Project

Digital Open Badge-Driven Learning

Goal: Define the structure and process of digital open badge-driven learning.

Date: 1 January 2016

Updates
0 new
2
Recommendations
0 new
0
Followers
0 new
11
Reads
0 new
177

Project log

Sanna Brauer
added a research item
Osaamismerkin suunnittelu ja pilotointi vaatii tekijältään kokemusta osaamisperusteisuudesta ja digitaalisista ympäristöistä. Arviointikriteereitä ja osaamistavoitteita miettiessä on hyvä hyödyntää valmiita mallipohjia ja hyväksi havaittuja rakenteellisia valintoja. Avuksi kannattaa myös etsiä osaamismerkkejä kehittänyt kollega. OTE-hankkeessa suunniteltu osaamismerkki toimii tässä artikkelissa tapausesimerkkinä. Merkin tavoite on edistää opiskelijoiden yrittäjyysosaamista ja työllistymistä opiskelijakuntien ja ammattikorkeakoulujen yhteistyönä.
Sanna Brauer
added a research item
The fundamental changes in the world of work increase the need for effective competence development to meet local challenges and unique professional needs. Creating workspace ePortfolios is relevant for learning and professional growth. When using ePortfolios for career purposes, showcases are used. These two phases of ePortfolios are recognised and the assessment of showcase ePortfolios is discussed in this paper through the digital open badge concept. Both ePortfolios and open badges offer to make competences visible in digital format such as by text, photos, figures, and videos. Thus, open badges have become a modern approach in educational practices as a way to demonstrate and assess competences in authentic contexts. The badge concept gives opportunities also to create so called mini portfolios. The aim is to make individuals' competences visible during the studies, at the moment of employment and in the continuous development of professional expertise. This conference paper summarises the latest research concerning ePortfolios and digital open badges as showcases. We discuss the relationship between ePortfolios and open badges, and the principles for designing thematically organised and retrospective showcase ePortfolios for different purposes.
Sanna Brauer
added a research item
This chapter describes alternative credentialing practices related to competence-based open badges and their different audiences. The authors provide insights into different theoretical approaches to digital badging practices that could potentially support a competence orientation in continuous professional development and enhance lifelong learning. One aim of this chapter is to summarise the first European doctoral dissertation to address digital open badges and digital open badge-driven learning. The authors offer novel insights into reforms in education aimed at addressing students' individual interests and meeting the recognised needs of working life. They also present a set of innovative Finnish applications of digital open badge-driven learning in the context of educational research. Moreover, they describe the potential of badges as a tool to build ePortfolios. This chapter draws attention to the motivational effects of digital badging and the use of ePortfolios as an informative and interesting way to demonstrate competences in different contexts.
Sanna Brauer
added an update
It is a pleasure to note that a whole new academic area has grown of my personal interest and studies. Shared development of digital open badge-driven learning has been fruitful. A new article is coming soon w/ Anne-Maria Korhonen.
 
Sanna Brauer
added a research item
Työelämä ja työuran aikana tarvittava osaaminen muuttuvat nopeasti digitalisaation aikakaudella. Muuttuvat osaamistarpeet edellyttävät joustavia tapoja kehittää osaamista osana opintoja ja niiden jälkeen. Myös työelämässä saavutetulle osaamiselle on voitava saada tunnustus. Tässä artikkelissa kuvaamme tiiviisti, mitä digitaaliset osaamismerkit ovat, ja miten ne soveltuvat eri tavoin hankitun osaamisen tunnistamiseen ja tunnustamiseen. Tarkastelemme erityisesti jatkuvan oppimisen prosesseja ja rakennetta työelämän osaamistarpeita korostaen, merkkien vaikuttavuutta ja työelämässä arvokkaaksi nähtäviä piirteitä pohtien. Osaamisen näkyväksi tekeminen on tärkeää sekä yksilön että työyhteisön tasolla. Osaamismerkein ohjautuva oppiminen kuvaa osaamisen kehittämisen jatkumona, jossa osaamismerkit tukevat motivaatiota, oppimisprosessia ja dokumentoivat henkilökohtaisen kehittymissuunnitelman. Osaamismerkit muodostavat ePortfolion, jonka avulla osaamista voidaan kuvata todistuksia syvällisemmin esimerkiksi rekrytointitilanteessa.
