Digital BadgesRecognizing, Assessing, and Motivating Learners In and Out of School Contexts

Bibliographic Data

ID15016987
AuthorsW Ian O’Byrne (0000-0003-0307-9538, corresponding author), Katerina Schenke, James E WillisIII, Daniel T Hickey (0000-0001-9146-5089)
Year2015
Volume58
Issue6
Pages451-454
Publication date2015-03-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueJournal of Adolescent & Adult Literacy (JOURNAL)
Journal identifiersISSN: 1081-3004 • E-ISSN: 1936-2706
PublisherWiley (PUBLISHER • GB)
DOI10.1002/jaal.381
OpenAlexW2048250042
LanguageEN
Citations received4
References cited4

Digital badges are web‐enabled tokens of accomplishment that contain specific claims and evidence about learning and achievement along with detailed evidence supporting those claims. Badges traditionally consist of an image and relevant metadata (e.g., badge name, description, criteria, issuer, evidence, date issued, standards, and tags). This column features findings from recent research examining the design principles for open digital badges that emerged across the 30 organizations awarded grants to develop badge content in the 2012 Badges for Lifelong Learning Initiative. The column focuses this inspection of the principles identified in the research (recognition, assessment, and motivation) on one student in the MOUSE outreach program. Results from this column provide guidance for educators in and out of traditional learning contexts

Column (typography · Lifelong learning · Mathematics education · Medical education · Metadata · Outreach · Pedagogy · Political science · World Wide Web · Computer Science · Educational Games and Gamification · Medicine · Open Education and E-Learning · Psychology · Reflective Practices in Education

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