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Open badges in online learning environments: Peer feedback and formative assessment as an engagement intervention for promoting agency
Proceeding

, Kings College London, United States ; , University of Victoria, Canada

AACE Award

EdMedia + Innovate Learning, in Vancouver, BC, Canada ISBN 978-1-939797-24-7 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

Student engagement is both a ubiquitous and broadly defined term in education. Engagement is the ‘conceptual glue’ that connects student agency, social influences, organizational structures, and school culture. Of particular interest to the work presented in this paper, is how engagement and agency are interrelated, and the role of this relationship in online learning – particularly in formative assessment and peer feedback. This paper reports the use of digital badges to support student learning and promote engagement in higher education. The purpose of the Open Badges project was to explore whether open badges can support learning in online environments through peer feedback. Findings indicate that participants demonstrated engagement attributes that encompass affective, behavioural and cognitive indicators however, our projections about the motivation for achieving the badges were opposite of what was expected.

Citation

Hatzipanagos, S. & Code, J. (2016). Open badges in online learning environments: Peer feedback and formative assessment as an engagement intervention for promoting agency. In Proceedings of EdMedia 2016--World Conference on Educational Media and Technology (pp. 1354-1365). Vancouver, BC, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved April 24, 2019 from .

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