Sanna Brauer
added a research item
Digital open badges are gaining popularity as a means of identification and recognition of competences acquired differently. Meanwhile new ways to motivate, scaffold and assess competence-based learning processes in professional development are emerging. This feature offers a summary of the first European doctoral dissertation to address digital open badges and digital open badge-driven learning. The thesis represents a novel application of descriptive statistical methodology to the context of educational research. The primary results culminate in defining digital open badge-driven learning process grounded on the badge constellation of competences. The entity of badge-driven learning includes learning materials, badge criteria, instructional badging, scaffolding and peer support.
Sanna Ruhalahti
added a research item
Digital competences of teachers at vocational institutions and universities of applied sciences will be supported by digital open badges to a greater extent in the future. Various digital pedagogical competence frameworks have been developed to support professional teachers' effective and meaningful criterion-based professional development of digital pedagogical competences. European frameworks published in recent years outline how a digitally competent educational organisation (DigCompOrg) and digitally competent teaching staff (DigCompEdu) should look, encouraging organisations to ensure competences of their staff and to develop national solutions to ensure digital competence. In this study, we investigated how digital open badges developed for teaching personnel in Finland correspond with these European frameworks. This article presents a case study showing how digital open badges for Finnish teachers' digital competence correspond to the standardised DigCompEdu framework. This qualitative study used a deductive content analysis to discern relationships between the data and the existing frameworks and to quantify phenomena. The results indicate that Finnish teachers' badges best correspond to the digital learning environment as well as to teaching and learning. However, the developed badges correspond only marginally to the following competence descriptions: areas of assessment, learner empowerment and the facilitation of digital competence.
Sanna Brauer
added a research item
KM Sanna Brauerin kasvatustieteiden väitöskirja Digital Open Badge-Driven Learning – Competence-based Professional Development for Vocational Teachers tarkastettiin Lapin yliopiston kasvatustieteiden tiedekunnassa 18.1.2019. Vastaväittäjänä toimi professori Hanni Muukkonen-van der Meer Oulun yliopistosta ja kustoksena dosentti Pirkko Siklander Lapin yliopistosta. Artikkeli saatavilla https://bulletin.nmi.fi/wp-content/uploads/2021/04/bulletin_2_2019_osaamismerkein_ohjautuva_oppiminen.pdf Digitalisaation vaikutukset näkyvät kaikilla elämän alueilla. Työelämän kehittyvät rakenteet haastavat meidät uudistumaan niin organisaatio- kuin yksilötasollakin. Osaaminen on tulevaisuuden pääomista merkittävin. Yhteiskunnallamme ei ole enää kerta kaikkiaan varaa aloittaa koulutusta uusiin tehtäviin, järjestelmiin tai ammatteihin joka kerta alusta. Digitalisaation aikakaudella ammatillisen koulutuksen oppilaitokset ovat kasvaneet muutoskykyisiksi ja joustaviksi kehittämisympäristöiksi. Siksi on tärkeää tunnistaa ammatillisten opettajien työelämästä nousevat osaamistarpeet ja mahdollistaa osaamisen kehittäminen työuran aikana. Nykyiset täydennyskoulutuksen tavat ja toteutukset eivät kuitenkaan innosta opettajia osaamisen jatkuvaan kehittämiseen. Uusia työvälineitä tarvitaan sekä opintojen suunnitteluun että toteutukseen. Siksi on tärkeää kehittää digitaalisia oppimisratkaisuja, jotka tarjoavat joustavia tapoja tunnistaa olemassa oleva osaaminen, tukevat osaamisen kehittämisen jatkumoa ja vastaavat työelämän osaamistarpeisiin. Väitöskirjassani tarkastelen, miten ammatilliset opettajat kokevat osaamisperusteisen osaamismerkein ohjautuvan oppimisen, digipedagogisen osaamisen kehittämisessä.
