to external organizations. Given this, the project also faces challenges in scaling the system and designing a badge system that can be carried out across the existing network of science fairs. At the local level, the affiliated fairs have different communities, so there is the hurdle of implementing a badge system that can scale across Intel & SSP’s affiliations.

Challenges in recognition and conveying the value of a badge

The badging system asserted, “We continue to work on increasing awareness and the perceived “value” of badges, both to our direct audience (participants) and to those to whom badges might become something to consider (future employers, academic institutions, etc.) We also intend to better, and more seamlessly, integrate the badging platform with the rest of our web platform, so that, for example, a student member of SSP would be able to display and manage badges on his/her SSP profile badge and would not have to go to a separate badging web page. Carlos Contreras, U.S. Education Manager at Intel, indicated the need to work more on the consumption side of badges to convey the value of badges (DPD Follow-up Interview). Intel & SSP have taken the approaches of creating paper versions of the badges to communicate the badges to higher education and external organizations. Even internally, the hiring process at Intel still has not changed. The organization still looks at resumes and traditional factors in their hiring decisions (DPD Follow-up Interview).

Challenges in scaling the badge system

The project notes that a major challenge would be in scaling up the badging system (DPD Follow-up Interview). Around 250 affiliated fairs exist, and there are different collaborations, sponsors, and communities that happen locally on the ground level. Intel & SSP faces the challenge of scaling the badge system toward something that can work broadly across its existing network and fit the needs of the local community. SSP has been working toward rolling out the badge system and testing it in more technologically savvy and receptive communities and observing the impact of the introduction of digital badges (DPD Follow-up Interview).


Chiruvolu, V., Glidden, M., & Sullivan, C. (2012, November 15). DPD Initial Interview.

Contreras, C. (2014, April 14). DPD Follow-up Intel & SSP Interview.

Intel & SSP. (n.d.). Intel & SSP DML Stage 1 Proposal. Retrieved March 12, 2014, from


Mills, M. (2014, April 2). DPD Follow-up Intel & SSP Interview.

Project Q&A with: Intel & Society for Science and the Public Badges. (2013, July 1). HASTAC.

Retrieved from


Society for Science and the Public. (n.d.). SSP & Digital Badging. Retrieved from

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Digital Badges are web-enabled credentials of learning or accomplishment. -Erin Knight, director of the Badge Alliance
Badges contain detailed claims about learning, links to actual evidence of learning, and they're shareable over the web. -Dan Hickey, DPD Project Lead Investigator
To me, digital badges represent the bridge between formal learning & informal structures. -Alex Halavais, DML research competition winner
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