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Listen to session audio while manually viewing slides at: http://ofcoursesonline.com/?p=408. Presentation w/ Rudy McDaniel and Joseph Fanfarelli at 2014 Information Fluency Conference.
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Stinking Badges: Why We Need Em’ and How to Use Em’
Rudy McDaniel, Joseph Fanfarelli, and Kelvin ThompsonInformation Fluency Conference
University of Central FloridaFebruary 27, 2014
Outline• Overview • Four Quick Case Studies of Badging Projects• Toward a Badge Design Taxonomy• Discussion / Q&A
• Note: these slides can be downloaded from: http://goo.gl/ezz3DV or http://tinyurl.com/badgesrock
Achievements and Badges• Achievements, or earned tokens of accomplishment,
often encourage players to spend more time within digital systems (esp. videogames) and to alter their playing habits in order to unlock particular types of challenges (e.g., find every coin in a given area or unlock a particular puzzle within a certain amount of time).
• Badges, or visible markers of achievement, have now made the transition from entertainment media to other forms of scholarship and pedagogy, particularly in online learning environments (Jindal, 2011; Bruckman, 2004; Lindgren & McDaniel, 2011; Lindgren, McDaniel, & Friskics, 2011).
Badge graphics courtesy of Matthew Dunn
Badges Are Not New
Video Games
Military Girl Scouts
How Do Badges Work?• Badge = Task-reward system.
– Task - Can present a task to complete.
– Reward – Can also serve as a reward for completing the task.
• Rewards for completing goals can be
– Internal to the system (e.g. Points).– External to the system (e.g. Free or
discounted “stuff”).– The badge, itself.
Badges Are Gaining Widespread Attention• A few familiar names that are actively taking part in
badging:
urdue
What Makes Them So Interesting?• Badges can serve as:
– Goal setters – Motivators – Inspiration to Explore – Creativity Boosters – Progress Trackers
• Connect Badge Criteria to Course Objectives
• Expected vs. Unexpected Badges– Foster different goals. – Expected may help in achieving a specific purpose, while
Unexpected may hurt the purpose (and vice versa).
Implications for Education• Motivate students to do their best work.
– Or additional work.• Help students set goals for clearer routes to
success.• More precisely and creatively track progress, in
comparison to the final grade in a course.• Encourage students to implement creative
thinking to discover unexpected achievements.• We will now discuss some of our
implementations.
Dumb(?) Things I’ve Done with Badges• Badges seen only by recipient• Badges not easily shareable• Badges as “back-handed compliments”• Badges for required activities
CASE STUDY #1: BLENDKIT2012
BlendKit2012
Subject Blended learning
Type Professional Development
Level
Size 1230 enrolled
Badge Source Graphic designer
Badge Platform Developer + Mozilla Framework
Focus Competencies
Grades/Badges Badges only
List/Easter Eggs Badge list
Viewable By Self
Status Complete
CASE STUDY #2: EME5050
EME5050
Subject Ed Tech
Type Academic
Level Grad
Size 15-25
Badge Source Purdue Passport
Badge Platform Credly
Focus 2nd level Competencies
Grades/Badges Grades + Badges
List/Easter Eggs Easter Eggs
Viewable By Class
Status 3rd Iteration Underway
CASE STUDY #3: AEM
Course Structure• 30 different modules to
choose from at 10 different points in the semester.
• A back story involving a media mogul recruiting new students (the “dream job” scenario) is released via four different animations throughout the course.
Example Module Selection
Assessment Approach• Implementation of course technology and
curriculum with ~100 students in Fall 2010 and ~200 students in Fall 2011 was successful
• Badges were added in Fall 2011 version of the course
Sample Badge
Comparing Badges
Assessing the Effects of Badges
• Several components of assessment including student project analysis, focus groups, and comparisons to other courses
• Focus here is on engagement and learning surveys that asked specifically about the badges
• 206 students completed at least one survey• 127 completed both pre- and post-surveys
Student Surveys
To what extent did you believe that having the ability to choose which module to take throughout the course was a positive feature that helped you to learn? Extremely Mostly Somewhat Not at all Positive Positive Positive Positive
I found myself working harder on assignments/projects in order to acquire achievements. Strongly Disagree 1 2 3 4 5 6 7 Strongly Agree
In the last 8 weeks, how often have you discussed ideas from this course outside of class?
