The Comprehensive Student Record (CSR) project is laying the groundwork for many of these efforts. Designed to supplement, rather than replace, the traditional transcript, the CSR is a year-old effort funded by the Lumina Foundation, in partnership with the American Association of Collegiate Registrars and Admissions Officers (AACRAO), and Student Affairs Administrators in Higher Education (NASPA).
The CSR is attempting to build a framework for further innovation through ongoing engagement with faculty, registrars, and student affairs officers at 12 pilot institutions. These schools represent a diverse spectrum of higher education institutions, including LaGuardia Community College, the University of South Carolina, Stanford University, and Brandman University, a recognized provider of competency-based education (CBE). CSR pilots at Elon University and the University of Maryland, University College (UMUC) are both notable in their own right, and reflect the priorities of two very distinct institutional missions.
partnership with Learning Objects, a Cengage company, and grows out of a concern that CBE programs could be hampered by the absence of broadly accepted standards for measuring and reporting competencies.
UMUC has piloted the eT in its MBA and cybersecurity programs, and is collecting feedback and data from about 2,000 adult learners. UMUC’s project intends to be laser focused on how these learners, and the employers who may hire them, will make use of the highly granular data reported about specific competencies through the use of the Extended Transcript.
The Mozilla open badges backpack was one of the primary structural concepts of the OBI. And it was one of the ideas that ultimately manifested as a real tool. And what a complicated life it has led.
Its original intent was as a referatory for open badges—any and all open badges from any and all issuers.
the Mozilla Open Badges Backpack was created as a reference implementation of how a badge backpack could work
Conclusion: The Open Badges backpack was structured around the concept of equity, personal data ownership, and interoperability. It discouraged siloing of learning recognition and encouraged personal agency.
The goal is that as a “shared language for data about achievements,” Open Badges and the accomplishments they represent can be understood by employers, colleges and other consumers of credentials
As a developer working with Open Badges, I see a need for badge software to fill this value gap by ensuring that badge consumers can understand what information is being presented in a badge and how it applies to their context
Without making the badge understandable from within consumers’ context, badges have no “currency.”
Currency, as a quality of money, corresponds to whether an artifact is generally accepted.
We distilled several factors that form both the barriers to how badges could gain currency and the opportunity points that our community
It’s a catch-22 that undermines alternative credentials’ ability to gain currency
It’s clear that for badges to have currency, people need to be confident in their value.
Casilli elaborated on her own blog that badge currency arises from trust networks, and if they are to gain currency, badges “must not only engender trust, but actively work to build it.
A consumer’s ability to trust the claims made by a badge start with verification of its recipient and authentication of its validity.
open badges have the potential to serve as currency.
Open Badges have the potential to unlock value for their earners, in terms of new jobs, collaborations, and opportunities.
Software for earners needs to help them show their badges in a wide variety of circumstances, often to consumers who may never have seen an Open Badge before
This barrier to developing trust in the badges can be alleviated by embedding information about the features of Open Badges where badges are displayed
A badge earners’ accomplishments are relevant in many different contexts and conversations, and badge displays should be tailored to the needs of those contexts.
Consumers must know why they can trust an Open Badge is valid
Issuers, earners, and consumers of Open Badges all have an interest in knowing that a badge presented by its recipient is valid
Closely linking software that allows earners to share their accomplishments with software that allows consumers to validate them helps reduce the friction and increase trust
“endorsement” of Open Badges and Issuers.
endorsement badges are shareable declarations of trust
One of the most important questions to answer about whether a badge should be trusted is who else trusts it, and the endorsement specification will make it possible to begin answering this question
The current situation is that digital badges are relatively easy to collect and display, but relatively difficult to assess and exchange, especially across different organizations and institutions.
The core problem is what we call the "value problem" in badging. Which badges are valuable? Who recognizes and accepts them in exchange for more advanced badges, credentials, certifications, or degrees? What badges will actually help you progress toward lifelong learning goals? How can one organization determine the value of a badge issued by a different organization?
Evaluators need a better, faster way to value digital badges. Until this value problem is solved, the potential for digital badging in higher education will be limited.
designed to provide a public, distributed, and shared badge transaction ledger.
Anyone can look up successful transactions for a given badge in the shared ledger, drastically reducing the evaluation time required for digital badges that have previously been exchanged.
Making transactions visible also creates entrepreneurial opportunities in the assessment of badges.
"unbundle" the degree into agile learning experiences.
Digital badges can empower lifelong learners, but they are most powerful when they connect learning opportunities to valued recognition. Open Badge Exchange seeks to address the value problem by opening up the badge economy, connecting learning opportunities to the assessment of digital badges, and supporting issuing of credentials based on actual exchanges
Success depends on the ability to create value for their brand
Regardless, success depends on tying more “agile” education and development opportunities to desirable competencies as they evolve.
Sometimes called digital credentials or micro-credentials, digital badges are a graphical representation of competencies earned through learning.
Unlike a paper-based certification, a digital badge is embedded with relevant “metadata” such as the badge title, description, date earned, issuer, recipient, expiration date and even specific details about the work submitted by the recipient. With “open badges” lifelong learners can earn credentials from multiple sources and accumulate them in portable digital “backpacks” offered by companies like Mozilla, Credly or Acclaim.
robust technology ecosystem in place to support rapidly changing skills-based training and digital badges
associations have been at the center of their industry,
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(http://sporto.wordpress.com // http://stellaporto.com) 20+ years of higher education experience, and 13+ years of experience in the leadership, management,
administration, delivery and development of distance education
programs, with extensive experience in e-learning systems and
methodologies. With a solid background in the technical field, Porto
has acquired her expertise in the e-learning arena through her on-going
job experience as well as theoretical foundation through formal study
in distance education. She has a strong higher-education administration
background, having worked with traditional and non-traditional
students. She also holds significant academic scholarship credentials
with research experience in both computer science and distance
education fields. The synergy of these two areas help profile Dr. Porto
as an innovator, highly-driven and committed to quality and growth in
her workplace and within the distance education field.