M3: Engage with the community | Design Principles Documentation Project

Engage witht the community:

Badges 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

Posted on September 4, 2014 by Christine Chow — No Comments ↓

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.

Recognizing Principles	Assessing Principles	Motivating Principles	Studying Principles
R1: Use badges to map learning trajectory R3: Have experts issue badges	A1: Use leveled badge systems A2: Enhance validity with expert judgment A6: Use formative functions of assessment A9: Promote hard and soft skill sets	M3: Engage with the community M7: Set goals M8: Use different types of assessment	S2: Improve badge impact

Intel and Society for Science and the Public Badges

Posted on May 15, 2014 by Christine Chow — No Comments ↓

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.

Recognizing Principles	Assessing Principles	Motivating Principles	Studying Principles
R1: Use badges to map learning trajectory R3: Have experts issue badges R4: Seek external backing R5: Recognize diverse learning R6: Use badges as external communication of learning R8: Recognize educator learning	A2: Enhance validity with expert judgment A3: Align assessments to standards	M3: Engage with the community M5: Build outside value for badges M8: Use different types of assessment M6: Give badges for small accomplishments to hook in learners	S2: Improve badge impact S4: Study badge impact with badge evidence

LevelUp

Posted on May 14, 2014 by Nate Otto — No Comments ↓

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”

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 R9: Award formal academic credit for badges	A2: Enhance validity with expert judgment A3: Align assessments to standards A6: Use formative functions of assessment A10: Involve students at a granular level	M1: Provide incentives M3: Engage with the community M5: Build outside value for badges M7: Set goals M11: Stimulate competition

Manufacturing Institute

Posted on May 20, 2015 by Christine Chow — 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 R5: Recognize diverse learning	A2: Enhance validity with expert judgment A3: Align assessments to standards A4: Use performance assessments A9: Promote hard and soft skill sets	M2: Recognize identities M3: Engage with the community M5: Build outside value for badges M7: Set goals M8: Use different types of assessment	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

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

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

StoryCorps U

Posted on June 10, 2015 by Christine Chow — No Comments ↓

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).

Recognizing Principles	Assessing Principles	Motivating Principles	Studying Principles
R1: Use badges to map learning trajectory R2: Align badges to standards	A3: Align assessments to standards A9: Promote hard and soft skill sets	M3: Engage with the community M5: Build outside value for badges	S2: Improve badge impact

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

Sweet Water AQUAPONS

Posted on August 13, 2014 by Nate Otto — No Comments ↓

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.

Recognizing Principles	Assessing Principles	Motivating Principles	Studying Principles
R1: Use badges to map learning trajectory R4: Seek external backing R5: Recognize diverse learning R8: Recognize educator learning R10: Promote discovery	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 M3: Engage with the community M5: Build outside value for badges M8: Use different types of assessment	S2: Improve badge impact

Engage witht the community:

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

Intel and Society for Science and the Public Badges

LevelUp

Manufacturing Institute

MOUSE Wins!

Starlite Astronaut Academy in conjunction with NASA Robotics Badges

StoryCorps U

Supporter To Reporter (S2R) Medals

Sweet Water AQUAPONS

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