Foundation of Digital Badges and Micro-Credentials

1. Front Matter

   Pages i-xxviii

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2. Theoretical Foundation of Digital Badges

   1. Front Matter

      Pages 1-1

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   2. Digital Badges and Micro-credentials: Historical Overview, Motivational Aspects, Issues, and Challenges

      • Larry E. Ellis, Sandra G. Nunn, John T. Avella

      Pages 3-21

   3. A Philosophy of Open Digital Badges

      • James E. Willis III, Kim Flintoff, Bridget McGraw

      Pages 23-40

   4. Keep Calm and Credential on: Linking Learning, Life and Work Practices in a Complex World

      • Melinda J. Lewis, Jason M. Lodge

      Pages 41-54

   5. Drivers, Affordances and Challenges of Digital Badges

      • Alison Lockley, Anne Derryberry, Deborah West

      Pages 55-70

   6. Evaluating the Public Promise

      • Sharon L. Gander

      Pages 71-95

   7. Building Collective Belief in Badges: Designing Trust Networks

      • Sheryl Grant

      Pages 97-114

   8. Learning Journeys in Higher Education: Designing Digital Pathways Badges for Learning, Motivation and Assessment

      • David Gibson, Kathryn Coleman, Leah Irving

      Pages 115-138

3. Technological Frameworks and Implementation

   1. Front Matter

      Pages 139-139

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   2. Badging Platforms: A Scenario-Based Comparison of Features and Uses

      • Sonja Dimitrijević, Vladan Devedzić, Jelena Jovanović, Nikola Milikić

      Pages 141-161

   3. Adopting Digital Badges in Higher Education: Scoping the Territory

      • Brent G. Wilson, Crystal Gasell, Aysenur Ozyer, Len Scrogan

      Pages 163-177

   4. Passport to Designing, Developing and Issuing Digital Instructional Badges

      • Timothy Newby, Casey Wright, Erin Besser, Elizabeth Beese

      Pages 179-201

   5. Transforming Workplace Learning Culture with Digital Badges

      • Mark Aberdour

      Pages 203-219

   6. The Role of Endorsement in Open Badges Ecosystems

      • Deborah Everhart, Anne Derryberry, Erin Knight, Sunny Lee

      Pages 221-235

   7. Implementing a Badging System Faculty Development

      • Jordan Hamson-Utley, Errin Heyman

      Pages 237-258

4. Learning and Instructional Design Considerations

   1. Front Matter

      Pages 259-259

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   2. Toward a Comprehensive Theoretical Framework for Designing Digital Badges

      • Cameron Wills, Ying Xie

      Pages 261-272

   3. Digital Badges and Micro-credentials: Digital Age Classroom Practices, Design Strategies, and Issues

      • Barbara Fedock, Mansureh Kebritchi, Rebecca Sanders, Alicia Holland

      Pages 273-286

   4. Digital Badges: Purposeful Design in Professional Learning Outcomes for K-12 Educators

      • Kristin Fontichiaro, Angela Elkordy

      Pages 287-305

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.

• digital badges
• educational technology
• learning environments
• micro-credentials
• technology and the classroom
• technology integration in learning and instruction
• learning and instruction

• University of Mannheim, Deakin University Melbourne, Australia, Mannheim, Germany

  Dirk Ifenthaler

• University of Potsdam, Potsdam, Germany

  Nicole Bellin-Mularski, Dana-Kristin Mah

His previous roles include Professor and Director, Centre for Research in Digital Learning at Deakin University, Australia, Manager of Applied Research and Learning Analytics at Open Universities Australia, Professor for Education and Interim Department Chair at the University of Mannheim, Germany, as well as Associate Professor for Instructional Design at the University of Freiburg, Germany. He is the Editor-in-Chief of the Springer journal Technology, Knowledge and Learning and a member of the Editorial Board for Educational Technology Research and Development. Dirk is the 2013-2014 President for the AECT Design and Development Division, 2013-2015 Chair for the AERA Special Interest Group Technology, Instruction, Cognition and Learning and Co-Program Chair for the international conference on Cognition and Exploratory Learning in the Digital Age (CELDA). Nicole Bellin Mularski is a research assistant at the Department of Applied Teaching and Learning Research at the University of Potsdam, Germany. She received her M.A. and Phd from Freie Universität Berlin, Germany and eventually worked as a research assistant in the fields of curriculum development, at the Technische University of Dresden and school development of full-day schools, and SES and migration related achievement disparities in elementary education at the Department of Empirical Education at the Freie Universität Berlin. She received her M.A. in Educational Science from the Berlin Institute of Technology, Germany, including a semester at Stockholm University, Sweden. She worked as research assistant in the fields of higher education, analysing doctoral candidates’ supervision and students’ satisfaction within their university.

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