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Massive Open Online Courses (MOOCs) can be considered a rather novel method in digital workplace learning, and there is as yet little empirical evidence on the acceptance and effectiveness of MOOCs in professional learning. In addition to existing findings on employers' attitudes, this study seeks to investigate the employee perspective towards MOOCs in professional contexts and to further explore the acceptance of MOOCs for workplace learning. In a survey study, N = 119 employees from a wide range of enterprises were questioned with regard to motivation, credentials, and incentives related to participation in MOOCs. Findings indicate a high importance of on-the-job and career development learning purposes as well as a general interest in MOOC topics. Credentials are deemed necessary, yet their acceptance among the relevant stakeholders is considered rather low. Implications for design and implementation of MOOCs in digital workplace learning and for further research are discussed.

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Learning Factories 4.0 are thought to prepare vocational students for the challenges of Industry 4.0. The implementation of those interconnected Learning Factories 4.0 at technical vocational schools may promote the development of subject-related technical competencies as well as multidisciplinary digital competencies. Still, research is scarce with regard to the development of competencies supported through Learning Factories 4.0 in technical vocational schools. Hence this research focusses on subject-related technical and multidisciplinary digital competencies of technical vocational students change due to different levels of Learning Factory 4.0 interaction over time. Three subsequent competence tests with N = 63 technical vocational students were conducted. Findings indicate the benefits of integrating Learning Factories 4.0 for developing subject-related competencies in technical vocational schools. However, the study could not identify a positive development of multidisciplinary digital competencies. The findings of this study can help educators to further develop learning environments with support from Learning Factories 4.0 as well as preparing their learners for the demanding competencies of Industry 4.0.

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Developments of Industry 4.0 require a set of multidisciplinary digital competencies for future vocational teachers, consisting of specific knowledge, motivational aspects, cognitive abilities and skills to fulfill the demands of digitally interconnected work situations. The competence model that is adapted from future work scenarios of vocational apprentices in Industry 4.0 includes attitudes towards digitization and handling of digital devices, information literacy, application of digital security standards, virtual collaboration, digital problem solving as well as a demonstration of reflective judgment of one's actions in an interconnected and digital environment. Structural equation modeling was used to assess N = 205 pre-service vocational teachers between 18 and 35 years of age. The findings indicate the relationship of the proposed dimensions, measured through external- and self-assessments validate the proposed structure of the multidisciplinary digital competencies. However, attitude towards digitization can predict the self-efficacy of the relevant Multidisciplinary Digital Competencies but not the actual achievement in an external assessed scenario. Nevertheless, this study confirms that self-assessed multidisciplinary digital competencies can predict achievement in an external and qualitative-assessed competence test. Fit indices show an acceptable model conception, the reliability and construct validity of the model were confirmed. Findings suggest that the attitude towards digitization and the application of digital security standards are important, whereas the ability to solve digital problems seems to have a weak relation to the general multidisciplinary digital competencies of pre-service vocational teachers.

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Digital badges are an emerging technology in education that [symbolise] achievements, knowledge, skills, and competencies in various educational contexts and thus contribute to meaningful learning pathways. This edited volume presents a collection of works and findings on digital badges from multiple perspectives concerning education: theoretical approaches, design implementations of badging systems as well as various case studies and research findings, which give valuable insight into practical experiences and challenges in twenty-first century learning experience. This epilogue provides an analysis of the previous chapters with focus on three major themes that have emerged: (1) the impact of digital badges on learning and assessment, (2) digital badges' design and technological considerations, and (3) stakeholders' perspective on digital badges concerning acceptance. We aim to move forward with digital badges in education and therefore conclude with directions for further research on digital badges in different educational contexts such as K-12, higher education, and organizations.

Published abstract.

The volume from which this chapter is taken is available in VOCEDplus at TD/TNC 140.620. Show less

This edited volume provides insight into how digital badges may enhance formal, non-formal and informal education by focusing on technical design issues including organizational requirements, learning and instructional design, as well as deployment. It features current research exploring the theoretical foundation and empirical evidence of the utilization of digital badges as well as case studies that describe current practices and experiences in the use of digital badges for motivation, learning, and instruction in K-12, higher education, workplace learning, and further education settings.

Introduction from publisher's website.

