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Investigating Perceptions and Potential of Open Badges in Formal Higher Education
PROCEEDINGS

, Sheffield Hallam University, United Kingdom ; , City University London, United Kingdom

EdMedia + Innovate Learning, in Victoria, Canada ISBN 978-1-939797-03-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

Open Badges are a method, proposed by the Mozilla Foundation, to recognise skill acquisition and ‘informal’ learning, particularly as part of Lifelong Learning. However, there is also significant potential in the formal education sector. This paper outlines a project at City University London to identify whether Open Badges should be supported across the institution, and includes some possible uses for badges. The project involved interviewing staff and conducting focus groups with students to understand their needs and level of interest. The paper includes some anticipated and actual findings from the research and summarises the subsequent work being undertaken as a result of the project. The findings of this project could be used by other institutions considering the use of Open Badges in their own context.

Citation

Glover, I. & Latif, F. (2013). Investigating Perceptions and Potential of Open Badges in Formal Higher Education. In J. Herrington, A. Couros & V. Irvine (Eds.), Proceedings of EdMedia 2013--World Conference on Educational Media and Technology (pp. 1398-1402). Victoria, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved April 20, 2019 from .

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Cited By

  1. Investigating the Development of TPACK Knowledge through Gamification

    Candace Figg & Kamini Jaipal-Jamani, Brock University, Canada

    Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 3148–3156

  2. The TPACK Teacher Game: Gamifying Technological Pedagogical and Content Knowledge (TPACK)

    Candace Figg, Kamini Jaipal Jamani & Katia Ciampa, Brock University, United States

    Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 2496–2500

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.

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