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Design Principles for Motivating Learning with Digital Badges | HASTAC - 0 views

  • learner more deeply
  • a systematic study of the motivational impacts of badging has yet to be conducted,
  • we consider not only the motivation related to learning outcomes associated with badges but also to learners’ buy-in of the badge system
  • ...18 more annotations...
  • Providing privileges
  • is likely to more adaptive
  • Engaging with communities
  • Display badges to the public
  • Recognizing identities
  • Outside value of badges
  • Setting goals
  • Collaboration
  • Competition
  • Evolving requirements for badges
  • Recognizing different outcomes
  • Some badges are awarded for meeting some criterion (performance-based), while other badges are awarded for engaging in some activity (“effort-based”).
  • t seems likely that recognition of social learning will operate very differently in effort-based versus performance-based contexts.
  • An important initial insight is that the type and nature of recognition is often determined by the broader context of the project, meaning that badge designers may not have any say over the learning that their badges need to recognize.
  • Utilizing different types of assessments
  • the type of assessment has significant consequences for motivation.
  • For example, having an expert versus a computer conducting the assessment communicates different expectations to the learner. Knowing that your peers are assessing you is very different than knowing a computer is assessing you
  • While the majority of the projects use peer assessment, a handful also use expert judgment and self-assessment. Many projects combine different types of assessments.
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    Results of Indiana University's Study of the MacArthur badging projects.
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