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Open Badges: Novel Means to Motivate, Scaffold and Recognize Learning

This report is centered on the emerging concept and technology of Open Badges (OBs) that are offering novel means and practices of motivating, scaffolding, recognizing, and credentialing learning. OBs are closely associated with values such as openness and learners’ agency, participatory learning an... Ausführliche Beschreibung

Zeitschriftentitel: Technology Knowledge and Learning, 2015, Vol.20(1), pp.115-122
1. Verfasser: Jovanovic, Jelena
Sonstige Personen: Devedzic, Vladan
Medienart: E-Artikel E-Artikel
Sprache: English
Schlagwörter:
ID: ISSN: 2211-1662 ; E-ISSN: 2211-1670 ; DOI: 10.1007/s10758-014-9232-6
Link: http://dx.doi.org/10.1007/s10758-014-9232-6
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recordid: springer_jour10.1007/s10758-014-9232-6
title: Open Badges: Novel Means to Motivate, Scaffold and Recognize Learning
format: Article
creator:
  • Jovanovic, Jelena
  • Devedzic, Vladan
subjects:
  • Digital badges
  • Open badges
  • Alternative assessment
  • Recognition
  • Digital credentials
ispartof: Technology, Knowledge and Learning, 2015, Vol.20(1), pp.115-122
description: This report is centered on the emerging concept and technology of Open Badges (OBs) that are offering novel means and practices of motivating, scaffolding, recognizing, and credentialing learning. OBs are closely associated with values such as openness and learners’ agency, participatory learning and peer-learning communities. This report points to the distinctive features of OBs and how they have positioned OBs as suitable candidates for addressing some of the pressing challenges in the context of lifelong learning, including (but not limited to) (1) recognition of learning in multiple and diverse environments that go beyond traditional classrooms; (2) recognition of diverse kinds of skills and knowledge, including soft and general skills; (3) support for alternative forms of assessment; (4) the need for transparent and easily verifiable digital credentials. The report also offers an overview of the major issues and challenges that might delay or even prevent widespread adoption of this emerging technology.
language: eng
source:
identifier: ISSN: 2211-1662 ; E-ISSN: 2211-1670 ; DOI: 10.1007/s10758-014-9232-6
fulltext: fulltext
issn:
  • 2211-1670
  • 22111670
  • 2211-1662
  • 22111662
url: Link


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descriptionThis report is centered on the emerging concept and technology of Open Badges (OBs) that are offering novel means and practices of motivating, scaffolding, recognizing, and credentialing learning. OBs are closely associated with values such as openness and learners’ agency, participatory learning and peer-learning communities. This report points to the distinctive features of OBs and how they have positioned OBs as suitable candidates for addressing some of the pressing challenges in the context of lifelong learning, including (but not limited to) (1) recognition of learning in multiple and diverse environments that go beyond traditional classrooms; (2) recognition of diverse kinds of skills and knowledge, including soft and general skills; (3) support for alternative forms of assessment; (4) the need for transparent and easily verifiable digital credentials. The report also offers an overview of the major issues and challenges that might delay or even prevent widespread adoption of this emerging technology.
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abstractThis report is centered on the emerging concept and technology of Open Badges (OBs) that are offering novel means and practices of motivating, scaffolding, recognizing, and credentialing learning. OBs are closely associated with values such as openness and learners’ agency, participatory learning and peer-learning communities. This report points to the distinctive features of OBs and how they have positioned OBs as suitable candidates for addressing some of the pressing challenges in the context of lifelong learning, including (but not limited to) (1) recognition of learning in multiple and diverse environments that go beyond traditional classrooms; (2) recognition of diverse kinds of skills and knowledge, including soft and general skills; (3) support for alternative forms of assessment; (4) the need for transparent and easily verifiable digital credentials. The report also offers an overview of the major issues and challenges that might delay or even prevent widespread adoption of this emerging technology.
copDordrecht
pubSpringer Netherlands
doi10.1007/s10758-014-9232-6