nach oben

Education and Information Technologies

Erschienen in:

19.07.2016

Digital badges – rewards for learning?

verfasst von: Rebecca Shields, Ritesh Chugh

Erschienen in: Education and Information Technologies | Ausgabe 4/2017

Einloggen

Aktivieren Sie unsere intelligente Suche, um passende Fachinhalte oder Patente zu finden.

search-config

KI-gestützte Suche

Aus

Abstract

Digital badges are quickly becoming an appropriate, easy and efficient way for educators, community groups and other professional organisations, to exhibit and reward participants for skills obtained in professional development or formal and informal learning. This paper offers an account of digital badges, how they work and the underlying benefits for learners and educational institutions. It also evaluates the use of digital badges to engage and motivate learners. It is this engagement and motivation strategy that a short non-award course for high school students seeks to replicate through many different learning strategies, one of those being the use of digital badges. A digital badging model has been proposed, which shows the four stages educators go through in their decision to use digital badges. Finally, a double-loop learning process has been suggested that could help educators in the implementation of digital badges.

Vorheriger Artikel Obstacles for teachers to integrate technology with instruction

Nächster Artikel WEB based technical problem solving for enhancing writing skills of secondary vocational students

Sie haben noch keine Lizenz? Dann Informieren Sie sich jetzt über unsere Produkte:

Springer Professional "Wirtschaft+Technik"

Online-Abonnement

Mit Springer Professional "Wirtschaft+Technik" erhalten Sie Zugriff auf:

über 102.000 Bücher
über 537 Zeitschriften

aus folgenden Fachgebieten:

Automobil + Motoren
Bauwesen + Immobilien
Business IT + Informatik
Elektrotechnik + Elektronik
Energie + Nachhaltigkeit
Finance + Banking
Management + Führung
Marketing + Vertrieb
Maschinenbau + Werkstoffe
Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Springer Professional "Wirtschaft"

Online-Abonnement

Mit Springer Professional "Wirtschaft" erhalten Sie Zugriff auf:

über 67.000 Bücher
über 340 Zeitschriften

aus folgenden Fachgebieten:

Bauwesen + Immobilien
Business IT + Informatik
Finance + Banking
Management + Führung
Marketing + Vertrieb
Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Springer Professional "Technik"

Online-Abonnement

Mit Springer Professional "Technik" erhalten Sie Zugriff auf:

über 67.000 Bücher
über 390 Zeitschriften

aus folgenden Fachgebieten:

Automobil + Motoren
Bauwesen + Immobilien
Business IT + Informatik
Elektrotechnik + Elektronik
Energie + Nachhaltigkeit
Maschinenbau + Werkstoffe

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Appel, M. (2012). Are heavy users of computer games and social media more computer literate? Computers and Education, 59, 1339–1349.CrossRef

Bixler, B., & Layng, K. (2013). Digital badges in higher education. http://newcomb.tulane.edu/blogs/uccbadges/case-studies/digital-badges-in-higher-education/. Accessed 26 July 2015.

Bowen, K., & Thomas, A. (2014). Badges: a common currency for learning. Change: The Magazine of Higher Learning, 46(1), 21–25.CrossRef

Cassells, T., Broin, D., & Power, K. (2016). Increasing student engagement with gamification. 9th European Conference on Games Based Learning, 8–9, 770–773.

Chugh, R. (2010). E-learning tools and their impact on pedagogy. In Ubha, D.S. & Kaur J. (eds), Emerging Paradigms in Commerce and Management Education. GSSDGS Khalsa College Press, Patiala, India, 58–81, ISBN: 978-81-909755-2-0. https://www.researchgate.net/publication/275771731_E-learning_tools_and_their_impact_on_pedagogy.

Educause (2014). Educause 7 things you should know about ... Badging for Professional Development. https://net.educause.edu/ir/library/pdf/EST1402.pdf. Accessed 26 July 2015.

Finkelstein, J., Knight, E., Manning, S. (2013). American Institutes for Research. The potential and value of using digital badges for adult learners. https://lincs.ed.gov/publications/pdf/AIR_Digital_Badge_Report_508.pdf. Accessed 26 July 2015.

