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The application of open
digital badging at the OU
UK and its future in HE
Patrina Law, Head of Free Learning
@HigherEdPatr...
Why do we provide free learning?
2
ELIZABETH THE SECOND
by the Grace of God of the
United Kingdom of Great Britain
and Nor...
3
What this has achieved via OpenLearn
44 million learners
13% make a formal enquiry
www.open.edu/openlearn
4
4
Who are our OpenLearn learners?
5
How do they feel about their learning?
58%
‘A test to give confidence my next
module choice is appropriate for me’
38%
8...
6
Recognition in an informal / non formal
environment
Cross (2007) describes informal learning as ‘the unofficial,
unsched...
7
OpenLearn learners want OU-branded
recognition for their learning.
80%
8
In support of motivating and rewarding
learners
OpenLearn Badged Open Courses (BOCs):
1. Give informal learners the reco...
9
Badged Open Courses assessment
framework
• Learners need to achieve 50% to
pass an assessment
• Learners are given three...
10
Assessments (using Moodle quizzes in BOCs) presented in the
way that Hickey identifies, we are attempting to communicat...
11
Badge display
Badge aggregator
My OpenLearn Profile
(an e-portfolio)
Export functionsPDF
OU Student
Record
12
BOC impact – first 12 months
• 3000+ badges issued
• The BOCs are generating around
15,000 new visitors a month to
Open...
13
BOCs as a motivator and for recognition
• 71% perceive digital badge and certificate as equally
important
• Responses t...
14
BOCs supporting professional development
• 39-57% will show badge to employer
BOCs as preparedness and driver for study...
15
Learners are clear about how they like to learn
• Responses to ‘Please rate how you felt about the different ways
of le...
16
Word cloud source: SurveyMonkey. End of course survey, Succeed with maths Part 1
BOC impact – reasons for studying
17
BOCs. The challenges…
1. Were we setting the bar too high? Were we going to
deter completion?
2. Are detractors right t...
18
BOCs. The solutions…
1. Setting the bar too high? Test and see – OpenLearn
is rapid response environment for developing...
19
To be rolled out in UK no later than 2018.
Based on Gov’t recommendation in 2007 it is to be…
“a single comprehensive r...
20
Rolled out in UK from 2018
Source: http://www.hear.ac.uk/
21
Digital credentials
Bolstering students’ formal qualifications
Creating a mix of skills for students’ own career path
S...
22
A ‘comprehensive learner record’
Source: IMS Global Learning Consortium
23
Blockchain
Sources: Carla Casilli ‘From Badges to BadgeChain: Part 2; John Domingue, Open blockchain blockchain.open.ac...
24
Blockchain and open badges
Source: Bryan Mathers, CC-BY-ND
25
Blockchain and digital credentials
Source: Knowledge Media Institute, The Open University UK blockchain.open.ac.uk/
Open badges: a helpful proposition when
engaging with partners
26
27
The landscape of digital badging in HE
Networks tell us that they are being developed:
• as a method of encouraging fir...
28
The future of digital badging at the OU
Supporting qualifications (promotion/induction)
As a highly impactful outreach ...
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A whistlestop tour through the provision of free learning by the OU (UK), its application of digital badges to informal learners and students, and the potential of digital badges for HE transcripts and blockchain.

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The application of open digital badging at the OU UK and its future in he

  1. 1. The application of open digital badging at the OU UK and its future in HE Patrina Law, Head of Free Learning @HigherEdPatrina
  2. 2. Why do we provide free learning? 2 ELIZABETH THE SECOND by the Grace of God of the United Kingdom of Great Britain and Northern Ireland and of Our other Realms and Territories Queen, Head of the Commonwealth, Defender of the Faith…
  3. 3. 3 What this has achieved via OpenLearn 44 million learners 13% make a formal enquiry www.open.edu/openlearn
  4. 4. 4 4 Who are our OpenLearn learners?
