Ifenthaler / Bellin-Mularski / Mah Foundation of Digital Badges and Micro-Credentials

Demonstrating and Recognizing Knowledge and Competencies
1. Auflage 2016
ISBN: 978-3-319-15425-1
Verlag: Springer International Publishing
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 530 Seiten, eBook

This edited volume provides insight into how digital badges may enhance formal, non-formal and informal education by focusing on technical design issues including organizational requirements, learning and instructional design, as well as deployment. It features current research exploring the theoretical foundation and empirical evidence of the utilization of digital badges as well as case studies that describe current practices and experiences in the use of digital badges for motivation, learning, and instruction in K-12, higher education, workplace learning, and further education settings.

Zielgruppe

Research

Autoren/Hrsg.

Ifenthaler, Dirk

Bellin-Mularski, Nicole

Mah, Dana-Kristin

Inhaltsverzeichnis

Part I
Theoretical Foundation of Digital Badges.- Chapter 1 Digital Badges and
Micro-Credentials: Historical Overview, Motivational Aspects, Issues, and
Challenges.- Chapter 2 A Philosophy of Open Digital Badges.- Chapter 3 Keep
Calm and credential On: Linking Learning, Life and Work Practices in a Complex
World.- Chapter 4 Drivers, Affordances and Challenges of Digital Badges.-
Chapter 5 Evaluating the Public Promise.- Chapter 6 Building Collective Belief
in Badges: Designing Trust Networks.- Chapter 7 Learning Journeys in Higher
Education: Designing Digital Pathways Badges for Learning, Motivation and
Assessment.- Part II Technological Frameworks and Implementation.- Chapter 8
Badging Platforms: A Scenario-based Comparison of Features and Uses.- Chapter 9
Adopting Digital Badges in Higher Education: Scoping the Territory.- Chapter 10
Passport to Designing, Developing and Issuing Digital Instructional Badges.-
Chapter 11 Transforming Workplace Learning Culture with Digital Badges.-
Chapter 12 The Role of Endorsement in Open Badges Ecosystems.- Chapter 13
Implementing a Badging System Faculty Development.- Part III Learning and
Instructional Design Considerations.- Chapter 14 Toward a Comprehensive
Theoretical Framework for Designing Digital Badges.- Chapter 15 Digital Badges
and Micro-credentials: Digital Age Classroom Practices, Design Strategies, and
Issues.- Chapter 16 Digital Badges: Purposeful Design in Professional Learning
Outcomes for K-12 Educators.- Chapter 17 Height vs Depth in Badging Framework Design.-
Chapter 18 What We Can Learn about Digital Badges from Video Games.- Chapter 19
Digital Badges as (parts of) Digital Portfolios: Design Patterns for
Educational and Personal Learning Practice.- Chapter 20 Badge Claims:
Creativity, Evidence and the Curated Learning Journey.- Part IV Case Studies:
Practices and Experience.- Chapter 21 Digital Badges for Professional
Development: Teachers’ Perceptions of the Value of a New Credentialing
Currency.- Chapter 22 When Digital Badges Work: It’s Not About the Badges, It’s
About Learning Ecosystems.- Chapter 23 The Authority Behind the Badge: A
Practice Analysis Case Study.- Chapter 24 Student Perceptions of Digital Badges
as Recognition of Achievement and Engagement in Co-Curricular Activities.-
Chapter 25 Applied Gamification: Creating Reward Systems for Organizational
Professional Development.- Chapter 26 Implementing Digital Badges in Australia:
The Importance of Institutional Context.- Chapter 27 Development and
Implementation of Digital Badges for Learning Science, Technology, Engineering
and Math Practices in Secondary Contexts: A Pedagogical Approach with Empirical
Evidence.- Epilogue.- Chapter 28 Moving Forward with Digital Badges in
Education.

Über Autor(innen)

His previous roles include Professor and Director, Centre for Research in Digital Learning at Deakin University, Australia, Manager of Applied Research and Learning Analytics at Open Universities Australia, Professor for Education and Interim Department Chair at the University of Mannheim, Germany, as well as Associate Professor for Instructional Design at the University of Freiburg, Germany. He is the Editor-in-Chief of the Springer journal Technology, Knowledge and Learning and a member of the Editorial Board for Educational Technology Research and Development. Dirk is the 2013-2014 President for the AECT Design and Development Division, 2013-2015 Chair for the AERA Special Interest Group Technology, Instruction, Cognition and Learning and Co-Program Chair for the international conference on Cognition and Exploratory Learning in the Digital Age (CELDA). Nicole Bellin Mularski is a research assistant at the Department of Applied Teaching and Learning Research at the University of Potsdam, Germany. She received her M.A. and Phd from Freie Universität Berlin, Germany and eventually worked as a research assistant in the fields of curriculum development, at the Technische University of Dresden and school development of full-day schools, and SES and migration related achievement disparities in elementary education at the Department of Empirical Education at the Freie Universität Berlin. She received her M.A. in Educational Science from the Berlin Institute of Technology, Germany, including a semester at Stockholm University, Sweden. She worked as research assistant in the fields of higher education, analysing doctoral candidates’ supervision and students’ satisfaction within their university.