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    A Philosophy of Open Digital Badges

    Access Status
    Fulltext not available
    Authors
    Flintoff, K.
    Willis, J.
    McGraw, B.
    Flintoff, Kim
    Date
    2016
    Type
    Book Chapter
    
    Metadata
    Show full item record
    Citation
    Flintoff, K. and Willis, J. and McGraw, B. and Flintoff, K. 2016. A Philosophy of Open Digital Badges. In Foundation of Digital Badges and Micro-Credentials, 23-40. Switzerland: Springer International Publishing.
    Source Title
    Foundation of Digital Badges and Micro-Credentials
    DOI
    10.1007/978-3-319-15425-1_2
    Additional URLs
    http://link.springer.com/chapter/10.1007/978-3-319-15425-1_2
    School
    OUA Programs
    URI
    http://hdl.handle.net/20.500.11937/51136
    Collection
    • Curtin Research Publications
    Abstract

    One of the most promising educational technology tools, open digital badges, is quickly changing curricula, job acquisition, and workforce credentialing. Learning data, assessments, and expert validation made accessible in social media create a transparency that may well be suited for critical questions in education. Operating from a framework of establishing how badges are currently employed in learning—the influential contexts of individuals and communities, and data aggregation—raises questions concerning the roles of instructors, badge providers, and learning management systems. This “philosophy” of digital badges addresses a variety of epistemological concerns including the intersection of challenges to conventional educational motivation, suggestions of how Platonic and modern models of education are complementary, and implications of how badges may represent postmodern credentialing systems. These concerns are framed around understanding how current work in digital badges can feasibly transform learning; this is both an acknowledgment of how badges are beginning to change ecosystems of informal and formal learning as well as an attempt to demonstrate how an epistemological philosophy of badges can change educators’ thinking and accelerate innovation.

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