Use computer scoring systems:

Design Principle A2: Enhance validity with expert judgmentBadge systems leverage computer scoring systems to perform assessments of learning and determine if a badge should be issued for students’ performance and learning.

For more ways badge systems have used expert judgments, please see the following pages: give human experts badges, use AI tutors, use human experts.

Computer Science Student Network (CS2N)

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

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Cooper-Hewitt DesignPrep Badges

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.

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Manufacturing Institute

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

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Microsoft Partners in Learning Network Badges

Microsoft developed a badge system for the Partners in Learning Network (PiLN) of educators and school leaders to promote technological competencies and relevant skills in today’s digital age. A worldwide initiative, the Microsoft Partners in Learning organization aims to equip educators with the capacity to teach information & communications technology (ICT) and 21st century skills. They argued, “The abundance of knowledge, resources, and accessibility to information available today requires a different approach from the generic one-size fits all engagement models of the past” (DML Stage 1 Proposal). Given rapid technological advancement, the project built a system of recognition and assessment to assist educators in their professional development. The project envisioned the construction of a badge system to recognize educators for their abilities and accomplishments.

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MOUSE Wins!

MOUSE offers opportunities for youth to develop skills and dispositions that can translate into the workplace and apply across professional settings. The program trains youth to join teams of help desk experts who provide technology support during the school day. This offers an environment that mirrors the workplace and enables students to gain practical experience. In school, youth receive the opportunity to lead in the field of technology, cultivating skills, and strengthening identities as valued contributors in technology-driven environments, in preparation for the careers and workplace that they would eventually enter. MOUSE explains that their “goal has always been to capture the milestones that emerge along the way as points of reflection (and as wayfinding devices) that empower the user to pursue pathways forward and demonstrate their expertise in learning and professional contexts where not enough of their experiences are being counted” (HASTAC MOUSE Q&A). By introducing youth to communities of practice, MOUSE enables them to gain exposure and develop their skills and teamwork in an age-appropriate professional work setting. The program extends students’ experience after school by connecting them with a peer community with shared interestsy support during the school day. This offers an environment that mirrors the workplace and enables students to gain practical experience.

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NatureBadges: Open Source Nature & Science Badge System

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

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PASA Pathways for Lifelong Learning

The Providence After School Alliance (PASA) partners with after school and extracurricular programs to offer quality learning experiences to middle and high school students. In their DML Proposal, PASA described their mission “to expand and improve quality afterschool, summer, and other expanded learning opportunities for the youth of Providence by organizing a sustainable public/private system that contributes to student success and serves as a national model” (Stage 1 DML Proposal). Specifically, PASA supports the operations and infrastructure of the local AfterZone network of organizations that administer learning experiences to middle school student and a similar network of organizations offering programs to high schoolers that includes a social and discovery-based website called The Hub.

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Starlite Astronaut Academy in conjunction with NASA Robotics Badges

In a NASA-funded initiative, Project Whitecard Inc. collaborated with the Center for Educational Technologies (CET) at Wheeling Jesuit University to construct a badge system for middle to high school students with the goal of promoting skills and competence in the fields of science, technology, engineering, and math (STEM). The project designed a badge system to build upon their existing programs of robotics-related educational projects and activities, offering a new way to recognize students for their skills and achievements.

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Supporter To Reporter (S2R) Medals

Supporter to Reporter (S2R) provides learning opportunities for young people to take on the roles of sports journalists, media producers, and mentors. S2R Medals will recognize and reward the skills and achievements gained by young reporters who learn and demonstrate a rich array of competencies acquired through their participation in the program.

Supporter To Reporter, an existing program developed by DigitalMe in the UK, participated in the Digital Media & Learning competition focused on Badges for Lifelong Learning. S2R won a grant from the MacArthur Foundation to implement Mozilla OBI-compliant digital badges in support of its educational objectives, helping young people to learn skills required in sports journalism and apply them in their communities.

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Mozilla Open Badges
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
Open Badges can help people tell a verifiable story about their accomplishments. -Nate Otto, DPD Project coordinator
Regardless of where you start, it’s more than likely you’ll end up somewhere other than your intended destination. That’s okay. Systems are living things, and your badge system needs to be flexible. You must embrace a bit of chaos in its design. -Carla Casilli, Director of Design + Practice at the Badge Alliance