M2: Roles within a system | Design Principles Documentation Project

Roles within systems:

Acknowledge potential career roles or existing identities learners can fill in hopes that learners will be motivated to earn the badge as a means to take on those identities.

For more ways of how badge systems have recognized identities, please see the following page: specific groups.

Microsoft Partners in Learning Network Badges

Posted on August 31, 2014 by Christine Chow — No Comments ↓

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.

Recognizing Principles	Assessing Principles	Motivating Principles	Studying Principles
R2: Align badges to standards R8: Recognize educator learning R10: Promote discovery	A1: Use leveled badge systems A2: Enhance validity with expert judgment A3: Align assessments to standards	M2: Recognize identities M4: Display badges to the public M10: Promote collaboration	S1: Study badge impact

MOUSE Wins!

Posted on May 7, 2014 by Christine Chow — No Comments ↓

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.

Recognizing Principles	Assessing Principles	Motivating Principles	Studying Principles
R1: Use badges to map learning trajectory R3: Have experts issue badges R5: Recognize diverse learning	A1: Use leveled badge systems A2: Enhance validity with expert judgment A4: Use performance assessments A10: Involve students at a granular level	M2: Recognize identities M3: Engage with the community M8: Use different types of assessment M6: Give badges for small accomplishments to hook in learners	S2: Improve badge impact

My Girl Scout Sash is an App

Posted on June 5, 2014 by Christine Chow — No Comments ↓

The digital badge initiative “My Girl Scout Sash is an App” was developed as part of a collaboration between Girl Scouts of Greater Chicago and Northwest Indiana (GSGCNWI), MentorMob, and the Motorola Mobility Foundation. The initiative enables participants to gain skills in mobile app development. The project introduced a new digital sash from which girl scouts can add badges. Through its badging program, Girl Scouts has provided a long-standing tradition of career development and leadership. Girl Scouts Chief Development Officer, Bryn Reese, described, “

Recognizing Principles	Assessing Principles	Motivating Principles	Studying Principles
R2: Align badges to standards R4: Seek external backing R10: Promote discovery	A1: Use leveled badge systems A2: Enhance validity with expert judgment	M1: Provide incentives M2: Recognize identities M4: Display badges to the public	S2: Improve badge impact

NOAA Planet Stewards Personalized Learning in 3D GameLab

Posted on June 5, 2014 by Nate Otto — 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 R3: Have experts issue badges R4: Seek external backing R5: Recognize diverse learning R6: Use badges as external communication of learning R7: Determine appropriate lifespan of badges R8: Recognize educator learning R9: Award formal academic credit for badges	A1: Use leveled badge systems A2: Enhance validity with expert judgment A3: Align assessments to standards	M1: Provide incentives M2: Recognize identities M7: Set goals	S1: Study badge impact S2: Improve badge impact

Pathways to Global Competence: A Badge System for Students

Posted on September 1, 2014 by Christine Chow — No Comments ↓

A Hewlett Foundation and Gates Foundation Project Mastery grantee, the non-profit organization Asia Society collaborated with ShowEvidence to develop Pathways to Global Competence. This is a proficiency-based badging system for high school students. The project aimed to engage learners in “powerful, relevant, and self-directed [ways] as they master skills and knowledge enabling them to develop their identity as a global youth leader” (HASTAC). The badging effort aimed to expand students’ cross-cultural knowledge and enhance their understanding of global issues.

Recognizing Principles	Assessing Principles	Motivating Principles	Studying Principles
R1: Use badges to map learning trajectory R2: Align badges to standards R3: Have experts issue badges R8: Recognize educator learning	A1: Use leveled badge systems A2: Enhance validity with expert judgment A3: Align assessments to standards A4: Use performance assessments A5: Use e-portfolios	M1: Provide incentives M2: Recognize identities M3: Engage with the community M4: Display badges to the public M5: Build outside value for badges	S1: Study badge impact

PBS News Hour Student Reporting Labs

Posted on August 15, 2014 by Nate Otto — No Comments ↓

Student Reporting Labs is a educational program offered by PBS News Hour in which participating high school teachers offer their students the opportunity to write and record a story about their community with the chance of getting it broadcast on local or national television.

