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Promise and Parameters: Digital Badges for Ongoing Professional Learning
PROCEEDING

, College of William and Mary, United States ; , , College of William & Mary, United States

AACE Award

Society for Information Technology & Teacher Education International Conference, in Washington, D.C., United States ISBN 978-1-939797-32-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

Professional educators desire ongoing learning experiences to enhance their practice, gain new skills, and advance in their careers These professional development experiences take many forms, including school or district-provided training sessions, university-based courses and programs, and increasingly, formal and informal online learning opportunities However, general learning experiences may not meet the needs of specific educators, leading to dissatisfaction and frustration (Darling-Hammond, Meyerson, LaPointe & Orr, 2009; Wei, Darling-Hammond, & Adamson, 2010) Competency-based online learning experiences can provide the flexibility and relevance often lacking in traditional professional development programs In this paper, we explore the connections between adult learning principles, research about adult learning online, the growing body of research on massive open online courses (MOOCs), and the emerging research on digital badges and microcredentials We conclude by offering design principles and a brief case study for online professional learning experiences to meet the unique needs of adult learners

Citation

Hofer, M., Duggan, J. & Moellendick, T. (2018). Promise and Parameters: Digital Badges for Ongoing Professional Learning. In E. Langran & J. Borup (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 171-179). Washington, D.C., United States: Association for the Advancement of Computing in Education (AACE). Retrieved September 19, 2020 from .

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