  5. 5. 5 How do they feel about their learning? 58% ‘A test to give confidence my next module choice is appropriate for me’ 38% 80% Declare improved confidence in ability to study. Are students. 29% of enrolled are OU students. Want OU-branded recognition for informal learning. More likely to take another free course. More likely to recommend OU content to others. 80% 80% ‘The free extracts of courses gave me confidence to enroll in my first module…I have also been using them to practice time management.’ ‘A good talking point and something to include on my CV’ ‘Fees are now too high for me to consider continuing my degree’ ‘Thank you for providing a resource for people that cannot get to a facility due to physical or financial difficulty. ’
  6. 6. 6 Recognition in an informal / non formal environment Cross (2007) describes informal learning as ‘the unofficial, unscheduled, impromptu way people learn’ but in an environment where ‘...no one assigns grades…’ and ‘...no one takes attendance.’ Technology has disrupted informal learning settings and expectations. We have moved from Cross’s anonymous world to one of identified informal learning. There is a growing demand that learners want recognition for their achievements in the free learning space that can be acknowledged publicly.
  7. 7. 7 OpenLearn learners want OU-branded recognition for their learning. 80%
  8. 8. 8 In support of motivating and rewarding learners OpenLearn Badged Open Courses (BOCs): 1. Give informal learners the recognition they’ve requested. 2. Give prospective students the skills to be prepared for undergraduate study. 3. Give our current students a means of developing and displaying skills relevant to career progression.  Cheaper to produce than our MOOCs  No tutoring overhead  Uses Open Badging Infrastructure
  9. 9. 9 Badged Open Courses assessment framework • Learners need to achieve 50% to pass an assessment • Learners are given three attempts • If they fail on the third attempt, they can retake after 24 hours • Practice assessment is available throughout the course • All pages of the course must have been ‘read’ • Formal assessment takes place halfway and at the end • All BOCs are 24 hours of learning Two successful assessments = 1 badge
  10. 10. 10 Assessments (using Moodle quizzes in BOCs) presented in the way that Hickey identifies, we are attempting to communicate feedback and provide motivation to learners in an environment that cannot provide tutorial support. o An incentive for learners o To identify progress o To signify achievement and learning On assessment in learning (Abramovich et al., 2013): “…the potential benefit of an assessment is determined by its ability to both maintain learning motivation and accurately communicate a student’s learning.” On assessment in badges (Hickey (2012): o Summative functions - assessment of learning o Formative functions for individuals - assessment for learning o Transformative functions for systems - assessment as learning Defining the potential of digital badging
  11. 11. 11 Badge display Badge aggregator My OpenLearn Profile (an e-portfolio) Export functionsPDF OU Student Record
  12. 12. 12 BOC impact – first 12 months • 3000+ badges issued • The BOCs are generating around 15,000 new visitors a month to OpenLearn • They drive a very high proportion of learners to make a formal enquiry to study (25% Feb 2015 - May 2016) • Completion rates of BOCs are higher than our MOOCs • 400+ formal module registrations (mostly entry level) • 350+ qualification sign-ups (mostly new students) • 3,535 prospectus requests • Satisfaction rates are high (~98%)
  13. 13. 13 BOCs as a motivator and for recognition • 71% perceive digital badge and certificate as equally important • Responses to ‘What does earning a badge mean to you?’ Source: SurveyMonkey. End of course survey, Succeed with maths, Part 1. “The basic accreditation from these badges adds more value to the work I put in” “Thank you for giving me the confidence to do something I thought I had no intellect to actually do” BOC impact – data analysis
  14. 14. 14 BOCs supporting professional development • 39-57% will show badge to employer BOCs as preparedness and driver for study • Promising demographic for undergraduate recruitment (younger than OpenLearn overall) and existing qualifications: only 7-17% hold undergraduate degree compared to 26% on OpenLearn (MOOCs >70%) • Reasons for studying: Professional development (84%), personal interest (78%), preparation for study (54%) • 58% had not taken online course before BOCs supporting disabled learners • Between 15% and 37% declare a disability (OpenLearn overall is 23%; UK adult population is 16%) “A good talking point and something to include on my CV” “Refreshed my maths skills and going on to do the open learn English course, will be applying to do an access course in March” BOC impact – data analysis
  15. 15. 15 Learners are clear about how they like to learn • Responses to ‘Please rate how you felt about the different ways of learning on OpenLearn’. Source: SurveyMonkey. End of course survey, English: skills for learning BOC impact – data analysis
  16. 16. 16 Word cloud source: SurveyMonkey. End of course survey, Succeed with maths Part 1 BOC impact – reasons for studying
  17. 17. 17 BOCs. The challenges… 1. Were we setting the bar too high? Were we going to deter completion? 2. Are detractors right to question the value of a badge? 3. In 2012, scant research and almost no empirical data. 4. Was using repurposed content going to save on production costs? 5. Can we convince others of the robustness of the QE? 6. Developing assessment – a challenge for most writers – 45 questions for Weeks 4 and 8; 15 questions for remaining weeks. A big ask.
