M7: Set goals | Design Principles Documentation Project

Set goals:

Badges allow for learners to set goals and visualize the previous goals that they’ve accomplished.

For specific examples of how badge systems have enacted goals, please see the following pages: display of goal trajectory, provider-determined learning trajectory, personalized recommendation of goals, user created badges.

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

UC Davis Sustainable Agriculture & Food Systems (SA&FS)

Posted on March 14, 2014 by Nate Otto — 3 Comments ↓

The Sustainable Agriculture & Food Systems is a new interdisciplinary major that integrates a portfolio system featuring digital badges. UC Davis’s Agricultural Sustainability Institute (ASI) and College of Agricultural and Environmental Sciences developed “a model of learning, participation, and assessment focused around high-level ‘core competencies’ that bridge classroom and real-world experiences, academic investigations and concrete skills. We believe this model has the ability to train leaders who will transform the food system, changing the way each of us eats and lives.”

Recognizing Principles	Assessing Principles	Motivating Principles	Studying Principles
R1: Use badges to map learning trajectory R2: Align badges to standards R6: Use badges as external communication of learning	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 A9: Promote hard and soft skill sets A10: Involve students at a granular level	M1: Provide incentives M4: Display badges to the public M5: Build outside value for badges M7: Set goals M8: Use different types of assessment	S2: Improve badge impact

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

From a post that served as core inspiration to the DPD Project:
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

Set goals:

Starlite Astronaut Academy in conjunction with NASA Robotics Badges

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