Forging new pathways of research and innovation in open and distance learning

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Policy Review of Open Badges for Open Education: What Does it Take to Scale up Open Digital Credentials? Ilona Buchem The methodology of policy research conducted in the Open Badge Network project encompasses (a) secondary research, such as policy reviews, collations any synthesis of existing policies and credentialing practices, and (b) primary research including online surveys and onsite consultations with selected policy makers. The results presented in this paper outline selected findings related to the aspect of scaling up the adoption of open badges. These results come from the primary research conducted in the first cycle. The following five research instruments were applied in the first half of 2016 to elicit the opinions of policymakers: 1. European Policy Online Survey conducted with selected European policy makers at national and supranational levels (April – June 2016) – http://goo.gl/forms/aTMDhvHEyjEEbVbI2, 2. Germany Policy Online Survey focusing on establishing Open Badges at policy levels in Germany (March – April 2016) – http://goo.gl/forms/oM3EpotjtioGc3j52, 3. Consultations with representatives of the European Commission, DG EMPL in Brussels (May 2016), 4. Consultations with the Europass Working Group on Innovation (June 2016), 5. Consultations with the National Project Manager of PIAAC Italy, Programme for the International Assessment of Adult Competencies (July 2016). Both online surveys, i.e. the European and the German policy survey were conducted using a similar set of questions developed jointly and iteratively within the Open Badge Network partnership. Two consultations, i.e. EC DG EMPL and the PIAAC consultations, were conducted as in-depth, semi-structured interviews with selected policy-makers using the set of question from the online surveys as an interview-guide. The Europass consultations were conducted in form of unstructured interviews to first develop a better understanding of the topic in focus, i.e. possible links between Europass instruments and Open Badges. All three consultations were conducted by different interviewers from altogether four OBN partner organisations. The online surveys were led by one partner organisation with other partner organisations contacting selected policy makers at the national level in the EU countries represented in the OBN partnership. Findings and Synthesis The European survey on policy recommendations for open badges was filled out by altogether 21 respondents representing different policy-making organisations from the following countries: Germany, Hungary, Italy, Netherlands, UK, Poland, Poland and Switzerland. There was one responded from South Africa, thus extending the reach of the survey. The German Online Survey was conducted as part of a master thesis at Beuth University of Applied Sciences Berlin with altogether 11 respondents from key policy making organisations including the Federal Ministry of the Interior (BMI), the Federal Institute for Vocational Education and Training (BIBB) and the German Institute for International Educational Research (DIPF). Respondents mostly represented organisations from the field of educational 166 Reaching from the roots – 9 th EDEN Research Workshop Proceedings, 2016, Oldenburg ISBN 978-615-5511-12-7
Policy Review of Open Badges for Open Education: What Does it Take to Scale up Open Digital Credentials? Ilona Buchem policy. Most respondents represented a governmental policy making organisation at a national level. The information about the respondents to both surveys is summarised in Table 1. Table 1: Respondents to the two online surveys on policy recommendations for Open Badges European survey German survey Sample size n = 21 n = 11 Organisation type* Governmental – 30% Non-governmental – 25% Non-for-profit – 25% Governmental – 64% Non-for-profit – 18% Non-governmental – 9% Policy area Education policy – 45% Research policy – 25% Employment policy – 15% Policy level* National – 55% Communal – 25% Sectoral – 20% Global – 15% European – 10% *Multiple choice item Vocational education policy – 36% Education and research policy – 27% Employment policy – 9% National – 91% European – 64% Regional – 36% Global – 36% Communal – 18% The collated results related to selected 3 out of 10 questions from both online surveys are outlined below: (1) What is your view on the recognition of competencies in your country/region? The answers show that the recognition of competencies in Europe differs depending on the country and context. There is a tendency towards a positive perception of recognition of learning in formal settings, followed by mediocre recognition in non-formal settings and a negative perception of recognition of learning in informal settings. The results are consistent in both online surveys, offering an interesting comparison of a European and a national perspective about the recognition of learning in different settings. This comparison shows that there may different perceptions in different countries, e. g. a somewhat better perception of recognition of learning in Germany. The results indicate that open credentialing with open badges aiming at enhancing the recognition of life-long and life-wide learning may be particularly useful in the area of non-formal and informal learning and that there is a need for harmonisation of recognition at the European level. It is important to notice that non-formal and informal learning make up for most of open learning (cf. three types of open learning by Witthaus et al., 2016; p.10, i.e. Open Universities, Massive Open Online Courses, and Open Educational Resources). The clustered results related to the perception of recognition of learning from both online surveys are summarised in Table 2. Reaching from the roots – 9 th EDEN Research Workshop Proceedings, 2016, Oldenburg 167 ISBN 978-615-5511-12-7
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9 th EDEN Research Workshop Forging
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Introduction Distance education is
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TABLE OF CONTENTS ADVANCED DISTANCE
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LEARNING ANALYTICS Scaling Learning
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Towards a Framework for Virtual Int
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Towards Designing an Oxford Experie
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Emergent Evaluation: An Initial Exp
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A MOOC with a Difference: Creating
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Use of MOOCs in Traditional Classro
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Head Start Online: A MOOC for those
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Carrots and Sticks: Workload and Pe
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Online Learning in Community Colleg
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The Usability Evaluation of UniCamp
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Connecting in the Online Environmen
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Contextualising Learner Experience:
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Investigating the Effectiveness of
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WhatsApp: “Going where the Conver
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WhatsApp: “Going where the Conver
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Teaching Science through Technology
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Teaching Science through Technology
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Contributions to Teaching Practice
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The Irish Online Learning Landscape
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The State of Distance Education in
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Scaling Learning Analytics: The Pra
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Integration of Learning Analytics i
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Learning Reprioritised: Supporting
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Personal Learning Environments: Mov
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Learning Analytics in Distance Educ
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Credit, Trust and Open Education Ka
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Credit, Trust and Open Education Ka
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Supporting the Capacity Development
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Supporting the Capacity Development
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The Role of Learning Design and Lea
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Changing Landscape of the Lifelong
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eLene4work - Developing a Framework
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Collection of "Synergy" Synopses 35
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I-LINC The stakeholders’ platform
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EuroDuaLE European cooperative fram
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t-MAIL Teacher Mobile Application f
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eLene4work Learning to learn for ne
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ARMAZEG Developing Tools for Lifelo
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LeHo Learning at Home and the Hospi
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SeaL Seamless Learning in Lake Cons
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Forging new pathways of research and innovation in open and distance learning

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