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 Table 4: Recommendations for establishing Open Badges in Europe, results of the OBN policy consultations 2016 Key policy recommendations for Open Badges European Commission, DG EMPL Europass, Working Group on Innovation PIAAC, National Project Manager Italy Link Open Badges to key EU instruments such as Europass, ESCO and EQF and NQFs, especially the description of Learning Outcomes (LO) linking to LO in the criteria field. Link to occupational standards and other definitions of competences in Open Badges. Link Open Badges to the Europass next development in the area of “Personal Environment” which will include data verified by third parties like the endorsement feature of Open Badges. Develop an “Issuing Environment” built around ESCO and ECVET standards. Invest a lot in communication, have a robust quality assurance and scientific foundation. Promote Open Badges to complete portfolios or CVs, especially for young people, refugees, and in general for the recognition and certification of non-formal and informal learning. Conclusions and Implications The following conclusions for scaling up the adoption of open badges as tools for open digital credentialing supporting the recognition of open learning, especially in non-formal and informal settings, are based on the results of the primary and secondary research in the Open Badges Network project (Policy Output). Open credentialing based on open badges can help overcome some key challenges of the current educational credentialing systems, including: (a) a gap between what a credential represents and what can be performed – by providing evidence and endorsement attached to badges, (b) a problem of verification of the accuracy of a credential – by metadata embedded into each badge, and (c) discrepancies between educational credentialing and the world of work – by designing open badges to act as bridges between academic and business discourse. The key policy implications for scaling up the adoption of open badges for open digital credentialing include: • Policy response towards open digital credentialing is necessary to enhance recognition of open learning. • European frameworks and standards, such as ESCO, EQF and Europass, should take open badges into account as instruments with a potential to accelerate the uptake and reach of own objectives. • Policy support for research and development in the area of open digital credentialing systems is needed to advance current instruments and adjust them to European needs and 170 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 concepts, such as the ESCO taxonomy of learning outcomes which can be integrated with open badges. • European policy makers at national and supranational levels should support and promote open digital credentialing to continue increasing emphasis on competence-based learning and assessment. • European policy makers should support and promote open digital credentialing to continue increasing emphasis on life-long and life-wide learning including the recognition of informal and non-formal learning. • European policy makers should support and promote open digital credentialing for better socio-economic outcomes and equal opportunities in education and employment including migrants and refugees. • European policy makers should support and promote open digital credentialing to enhance the availability of tools that assist understanding and comparison of skills, competencies and qualifications. References 1. Brown, D. K. (2001). The Social Sources of Educational Credentialism: Status Cultures, Labor Markets, and Organizations. Sociology of Education, Extra Issue, 19-34. 2. Buon, T., & Compton, B. (1990). Credentials, Credentialism and Employee Selection. Asia Pacific Journal of Human Resources, 28(4), 126-132. doi: 10.1177/103841119002800413 3. Buchem, I., van den Broek, E., & Lloyd, N. (2016). Discussion Paper on Open Badges at Policy Levels (Open Badge Network, Erasmus+). Retrieved from http://www.openbadgenetwork.com/outputs/policy-levels 4. Casilli, C., & Knight, E. (2012). 7 things you should know about badges. EDUCAUSE. Retrieved from https://net.educause.edu/ir/library/pdf/eli7085.pdf 5. Casilli, C., & Hickey, D. (2016). Transcending conventional credentialing and assessment paradigms with information-rich digital badges. The Information Society, 32(2), 117-129. doi: 10.1080/01972243.2016.1130500 6. Cedefop (2015). European guidelines for validating non-formal and informal learning. Luxembourg: Publications Office. Cedefop reference series; No 104. http://dx.doi.org/10.2801/008370 7. Grant, S. (2014). What counts as learning. Open Digital Badges for New Opportunities. The DML Research Hub Report Series on Connected Learning. Retrieved from http://dmlhub.net/wp-content/uploads/files/WhatCountsAsLearning_Grant.pdf 8. Spence, M. (1973). Job Market Signaling. The Quarterly Journal of Economics, 87(3), 355- 374. Retrieved from https://www2.bc.edu/~chemmanu/phdfincorp/MF891%20papers/Spence%201973.pdf Reaching from the roots – 9 th EDEN Research Workshop Proceedings, 2016, Oldenburg 171 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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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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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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