Sanna Brauer
added 2 research items
Digital open badges (e.g. Mozilla Open Badges) offer novel possibilities in identifying and recognising competences independent of how they were acquired. Digital open badge-driven learning suggests to enhance learning by promoting inspiring gamified competence-development. This paper offers a summary of the first European doctoral dissertation to represent an innovative application of competence-based approach and gamified learning process. The summary aims to address recent theoretical approaches to digital open badge-driven learning and principles for designing gamification with badges that could potentially support a competence-based approach in continuing professional development to meet the individual professional needs.
Sanna Brauer
added a research item
Digital open badges are gaining popularity as a means of identification and recognition of competences acquired differently. Meanwhile new ways to motivate, scaffold and assess competence-based learning processes in professional development are emerging. This article offers a summary of the first European doctoral dissertation to address digital open badges and digital open badge-driven learning. The thesis represents a novel application of descriptive statistical methodology to the context of educational research. The primary results culminate in defining digital open badge-driven learning process grounded on the badge constellation of competences. The entity of badge-driven learning includes learning materials, badge criteria, instructional badging, scaffolding and peer support.
Sanna Brauer
added a research item
There is a growing demand for economically effective accreditation practices that respond individually to local challenges and unique professional needs. This conference paper summarises the latest research concerning digital open badge-driven learning and underpins the main principles in designing learning and education practices that support related forms of assessment, digital open badges and a competence-based approach. This summary is the first to present principles for designing gamified digital open badge-driven learning based on a layered design view in conference proceedings.
Sanna Brauer
added a research item
Keynote presentation. Cedefop is organising the second policy learning forum (PLF), 'Unlocking the potential of learning at the workplace by, and for, teachers and trainers in VET'. Teachers and trainers in vocational education and training (VET) work in the context of innovation, globalisation, rapid technological and societal changes that set challenges to education and training systems across Europe and globally. The Riga conclusions (2015) called for systematic approaches to and opportunities for initial and continuing professional development of VET teachers and trainers, the European Framework for Quality and effective apprenticeships (2018) and the Teachers and Trainers Matter: How to support them in high-performance apprenticeships and work-based learning. 12 Policy pointers (2018) took forward the importance of teachers and trainers’ competences to ensure quality learning experiences.
Sanna Brauer
added a research item
Digitalisaation vaikutukset näkyvät kaikilla elämän alueilla. Työelämän kehittyvät rakenteet haastavat meidät uudistumaan niin organisaatio- kuin yksilötasollakin. Uusia työvälineitä tarvitaan sekä opintojen suunnitteluun että toteutukseen. Siksi on tärkeää kehittää digitaalisia oppimisratkaisuja, jotka innostavat osaamisen kehittämiseen läpi työuran. Saatavilla verkkojulkaisuna: https://eoppimiskeskus.fi/images/stories/SeOppi/SeOppi_01-2019-web.pdf
Sanna Brauer
added 2 research items
Osaamismerkit ovat monelle tuttuja vaikkapa partiosta tai varusmiespalveluksesta erilaisina pinsseinä tai hihamerkkeinä. Digitaaliset osaamismerkit mahdollistavat erilaisten osaamisten tunnistamisen ja tunnustamisen ja tekevät näkyväksi millaista osaamista merkin saajalla on. Metropolian koordinoimassa Osaamisen pelimerkit-hankkeessa pyritään yhdessä työelämän asiantuntijoiden kanssa suunnittelemaan ja rakentamaan uusia osaamismerkkejä ja niiden järjestelmiä pelialalla. Näiden digitaalisten osaamismerkkien tarkoitus on nostaa esille sellaista osaamista, joka jää katveeseen perinteisten tutkintotodistusten arvosanoissa, mutta on arvokasta työelämälle. Digitaalisen osaamismerkin rakenteeseen kuuluu tieto siitä, millaista osaamista hakija on halunnut tunnistettavan (osaamistavoitteet) ja osaamiskriteeri, jonka perusteella osaaminen on tunnistettu. Digitaalisen osaamismerkin avulla on tarkoitus tehdä oma osaaminen näkyväksi myös muille ja siksi on tärkeää, että merkki on visuaalisesti kiinnostava ja informatiivinen ja sisältää yksityiskohtaisen tiedon myös merkin myöntäjästä. Merkin myöntäjä ja tätä kautta osaamisen tunnistaja ja tunnustaja voi olla esimerkiksi oppilaitos, yritys tai järjestö.
