Provide routes or pathways: 

Design Principle R1: Use badges to map learning trajectoryProjects that level badges organize learning trajectories by giving badges out to recognize series of successive improvements, as with developing competencies. Students may set goals, track their progress, or discover what to focus on based on their progress “leveling up” through the various badges.

Providing routes or pathways is one of the principles representative of badges used to map learning trajectory.  For other, related principles please see the following: level badges.

 

BuzzMath

BuzzMath is a platform where middle school students develop mathematics competencies corresponding to the Common Core standards. The project issues Open Badges aligned to these standards as students complete activities on buzzmath.com.

The BuzzMath team from the small software development firm Scolab wants to help students in grades 6 through 8 achieve competency in the mathematics standards included in the Common Core State Standards system. To this end, the website guides students through “practice documents” and “challenge documents” targeting each element of the standards (Figure 2). These take the form of sets of assessment questions that progress in difficulty and build on learned concepts as they go. They are designed to complement classroom instruction and assessment. In addition, teachers that use BuzzMath in their classrooms will be able to track their students’ skill development through an integrated dashboard

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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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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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NOAA Planet Stewards Personalized Learning in 3D GameLab

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

SA&FS Portfolio Thumbnail

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.”

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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