10 SES 03 B, Programmes and Approaches: Digital settings
Digital badging, as an emerging education trend, offers the promise of a fluid and flexible way for people to learn in different contexts and be recognised for the knowledge and skills they’ve acquired. Digital badging challenges traditional approaches and offers innovative alternatives to credit skills and knowledge outside the formal curriculum. Contemporary, online and customised, badging provides the possibility of displaying and verifying an achievement, ability or skill in a variety of learning environments. These could be a formal academic award or the demonstration of “soft skills” such as leadership, communication, collaboration and organisational skills.
Badges are small digital images or words that signify achievement. The image is hyperlinked to information about who issued the badge, when, and the criteria of achievement. The receiver can display their badges on their personal websites, blogs, or digital CVs, and the hyperlink enables verification of the credentials of the badge. Skills, knowledge and competencies can be acquired across many different contexts: in formal classrooms, on the sports field, through cultural events, in the workplace, through hobbies and clubs. Badging offers the potential to acknowledge learning that is both formal and non-formal, enabling a learner to showcase individual strengths and interests across a range of authentic contexts and areas.
The questions posed in this presentation relate to whether badging offers innovative teaching and learning opportunities for teachers in an ongoing professional development programme. It is arguably the ‘soft skills’ that are the benchmarks of truly effective teaching practice, yet internationally, educators have found it difficult traditionally to formally assess these ‘soft skills’. This research examines the usefulness of digital badging used in a teaching programme to acknowledge the intangible qualities of good teaching practice.
Hart, M. (2015). Badges: A New Measure of Professional Development « Online Learning Update. Retrieved from https://campustechnology.com/articles/2015/01/14/badges-a-new-measure-of-professional-development.aspx Grant, S. (2014). What Counts as Learning? Retrieved from http://dmlhub.net/sites/default/files/WhatCountsAsLearning_Grant.pdf Wenger-Trayner, E., & Wenger-Trayner, B. (2015). Learning in landscapes of practice: A framework. In E. Wenger, M. Fenton- O’Creevy, S. Hutchinson, & C.Kubiak (Eds.), Learning in landscapes of practice. Routledge. USA.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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