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Three Generations of Distance Education Pedagogy

My point here is that badge developers should consider the various goals for their badges, and the assumptions behind those goals.  Failing to do so can create "wicked" tensions that are impossible to resolve.  This can be toxic to educational systems because stakeholders ascribe those tensions to other things (politics, laziness, culture, faddism, etc.). In response to my first draft of this post, Greg summarized my point more succinctly and more generally: People have different philosophical models of education (whether they realized it or not) and that is why they talk across each other so often. Greg also inspired me to suggest the following contribution to Audry Watters top ten list of questions you can ask to find out if somebody really knows education, if you want to know if the now about educational assessment: Do you understand the difference between summative, formative, and transformative functions of assessment and how they interact? (A longer version of this post is available at Re-mediating Assessment)