Engage witht the community:

m3Badges awarded for interacting with communities can increase motivation through building social relationships and shared goals.

For specific examples of how badge systems have used badges to engage with communities, please see the following pages: digital communities and local communities.

Design for America (DFA): A Badge Community for Innovation

Design for America (DFA) is an interdisciplinary network of university students and community members. The project aims to create local and social impact by using the needs of the community members to guide design and interaction within the system. This Human Centered Design (HCD) approach allows the project to have a broad focus on design, while creating learning opportunities that meet specific needs of users within that broader domain. Students in the program have developed designs to conserve energy, reduce the potential of acquiring infections in hospitals, and promote reading literacy, among other topics. Founded at Northwestern University in 2009, Design for America has since expanded to other universities across the country. Currently, several studios of student teams are located nationwide, operating as extracurricular programs.

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Intel and Society for Science and the Public Badges

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.

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LevelUp

The badging initiative LevelUp is the result of a partnership between Adams County District 50, EffectiveSC, and Intific. LevelUp is a web-based platform for students to map the progression of their learning experiences on their own, personal competency map, with the capacity to take effect across systems and institutions, including “K-12 schools, colleges, extra-curricular activities, or job training”

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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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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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Pathways to Global Competence: A Badge System for Students

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.

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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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StoryCorps U

A component of the Corporation for Public Broadcasting’s American Graduate: Let’s Make it Happen initiative, the program, StoryCorps, envisioned the development of a badge system to build media literacy and storytelling skills. As explained on their website, “StoryCorps is the acclaimed American oral history project… helping the country recognize the power and value in the stories we find all around us, teaching the importance of listening and helping us realize that every story counts and every life matters equally” (StoryCorpsU.org).

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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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Sweet Water AQUAPONS

Sweet Water AQUAPONS is an online platform where students gain digital badges as they learn the skills needed in aquaponics. The Sweet Water Foundation (SWF) developed AQUAPONS to provide self-directed learning opportunities to future sustainable agriculture practitioners and expand the field of aquaponics by creating a replicable model for urban agriculture education.

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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