Recognizing Principles	Assessing Principles	Motivating Principles	Studying Principles
R1: Use badges to map learning trajectory R2: Align badges to standards R3: Have experts issue badges R6: Use badges as external communication of learning R8: Recognize educator learning R10: Promote discovery	A1: Use leveled badge systems A2: Enhance validity with expert judgment A3: Align assessments to standards A5: Use e-portfolios A6: Use formative functions of assessment	M1: Provide incentives M2: Recognize identities M4: Display badges to the public M5: Build outside value for badges M7: Set goals M11: Stimulate competition	S2: Improve badge impact

Starlite Astronaut Academy in conjunction with NASA Robotics Badges

Posted on July 31, 2014 by Christine Chow — No Comments ↓

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.

Recognizing Principles	Assessing Principles	Motivating Principles	Studying Principles
R2: Align badges to standards R3: Have experts issue badges R7: Determine appropriate lifespan of badges R8: Recognize educator learning	A1: Use leveled badge systems A2: Enhance validity with expert judgment A3: Align assessments to standards A9: Promote hard and soft skill sets	M1: Provide incentives M2: Recognize identities M3: Engage with the community M7: Set goals M8: Use different types of assessment

Supporter To Reporter (S2R) Medals

Posted on August 19, 2014 by Nate Otto — No Comments ↓

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.

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 R7: Determine appropriate lifespan of badges R8: Recognize educator learning R10: Promote discovery	A1: Use leveled badge systems A2: Enhance validity with expert judgment A3: Align assessments to standards A5: Use e-portfolios	M1: Provide incentives M2: Recognize identities M3: Engage with the community M5: Build outside value for badges M8: Use different types of assessment M11: Stimulate competition	S1: Study badge impact

Who Built America Badges for History Education

Posted on May 6, 2014 by Rebecca Itow — No Comments ↓

Who Built America Badges for History Education (WBA) is a project developed by the American Social History Project (ASHP) in partnership with Electric Funstuff and Education Development Center (EDC). The project moves the face-to-face synchronous professional development for grade 7-12 history teachers that the ASHP has been conducting for over 20 years to an online asynchronous space where teachers work at their own pace and without a cohort. This has been a somewhat challenging process, but the use of leveled digital badges and formative assessments have aided in the process. WBA master history teacher badgeThere is substantial effort to build community within WBA, and teachers can build relationships beyond a small cohort. This professional development helps teachers grow in both content and pedagogy; through a series of tasks and engagement in both the community and with ASHP experts, teachers can earn the badge and title of Master History teacher.

Recognizing Principles	Assessing Principles	Motivating Principles	Studying Principles
R1: Use badges to map learning trajectory R2: Align badges to standards R3: Have experts issue badges R4: Seek external backing R6: Use badges as external communication of learning R7: Determine appropriate lifespan of badges	A2: Enhance validity with expert judgment A6: Use formative functions of assessment A9: Promote hard and soft skill sets	M1: Provide incentives M2: Recognize identities M8: Use different types of assessment M6: Give badges for small accomplishments to hook in learners M11: Stimulate competition	S1: Study badge impact S2: Improve badge impact

Youth Digital Filmmaker Badge System

Posted on March 27, 2014 by Nate Otto — No Comments ↓

The Youth Digital Filmmaker Badge System won a grant through the Digital Media and Learning competition to teach Philadelphia students skills involved with the various aspects of making short films and connect this content to their English/Language Arts learning. The program was designed as an Expanded Learning Opportunity (ELO) that ran outside of schools with the ability for students to receive formal “core” school credit for their work.

Recognizing Principles	Assessing Principles	Motivating Principles	Studying Principles
R2: Align badges to standards R3: Have experts issue badges R4: Seek external backing R9: Award formal academic credit for badges	A1: Use leveled badge systems A3: Align assessments to standards A6: Use formative functions of assessment A9: Promote hard and soft skill sets	M1: Provide incentives M2: Recognize identities M4: Display badges to the public M8: Use different types of assessment M11: Stimulate competition

Roles within systems:

MOUSE Wins!

NOAA Planet Stewards Personalized Learning in 3D GameLab

Starlite Astronaut Academy in conjunction with NASA Robotics Badges

Supporter To Reporter (S2R) Medals

Who Built America Badges for History Education

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