Gibson, D., Ostashewski, N., Flintoff, K., Grant, S., & Knight, E. (2015). Digital badges in education. Education and Information Technologies, 20(2), 403–410.CrossRef

Grant, S. (2014). What counts as learning: open digital badges for new opportunities. Irvine: Digital Media and Learning Research Hub. http://dmlhub.net/publications/what-counts-learning/. Accessed 28 July 2015.

Hense, J., & Mandl, H. (2012). Learning in or with games? Quality criteria for digital learning games from the perspectives of learning, emotion, and motivation theory. In Sampson, D.G., Spector, J.M., Ifenthaler, D., & Isaias, P. (eds.), Proceedings of the IADIS International Conference on Cognition and Exploratory Learning in Digital Age, 19-21 October, Madrid, 19–26.

Hickey, D.T., Otto, N., Itow, R., Schenke, K., Tran, C., & Chow, C. (2014). Badges design principles documentation project; Interim report. http://dpdproject.info/files/2014/05/DPD-interim-report-v4-january.pdf. Accessed 15 June 2016.

Laskowski, M., & Badurowicz, M. (2014). Gamification in higher education: a case study. Make Learn International Conference, 25–27, 971–975.

Lepper, M. R., Henderlong Corpus, J., & Iyengar, S. S. (2005). Intrinsic and extrinsic motivational orientations in the classroom: Age differences and academic correlates. Journal of Educational Psychology, 97, 184–196. doi:10.1037/0022-0663.97.2.184.CrossRef

Lin, Y., McKeachie, W. J., & Kim, Y. C. (2003). College student intrinsic and/or extrinsic motivation and learning. Learning and Individual Differences, 13(3), 251–258.

McDaniel, R., & Fanfarelli, J. (2016). Building better digital badges pairing completion logic with psychological factors. Simulation & Gaming, 47(1), 73–102.

McGeown, S. P., Putwain, D., Geijer Simpson, E., Boffey, E., Markham, J., & Vince, A. (2014). Predictors of adolescents’ academic motivation: Personality, self- efficacy and adolescents’ characteristics. Learning and Individual Differences, 32, 278–286. doi:10.1016/j.lindf.2014.03.022.CrossRef

Soenens, B., & Vansteenkiste, M. (2005). Antecedents and outcomes of self-determination in three life domains: the role of parents’ and teachers’ autonomy support. Journal of Youth and Adolescence, 34, 589–604. doi:10.1007/s10964-005-8948-y.CrossRef

Tagg, J. (2007). Double-loop learning in higher education. Change: The Magazine of Higher Learning, 39(4), 36–41.CrossRef

Toven-Lindsey, B., Rhoads, R. A., & Lozano, J. B. (2015). Virtually unlimited classrooms: pedagogical practices in massive open online courses. Internet and Higher Education, 24, 1–12.CrossRef

Titel: Digital badges – rewards for learning?
verfasst von: Rebecca Shields
Ritesh Chugh
Publikationsdatum: 19.07.2016
Verlag: Springer US
Erschienen in: Education and Information Technologies / Ausgabe 4/2017
Print ISSN: 1360-2357
Elektronische ISSN: 1573-7608
DOI: https://doi.org/10.1007/s10639-016-9521-x

Springer Professional

Abstract

Bitte loggen Sie sich ein, um Zugang zu Ihrer Lizenz zu erhalten.

Sie haben noch keine Lizenz? Dann Informieren Sie sich jetzt über unsere Produkte:

Springer Professional "Wirtschaft+Technik"

Springer Professional "Wirtschaft"

Springer Professional "Technik"

Weitere Artikel der Ausgabe 4/2017

Exploring relationships among TPACK constructs and ICT achievement among trainee teachers

Proposing a new pedagogy-based website design: A usability test with lifelong learners

An ensemble approach in converging contents of LMS and KMS

Perceptions of pedagogical formation students about Web 2.0 tools and educational practices

Processes of practice and identity shaping teachers’ TPACK enactment in a community of practice

Preschoolers explore interactive storybook apps: The effect on word recognition and story comprehension