Use standards internal to the community:
Badges are defined around learning claims mapped to a common framework accepted by the internal community. An example would be a school deciding to issue badges for each point of its “good citizen” criteria, a standard developed internally.
Internal community standards represent one of the many ways to allign badges to standards. For related principles involving aligning badges to standards, please see the following: use external standards.
The 4-H USDA Robotics Digital Badges initiative is a collaborative badging effort between the University of Nebraska-Lincoln, 4-H National Headquarters/USDA, and Auburn University. Over the course of badge system development, Auburn University focused on the project’s technical side, while University of Nebraska-Lincoln played a role in developing assessments and curriculum. 4-H described, “The Nebraska faculty has developed an outstanding suite of robotics learning experiences supported through almost $5 million in grants from the National Science Foundation (#ESI-0624591 and DRL-0833403), the NASA Summer of Innovation, and 4-H. These learning experiences will serve as the core content for the 4-H Robotics digital badging system for youth ages 9 to 18.
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…
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.
The Ohio State University, in collaboration with Digital Watershed, proposed the development of the EarthWorks badging system. Their program is a digital badge system intended to engage K-12 students with the relevance of Native American history and culture through interdisciplinary investigation of earth mounds built by Native American cultures. The project intended these investigations to produce opportunities for discovery and inquiry for current and future participants of the program.
Badges allow recognition of learning that occurs across contexts, but this presents challenges for assessment. This case study details how UC Davis’ Sustainable Agriculture & Food Systems program is designing an assessment system to match the ambitious goal of recognizing learning that students build up over many experiences in different contexts.
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.
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.”
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.