Very Often Often Sometimes Never
• Some questions adapted from the 2010 NSSE
General Attitudes
General Attitudes
0
1
2
3
4
5
6
7
Felt Achievement System Had Pos-itive Impact on Course
7 = Strongly Agree
Males FemalesMales Females0
1
2
3
4
5
6
7
Motivated by Other Students Receiving Achievements
7 = Strongly Agree
Males Females
Attitudes - Badges
Variable 1 Variable 2 Pearson Correlation (r)
Significance (p)
Felt Achievement System Was Positive (1 to 7)
Discussed Ideas Outside of Class (1 to 7) .175 .040*
Worked Harder To Receive Achievements (1 to 7)
Commented On Other Students’ Work (1 to 7) .217 .010*
Worked Harder To Receive Achievements (1 to 7)
Amount Of Time Spent Collaborating With Other Students
.242 .004**
Seeing Others Get Achievements Was Motivating (1 to 7)
Total Number Hours Spend On Course Per Week .158 .064
Attitudes - Badges
• Post-Survey: Positive feelings about badge system was correlated with other positive feelings in the course
Assessment Summary
• Importance of “framing” the achievement system at the outset
• Interesting gender patterns – suggests badge systems may be a productive means of targeting female learners
Case Study #4: Two Current UCF Courses
• 1 Semester, 158 Undergraduates• 2 courses: Graphic Design (99 students) and Web
Design (59 students).– 2 sections of each.
» 1 section of each has badges. » 1 section of each does not.
Graphic Design 1
Graphic Design 2
Web Design 1
Web Design 2
Badges Yes No Yes NoStudents 49 50 30 29
Current Courses: Background
• Courses are meant to prepare students for the Adobe Certified Expert (ACE) Exam in the related software.– Web Design = Dreamweaver– Graphic Design = Photoshop
• Completely web-based 16 week courses.• Balanced emphasis on Quizzes / Exams and
Project-based assignments.
Current Courses: Badges
• Badges are:– Unexpected - No list of possible badges can be
found by students.– Private – Students cannot see the badges others
have earned.– Both Objective and Subjective.
• Objective – Named all layers within a Photoshop project.
• Subjective – Helped a classmate succeed
– Awarded both automatically and by the instructor.
Method of Award
• Checkbox in gradebook for each badge simplifies the process
Viewing Badges
• Badges can be found from the course menu, like other important course information.
Viewing Badges• Click a badge to see how it was earned
Current Courses: The Goals
• Improve:– Motivation– Engagement– Academic Performance
• Identify:– Can number of achievements earned be used to
predict grades in a certification preparation course?
Badging Observations
• Each stakeholder determines value
o Issuer, Earner, “Observer,” (Displayer)
• Potential value in each phase of badging:
o Underlying data/record
o Notification email
o Claiming (“Save and Share”)
o Making public
o Linking to specific badges
Unanswered Questions to Ponder
• Why do badges appeal to some but not others?
• Does badging really engage the unengaged?
• What is the right balance of automation and personal attention for course badging?
• What is the relationship between badges and formal credentials?
• What is the right balance of curricular and co-curricular badging at an institution?
Toward a Taxonomy for Badge Design• Subject (e.g., information literacy; educational tech; interdisciplinary; etc.)• Type (e.g., academic; professional development; etc.)• Level (e.g., undergraduate, graduate; etc.)• Tiers (e.g., single tier; multiple difficulty tiers; three cumulative tiers; etc.)• Issued By (e.g., single issuer/multiple; instructor; organization; etc.)• Scale (e.g., course-level; discipline-specific; institution-wide; public; etc.)• Population Size (i.e., to whom badges are available; e.g., 1230; 35; 217; etc.)• Badge Image Source (e.g., graphic designer; badge making template; etc.)• Platform (e.g., Purdue Passport; Credly; etc.)• Focus (e.g., core competencies; off-topic diversion/fun; secondary competencies; etc.)• Grades/Badges (e.g., badges only; badges = grades; grades & badges separate; etc.)• Fixed/Extensible (e.g., defined list of badges; new badges suggested/added on the fly; etc.)• Expected/Unexpected (e.g., published list (“a priori”); discovered Easter eggs; etc.)• Visibility (e.g., issuer; earner; bounded group (“class”); public; etc.)• Status (e.g., complete; interrupted; underway; planning; etc.)
Version 1.1
Thank You!
• Rudy McDaniel, rudy@ucf.edu, @rutang5
• Joey Fanfarelli, joseph.fanfarelli@ucf.edu
• Kelvin Thompson, kelvin@ucf.edu, @kthompso
Badge graphics courtesy of Matthew Dunn
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