Osaamisperusteisuus liittyy käsitteenä osaamisen tunnistamisen ja tunnustamisen prosesseihin ja osaamisperusteisuutta voidaankin ajatella kriteeripohjaisena tapana arvioida(19) eri tavoin hankittua osaamista. Osaamista itsessään on määritelty eri aikoina eri tavoin. Vaikka osaamisen käsitteeseen liittyvä tieteellinen tutkimus on vähäistä(15), on osaamisen merkitys korostunut myös korkeakoulutuksen kehittämisessä erityisesti Bolognan prosessin myötä(1). Keskiössä ovat ammattiosaamiseen liittyvät tiedot, taidot ja asenteet sekä osaamisen soveltaminen eri tilanteissa(6;7). Soveltamisen lisäksi tulevaisuutta on hahmottaa osaamisperusteisuutta osaamisen kehittämisen jatkumona(13), jonka reunaehdot määrittää ainoastaan yksilöllinen kehittämispotentiaali(15). Käytettävät standardit ja viitekehykset auttavat jäsentämään ja ymmärtämään miten ja mihin verraten tuloksia mitataan(2; 15). Mutta millaiset uudet työkalut ja menetelmät tukevat kriteeripohjaista osaamisen kehittämistä? Ja miten niitä voisi soveltaa työelämälähtöisesti niin, että tavoiteena on minimoida olemassa olevan ja toivotun osaamisen keskinäinen etäisyys(9)?
Sanna Brauer
added a research item
Background: Digital open badges support competence-based professional development and criteria-based assessment of competences in digital environments. As the use of digital badges is growing rapidly, there is a need for in-depth pedagogical understanding to enable effective classroom application. Purpose: This study seeks to examine the stages of online scaffolding and instructional badging in the digital open badge-driven learning process. We researched students’ experiences of scaffolding in badge-driven learning. Sample: Data were collected from group online interviews (n = 6) with trained Finnish vocational teachers (n = 17) and students of vocational teacher education (n = 12) who earned badges of digital pedagogical competences in the national Professional Development (PD) programme called ‘Learning Online’. Design and methods: This qualitative study was conducted via data-driven content analysis. Hierarchically inclusive relationships were analysed in an ongoing comparison to examine the stages of scaffolding in the digital open badge-driven learning process. The findings were mapped against Salmon’s five-stage-model to represent individual and group thinking regarding a specific concept at a particular time. Findings: The findings reflect students’ experiences and provide insights regarding the optimal form of assessments and scaffolding. They further illustrate the challenges and opportunities involved in badge-driven learning from the perspective of professional development. Conclusions: Based on the findings, we raise questions for further research and suggest a practical approach to help teachers to plan and conduct scaffolding and instructional badging in the digital open badge-driven learning environment. KEYWORDS: Competence-based-approach, digital open badges, professional development, scaffolding, vocational teachers, lifelong learning
Sanna Brauer
added a research item
Digital Open Badge-Driven Learning – Competence-based Professional Development for Vocational Teachers Rovaniemi: University of Lapland 2019, 175 p. Acta Universitas Lapponiensis 380 Thesis: University of Lapland, Faculty of Education ISBN 978-952-337-109-5 ISSN 0788-7604 In the digital era, institutions of vocational education and training (VET) have emerged as transformational and flexible development environments; consequently, it is important to develop digital professional learning opportunities for vocational teachers who need to meet the requirements of their working lives. More research regarding such opportunities is needed in order to find new tools for planning and conducting studies on continuing professional development and to achieve and maintain the versatile competences required in vocational teachers’ demanding careers. This study aims to fill a research gap regarding advanced competence-based professional development by investigating the process of digital open badge-driven learning in the context of professional teacher education (vocational teacher education). The research question considers how digital open badges structure the gamified competence-based learning process in the continuing professional development of vocational pre- and in-service teachers. Theoretically, this