The chapters of this book are available in VOCEDplus at TD/TNC 140.621 to TD/TNC 140.648. The chapters are: Theoretical foundation of digital badges - Digital badges and micro-credentials: historical overview, motivational aspects, issues, and challenges / Larry E. Ellis, Sandra G. Nunn, John T. Avella (pages 3-21); A philosophy of open digital badges / James E. Willis III, Kim Flintoff, Bridget McGraw (pages 23-40); Keep calm and credential on: linking learning, life and work practices in a complex world / Melinda J. Lewis, Jason M. Lodge (pages 41-54); Drivers, affordances and challenges of digital badges / Alison Lockley, Anne Derryberry, Deborah West (pages 55-70); Evaluating the public promise / Sharon L. Gander (pages 71-95); Building collective belief in badges: designing trust networks / Sheryl Grant (pages 97-114); Learning journeys in higher education: designing digital pathways badges for learning, motivation and assessment / David Gibson, Kathryn Coleman, Leah Irving (pages 115-138).

Technological frameworks and implementation - Badging platforms: a scenario-based comparison of features and uses / Sonja Dimitrijevic, Vladan Devedzic, Jelena Jovanovic, Nikola Milikic (pages 141-161); Adopting digital badges in higher education: scoping the territory / Brent G. Wilson, Crystal Gasell, Aysenur Ozyer, Len Scrogan (pages 163-177); Passport to designing, developing and issuing digital instructional badges / Timothy Newby, Casey Wright, Erin Besser, Elizabeth Beese (pages 179-201); Transforming workplace learning culture with digital badges / Mark Aberdour (pages 203-219); The role of endorsement in open badges ecosystems / Deborah Everhart, Anne Derryberry, Erin Knight, Sunny Lee (pages 221-235); Implementing a badging system faculty development / Jordan Hamson-Utley, Errin Heyman (pages 237-258).

Learning and instructional design considerations - Toward a comprehensive theoretical framework for designing digital badges / Cameron Wills, Ying Xie (pages 261-272); Digital badges and micro-credentials: digital age classroom practices, design strategies, and issues / Barbara Fedock, Mansureh Kebritchi, Rebecca Sanders, Alicia Holland (pages 273-286); Digital badges: purposeful design in professional learning outcomes for K-12 educators / Kristin Fontichiaro, Angela Elkordy (pages 287-305); Height vs. depth in badging framework design / Scott Beattie (pages 307-324); What we can learn about digital badges from video games / Rudy McDaniel (pages 325-342); Digital badges as (parts of) digital portfolios: design patterns for educational and personal learning practice / Ilona Buchem (pages 343-367); Badge claims: creativity, evidence and the curated learning journey / Kathryn S. Coleman, Keesa V. Johnson (pages 369-387).

Case studies: practices and experience - Digital badges for professional development: teachers' perceptions of the value of a new credentialing currency / James Diamond, Pilar Carmina Gonzalez (pages 391-409); When digital badges work: it's not about the badges, it's about learning ecosystems / Rebecca C. Itow, Daniel T. Hickey (pages 411-419); The authority behind the badge: a practice analysis case study / Sharon L. Gander (pages 421-442); Student perceptions of digital badges as recognition of achievement and engagement in co-curricular activities / Ian Glover (pages 443-455); Applied gamification: creating reward systems for organizational professional development / Elizabeth C. Metzger, Laura Lubin, Rochelle T. Patten, Janelle Whyte (pages 457-466); Implementing digital badges in Australia: the importance of institutional context / Deborah West, Alison Lockley (pages 467-482); Development and implementation of digital badges for learning science, technology, engineering and math (STEM) practices in secondary contexts: a pedagogical approach with empirical evidence / Angela Elkordy (pages 483-508). Epilogue - Moving forward with digital badges in education / Dana-Kristin Mah, Nicole Bellin-Mularski, Dirk Ifenthaler (pages 511-517). Show less

Fully online and hybrid study programmes have emerged at a rapid rate across higher education. However, the negative experience of some students, instructors and institutions with emergency remote instruction during the [Coronavirus Disease 2019] COVID-19 pandemic has led to public concerns over the quality of digital study programmes. As a result, public authorities across the OECD have started to reflect on how to embed the quality assurance (QA) of digital education into their existing QA frameworks for higher education.

This working paper aims to assist policy makers as they seek to adapt their higher education QA systems to digital education by: reviewing the advice and guidance provided by international and regional quality assurance organisations; analysing the standards and indicators for digital higher education developed by QA agencies; identifying trends and best practice from higher education institutions for the quality management of digital study programmes; and discussing how public authorities can support institutions to enhance their internal quality management policies and processes for digital teaching and learning.

