Layered Validation System for Open Badges
After the badge has been design the first level of
validation would be Peer review.
Organisations in the same industry would agree on all the parts of the badge.
Badge image, name, description, criteria, issuer, evidence, standards and tags.
Refer to badge anatomy for details
required.
The second level would be existing standards organisations review. This would be at two different
levels, technical level (eg: Australian Teacher Registration Board) and pay
level (Government Department of Education).
This would ensure that the Open Badge had credibility, value
and a tool for the individual to further career prospects. While the validation
system ensures it meets standards it then becomes an “Australian Badge” if
verified by Australian Standards Organisations.
The Open Badge Onion
Two Examples Using this Validation System
Example 1: Open Badges in a
developing country context
Skill: IT Skills
Industry: Department of Health
Country: Vanuatu, South Pacific
Validation of Badges:
Badge Designed: Vanuatu Government
Peer Reviewed: Solomons Island Department of Health
Standards Organisations: Australian Department of Health, World
Health Organisation and Australian Computer Society
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Example 2: Open Badges for
Professional Development for Academics and Teachers
Skill: teaching online
Industry: Online Learning Management Systems in the HE Education
system
Country: Australian University
Badge Designed: Charles Darwin University
Peer Reviewed: Curtin University or Charles Sturt University
Standards Organisations: Australian E-standards Expert Group,
Australian Computer Society
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Standards
Organisations in Australia that could be used to validate open Badges
Organisation
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Links
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Description
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Australian
E-standards Expert Group
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The
E-standards Expert Group (EEG) is the vocational education and training (VET)
sector's national forum for collaboratively reviewing and recommending
technical standards to support e-learning. The group comprises
representatives appointed by each State and Territory, as well as a number of
observers from key stakeholder organisations. Members represent the relevant
national projects and functions, each state and territory jurisdiction, and
cross-sectoral bodies with complementary roles. They will also consider any
e-standards proposals in the context of the plans of their jurisdictions and
can present outcomes of research conducted locally.
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Australian
Computer Society
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Skills
Framework
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Australian Institute
for Teaching and School Leadership
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Badges in
the area of HE PD should align with and be validated by Standard 6:
Professional Engagement. The badge design could be constructed for the four
levels and have metadata to support the attainment level (eg: Graduate,
Proficient, Highly Accomplished or Lead)
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Background Information in relation to this
Challenge
1. Traditional
accreditation – I think a modification of this system would work well with
badges. However the badges are more likely to be skilled based. Validation
would benefit the badge system to make it open and recognisable across state
and country border.
2. Existing
standards bodies can definitely work together to provide the review of the list
of competencies required. In the technology field, validation is a particular
problem and has lead to a system of proprietary accreditation. So if you have a
Cisco qualification, it comes from that organisation and everyone will accept
that it is a Cisco qualification. However I have a qualification called A+
provided by CompTIA. Some people in the industry might recognise this qualification
but it is an attempt at having and open standard that is non-proprietary. This
is what we need for Learning Management Systems and online learning. Rather
than getting a Blackboard qualification you need generic competencies that show
the skill but can be validated in either Blackboard or Moodle systems.
3. The
reputation frameworks are clear: Blackboard, Moodle and the Higher Education
and Vocational Education systems. The reputation of the University also comes
into play. If the university is well known internationally, for its online coursework
then it will have its own sets of competencies. These are not necessarily peer
reviewed by other universities because of the ‘protect the IP’ kind of
mentality that is still very strong in the Education sector.
4. Institutional
goal for badge system – easier way to assess employees for pay rise, possibly
one way to increase their reputation in the education field (like getting the
MOOCs up and running). Also a way to work towards a high standard of student
outcomes. My ensuring that all staff have the right skills for the job (eg:
tutoring and marking) then the students will get a better experience.
5. Individual
goal for badge system...can be transported across to the next job. Allows for
clearly evidence of experience rather than paid-for accredited courses. A move
away from expensive technological accredited courses or the requirement to
“have a Masters”...allows the individual to have a well rounded and complete
CV. Allows for better career planning as matching badge requirements for future
positions clearly show what skills need to be obtained for the dream job.
After Badge Stories
Learning Provider : Aleeda
Aleeda is the Higher Education Developer and Trainer for the
University in our Ecosystem. Going from Example 2 shown above, Aleeda will
benefit from this validation system. Firstly it helps her build an assessment
framework for new staff joining the organisation. She can have clear guidelines
on what skills the staff should have. If the person joining the organisation
already has badges, then she can quickly appraise their value because they have
been validated by organisations that she is familiar with. They are not just
badges that have been allocated by one University or within a single,
proprietary system. According to her framework, Aleeda can then develop a clear
professional development pathway for the staff to obtain the required skills.
For example; a lot of staff are employed sessionally for Tutor or Marker roles.
These staff do not need a full capacity of developing material online but they
need to know how to use the Gradebook within the Learning Management System.
They also need to understand the Universities cultural context in giving
feedback to students and preferred methods of contact and terminology. Aleeda
can quickly outline the online or face-2-face training that these staff require
to obtain the “Tutor Badge” and then the Head of School and Theme Leaders are
automatically notified that these staff have the required skill.
The results are in: Received the badge 13/15 for this Challenge! (updated 21/10/13)
The results are in: Received the badge 13/15 for this Challenge! (updated 21/10/13)
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