study draws attention to the motivational effects of digital badging, gamification and the competence-based approach. The research aimed to explore vocational teachers’ different ideas, views and experiences of the competence-based approach to professional development of digital pedagogical competences; it also sought to investigate the structure and process of digital open badge-driven learning. The data were collected from Finnish pre- and in-service vocational teachers (n=29) in 2016 via group online interviews (n=6) and via online questionnaires in 2017 (n=329). The study draws on descriptive mixed research methodologies: qualitative content analysis, constrained correspondence analysis (CCA) and phenomenography. All of these approaches provide researchers with deep conceptual understandings and opportunities to draw new concepts and derive implications for novel educational practices. Further, the latter two studies provide a strong underpinning for further research related to the descriptive quantitative methodology and CCA. 8 • Digital Open Badge-Driven Learning – Competence-based Professional Development for Vocational Teachers The aim of the first sub-study was to reveal what motivates students in the badge-driven learning process. The study focused on mapping students’ experiences of stimulating and supportive digital open badge-driven learning, ultimately determining motivational factors affecting the digital open badge-driven learning process. The findings present a multifaceted model of recognising competence and embracing gamified learning to encourage students’ achievement orientation and intrinsic motivation. In the second sub-study, we viewed the process from the perspective of guidance and scaffolding, asking how students experience scaffolding in badge-driven learning. The results indicate that a stage model of scaffolding and instructional badging holds value in structuring the badge-driven learning process. The third study aimed to identify students who were particularly motivated by digital open badge-driven learning. The research question sought to explore what triggers learning in the badge-driven process, with results indicating similarities and differences in experiences based on the achieved skill-set level and competence-development continuum for vocational teachers. The findings also suggest the value of applying gamification and digital badging in the professional development of both pre- and in-service teachers. Based on our findings, we propose digital open badge-driven learning triggered by flexible study options that include customising studies and learning new and up-to-date competences. The final and fourth study further describes vocational pre- and in-service teachers’ experiences of the competence-based approach in digital open badge-driven learning. By explaining different aspects of the phenomenon, the study employed both constrained correspondence analysis and phenomenography to deepen our existing knowledge of digital open badge-driven learning. The results describe the impact of the competence-based approach on teachers’ professional development during the digital open badge-driven learning process. Each of the four sub-studies contribute to answering the study’s overarching research question: how do digital open badges structure the gamified competence-based learning process in the continuing professional development of vocational pre- and in-service teachers? The primary results from the various sub-studies and theoretical approaches culminate in defining digital open badge-driven learning process grounded on the badge constellation of competences. The entity of digital open badge-driven learning includes learning materials, badge criteria, instructional badging, scaffolding and peer support. This study offers insights into the process structure and layered design for applying the competence-based approach, digital open badges and gamification in professional development. Further, the process approach embodies the ideal of study path customisation and personalisation in order to meet teachers’ personal needs for their working lives. Keywords: Digital Open Badges, Competence-based Approach, Motivation, Gamification, Professional Development, Vocational Teachers
Sanna Brauer
added a project goal
Define the structure and process of digital open badge-driven learning.