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Today's businesses are moving faster than ever in response to constant changes in the world around them. There is increasing acceptance that in order for employees to keep up with constant change and for businesses to stay relevant, learning and development has to move to the heart of the business. Organizations must go through a learning transformation to realize this vision. We need to build a learning culture in the workplace, and this chapter explores how badging programs can help organizations achieve this learning culture.

Existing workplace learning programs combine elements of informal learning, formal training, knowledge sharing and collaboration, social learning, coaching and mentoring, serious games and more. Effective next-generation workplace learning must combine these elements in engaging learning architectures. However, this means breaking out of the traditional learning management system which is still in widespread use. Badging systems can provide the glue that holds these new learning architectures together and can help make the learning process efficient, engaging and effective.

The author draws on 20 years experience working on over 100 learning technology projects for large organizations. As well as putting the case for why badging systems are the ideal vehicle for moving learning to the heart of the business, the chapter looks at how to implement a badging system in the workplace and how to make a success of your badging system through effective rollout strategy and change management, using case studies of digital badges in the workplace.

Published abstract.

The volume from which this chapter is taken is available in VOCEDplus at TD/TNC 140.620. Show less

This chapter explores the concepts of digital badges as (parts of) digital portfolios and proposes two digital design patterns for badges-portfolio integration. Digital portfolios are dynamic collections of digital artefacts including work samples, learning resources, records of skills and accomplishments, which may be created by an individual, a group, a community or an organisation. Digital portfolios can have multiple purposes, such as demonstrating learning achievements (assessment), recording a learning process (journaling) and demonstrating skills (profiling). The different models of digital portfolio practice represent different approaches to documenting, recognising and enhancing learning. Digital badges are similar to digital portfolios in that they enable learners to document and share learning pathways, learning achievements, skills and competencies. Digital badges can be used as part of digital portfolios or as stand-alone portfolios in [the] form of badge collections. Based on the analysis of current practice, conceptual guidelines for designing digital badges as (parts of) digital portfolios are drafted following the model of reflective learning design with design narratives and design patterns as a core methodology. Design patterns propose solutions to recurrent problems in particular contexts, offering a set of principles to guide the instructional designer towards a design decision. As such design patterns are models for actual design activities. Design patterns presented in this chapter are inferred from the analysis of design narratives from three selected projects employing digital badges for learning in distinctive ways. By defining design problems and design solutions related to digital badges as (parts of) digital portfolios, this chapter integrates research-based evidence and experiential knowledge of digital learning design.

Published abstract.

The volume from which this chapter is taken is available in VOCEDplus at TD/TNC 140.620. Show less

This chapter discusses the use of achievements within commercial video game design and development. It also summarizes research designed around specialized learning games designed to test the effectiveness of badges on learner variables such as performance and motivation. To connect game achievements to digital badges in other educational scenarios, both psychological and design factors are considered. First, connections between games research and learner motivation are discussed, especially in regards to autonomy, mastery, and purpose. Implications for measurement and assessment are considered and strategies for evaluation from prior games researchers are reviewed. Next, an overview of achievement systems within popular game environments is provided. The second half of the chapter considers best practices for designing badges as proposed by game achievement researchers. One game, Fallout Shelter, is discussed in detail in regards to its use of effective achievement design. Educational badge designers who may be working in game-based systems or other interactive learning spaces can use this information to build better badging systems in other realms of learning. The chapter also shares some caveats gleaned from the use of achievements in video games. These cautionary notes about achievements taken too far, or achievements that overpower other features of learning spaces, are useful to consider for using digital badges effectively in educational environments. The chapter concludes by proposing directions for future research exploring the connections between video game achievements and digital badges.

Published abstract.

The volume from which this chapter is taken is available in VOCEDplus at TD/TNC 140.620. Show less

As Digital Badging matures and the technologies to issue, curate, massify and automate badges evolve, the question of overall framework design becomes increasingly crucial. If badges are to attain and maintain currency they must be contextualised in relation to other badges, as parts of sets of badges and in relation to other sets of badges. The learners of the future may well have a large number of badges to navigate and curate which may lose significance as merely part of a vertical 'stack' of badges. Designing for depth as well as height would allow the relationships, pathways and connections between badges to become more relevant in understanding the meaning of badges and in motivating learners. This chapter looks to the evolution of badging on video game consoles and its roots in the virtual persona profiles in tabletop gaming to draw on the parallel experience of design and cautionary tales of how early design decision may have later ramifications.

Published abstract.

The volume from which this chapter is taken is available in VOCEDplus at TD/TNC 140.620. Show less