  18. 18. 18 BOCs. The solutions… 1. Setting the bar too high? Test and see – OpenLearn is rapid response environment for developing approaches to elearning. 2. Detractors? The value of badging is still being debated. 3. Research and empirical data? … now developing. OpenLearn provided rich and rapid feedback. 4. Mixing new and repurposed content – time/cost difference negligible. 5. Quality of learning experience assured through academic authoring and critical readership. 6. Assessment expertise developed, but remains a challenge.
  19. 19. 19 To be rolled out in UK no later than 2018. Based on Gov’t recommendation in 2007 it is to be… “a single comprehensive record of a learner’s achievement” It will enable… “institutions to provide a detailed picture of student achievement throughout a students’ time at university, including academic work, extra-curricular activities, prizes and employability awards, voluntary work and offices held in student union clubs and societies that have been verified by the institution” The learner record in the wider HE landscape Source: http://www.hear.ac.uk/
  20. 20. 20 Rolled out in UK from 2018 Source: http://www.hear.ac.uk/
  21. 21. 21 Digital credentials Bolstering students’ formal qualifications Creating a mix of skills for students’ own career path Source: Bryan Mathers, CC-BY-ND
  22. 22. 22 A ‘comprehensive learner record’ Source: IMS Global Learning Consortium
  23. 23. 23 Blockchain Sources: Carla Casilli ‘From Badges to BadgeChain: Part 2; John Domingue, Open blockchain blockchain.open.ac.uk/ “Blockchain technology builds a continuous list of records or transactions that result in a time-based ledger.” “A [dgitial/electronic] list of records that build upon each other, one after the other in a sequential fashion.” “It eliminates the need for a central authority.” And becomes “…a publicly shared immutable ledger.”
  24. 24. 24 Blockchain and open badges Source: Bryan Mathers, CC-BY-ND
  25. 25. 25 Blockchain and digital credentials Source: Knowledge Media Institute, The Open University UK blockchain.open.ac.uk/
  26. 26. Open badges: a helpful proposition when engaging with partners 26
  27. 27. 27 The landscape of digital badging in HE Networks tell us that they are being developed: • as a method of encouraging first year students to complete • for engaging in skills/employability courses and • for internal staff development The awarding of a badge is usually a manual activity.
  28. 28. 28 The future of digital badging at the OU Supporting qualifications (promotion/induction) As a highly impactful outreach mechanism For student induction, graduate employability/skills Development of blockchain technology for learning credentials BOCs to appear on the Student Record and HEAR Promoted by tutors and careers advisors Public info: http://bit.ly/1TH7BlQ patrina.law@open.ac.uk @HigherEdPatrina #openbadgesHE

A whistlestop tour through the provision of free learning by the OU (UK), its application of digital badges to informal learners and students, and the potential of digital badges for HE transcripts and blockchain.

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