 
Sanna Brauer
added 3 research items
Brauer, S., Kettunen, J., & Hallikainen, V. (2018). “Learning Online” for vocational teachers - visualisation of competence-based-approach in digital open badge-driven learning. The Journal of Professional and Vocational Education: Vocational education and training in the Nordic countries, 20(2), 13-29. URN:NBN:fi:amk-2018111317076 Vocational education in Finland is based on competence-based qualification requirements. Meanwhile, digital open badges promote competence-based assessment and shared expertise in digital environments. The educational setting supports gamified learning solutions and enhances student motivation. The current study aims to examine how learners experience the competence-based approach in the badge-driven learning process of professional development. The theoretical framework focuses on the concept of instructional badging in the competence-based approach. Coordinated by the country’s northernmost school of vocational teacher education, “Learning Online” is a national professional development program (PDP) of digital pedagogical competences for vocational teachers in Finland. The data were collected in 2017 from in-service trained professional teachers and pre-service students (n=329) of vocational teacher education who had earned digital open badges in a Learning Online PDP. A questionnaire was used to collect both quantitative and qualitative data. The study provides an example of using two different methods to build knowledge describing participants’ experiences. The study employed constrained correspondence analysis and phenomenography to analyse participants’ different experiences. Both used methods highlight the badge learners’ experiences and offer to deepen the existing knowledge of digital open badge-driven learning complementing one other by explaining different aspects of the phenomenon. The results describe the impact of the competence-based approach on teachers’ professional development in digital open badge-driven learning.
Digitalisaatioon liittyvät uudistukset ulottuvat yhteiskunnan kaikille aloille. Digitalisaatio mullistaa oppimisen, mutta miten se muuttaa arviointia? Väitöskirjatyön alustava esittely ITK'16 konferenssissa. http://www.uta.fi/sis/trim/ITK2016/abstract/tutkija%2021.pdf
Brauer, S., Siklander, P. & Ruhalahti, S. (2017). Motivation in digital open badge-driven learning in vocational teacher education. Ammattikasvatuksen Aikakauskirja, 19(3), 7–23. Available free from: https://akakk.fi/wp-content/uploads/AKAKK-3.2017-NET.pdf Digital open badges, a set of micro-credentials, have recently been introduced as tools for digital identification and recognition of expertise acquired in practice or through studies. The current study aims to examine what motivates students in the badge-driven learning process. The theoretical framework focuses on concepts of achievement goals, triggers of learning, and intrinsic and extrinsic motivation. Data were collected in 2016 from group interviews (n=6) of in-service trained professional teachers (n=17) and pre-service students of vocational teacher education (n=12) who earned 645 badges over one year in a Learning Online PD program. The research was conducted via data-driven content analysis. Results revealed several variables affecting motivation: progressive challenges and the extent of required performance, enthusiasm for the badge-driven learning, study progress, inspiring gamification, the option to study regardless of time and place, and optional study paths. This paper informs future researchers aiming to understand how badge-driven learning supports motivation. Keywords: motivation, digital open badges, vocational teacher education, digital pedagogy, professional development
Sanna Brauer
added a research item
There is a growing demand for economically effective accreditation practices that respond individually to local challenges and unique professional needs. This conference paper summarises the latest research concerning digital open badge-driven learning and underpins the main principles in designing learning and education practices that support related forms of assessment, digital open badges and a competence-based approach. This summary is the first to present principles for designing gamified digital open badge-driven learning based on a layered design view in conference proceedings.
Sanna Brauer
added 5 research items
"Digital open badges describe in detail the expertise and professional competencies achieved in digital environments. “Learning Online” is a Finnish national professional development programme (PDP) of digital pedagogical competencies for vocational teachers. This study aims to identify the students who are particularly motivated by digital open badge-driven learning. The research question asks what triggers learning in such a badge-driven process." Read more https://www.abdn.ac.uk/eitn/journal/545/
Avointen osaamismerkkien (Open Badges) suosio ja käyttöönotto on kasvussa. Suosio on lähtenyt liikkeelle Amerikasta ja on juurtunut hiljalleen Eurooppaan. Osaamismerkit ovat saaneet alkunsa osana massiivisia verkkokursseja (MOOC) ja tulevaisuudessa nähdäänkin niiden kulkevan toisiaan tukien. Kyseessä on digitaalinen merkki, joka visuaalisesti osoittaa henkilön osaamista.