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Digital Badges in Libraries: Skills-based Instruction, Code-shifting, and Collaboration

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Information about Digital Badges in Libraries: Skills-based Instruction, Code-shifting,...
Education

Published on March 1, 2014

Author: forder

Source: slideshare.net

Description

Presentation slides for the snowed out <a>Online Northwest</a> 2014 conference.

Emily Ford, Urban & Public Affairs Librarian, Portland State University
Nicholas Schiller, Systems & Instruction Librarian, Washington State University- Vancouver
Dawn Richardson, Assistant Professor of Community Health, Portland State University
Digital badges present librarians with new ways of engaging with patrons including recognizing patron achievement and improved communication. This session will provide an overview of digital badges--including an explanation of underlying pedagogical aims--and will address badging as “code-shifting” or using different communication methods for different audiences. Finally, it will present a major collaboration between Portland State University Library and disciplinary faculty to integrate badges in undergraduate courses, providing librarian and disciplinary faculty perspectives.
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Digital Badges in Libraries Skill-based instruction, Code-Shifting, and Collaboration Emily Ford Urban & Public Affairs Librarian Portland State University forder@pdx.edu Nicholas Schiller Systems & Instruction Librarian Washington State UniversityVancouver schiller@vancouver. wsu.edu Dawn Richardson Assistant Professor of Community Health Portland State University drichar2@pdx.edu

Agenda  Badges, what?  “Code-shifting” and badges – the instructor’s perspective  Portland State University badges project  Questions/discussion

http://farm4.staticflickr.com/3224/2653462361_9c725e4dca_o.jpg

Why?  Communicate skills to students and to others  Fun! (gamification)  Flexible/Scalable  Can be directly linked to learning outcomes and assessments  Anyone an authority  Certify information literacy skills  Certify other co-curricular skills  Make learning more interactive  Credit for prior learning  ePortfolios

http://uncrated.files.wordpress.com/2013/04/cindy_super_fan 1.png http://www.educause.edu/eli/events/eliannual-meeting/innovation-andnetworking/badging

Code. WSU learning goal(s) WSU#4: Information literacy Students will use a disciplined and systematic approach to accessing, evaluating, and using information. At course end, students should be able to Identify, explain, compare, apply, argue, interpret, and evaluate information in a variety of digital forms. Create multimodal texts using digital methods. Course topics that address these learning outcomes See "Course Schedule" for exact dates. Information design / architecture Evaluation Databases Search: Terms and concepts Primary evaluation of outcome See "Assignments" and "Assessment" above

Layers of code  University learning goals  Accreditors  Departmental learning goals  Faculty  Library learning goals  Librarians and other faculty

Graff, Gerald. 2003. Clueless in Academe How Schooling Obscures the Life of the Mind. New Haven: Yale University Press.

My student learning outcomes  Were not written with students as the intended audience  I needed something to help bridge this gap.  I needed something to help switch codes.

Digital Badges:  Graphical representations of an acquired skill

Inspired by  Creative Commons three layer system of licenses  The same icon represents very different codes  Machines, humans, and lawyers each have a layer http://creativecommons.org/licenses

Code. Switch. WSU learning goal(s) WSU#4: Information literacy Students will use a disciplined and systematic approach to accessing, evaluating, and using information. At course end, students should be able to Identify, explain, compare, apply, argue, interpret, and evaluate information in a variety of digital forms. Create multimodal texts using digital methods. Course topics that address these learning outcomes See "Course Schedule" for exact dates. Information design / architecture Evaluation Databases Search: Terms and concepts Primary evaluation of outcome See "Assignments" and "Assessment" above

The PSU Project - Background “The Provost’s Challenge is accelerating PSU’s transformation by using $3M in one-time funding from the online fee to support twentyfour faculty and staff-initiated projects.” http://www.pdx.edu/oai/provostschallenge-about

Our Team Team Member PSU Badges Project Role Assistant Professor, Urban & Public Affairs Librarian Emily Ford PSU Role/Department Principal Investigator (aka Massive Brain) Assistant Professor, Dawn Richardson School of Community Health Instructor, PHE 250: Our Community, Our Health Assistant Professor, School of Community Health Instructor, PHE 326 Community Nutrition Research Associate, Institute of Aging, School of Community Health Instructor, PHE 454U: Social Gerontology Instructional Designer, Research & Compliance, Office of Academic Innovation Instructional Design and Assessment Consultant Betty Izumi Jost Lottes Aifang Gordon

Our Current Focus  Aligning community health course outcomes & PSU Library learning outcomes  Strategize; Gather & Organize; Analyze & Evaluate; Behave Ethically  Developing “badge-able” course activities, assignments, & assessment methods  Distinguishing a core-curriculum from course-specific curricula http://farm5.staticflickr.com/4033/4360367353_2ebc597c08_o.png

Our Alignment Process  Monthly team meetings  Determining skill levels across course numbers  Mapping curriculum objectives across courses  Alignment of course outcomes with library outcomes  Weekly/bi-weekly meetings with Emily  Application of library outcomes within courses  Developing assignments reflecting alignment  Crafting appropriate assessments & badges http://farm6.staticflickr.com/5111/6929223700_b056077f2f_o.jpg

http://juliaec.files.wordpress.com/2011/04/blooms_taxonomy.jpg

Developing a Core Curriculum Bloom’s Taxonomy Applied to PSU Badges Project Knowledge Defining “bias” Comprehension Explaining… Application Using/choosing appropriate sources Analysis Classifying/contrasting… Synthesis Combining… Evaluation Comparing/judging…

Developing a Course Curriculum Library Learning Outcomes PHE 250 Learning Outcomes Strategize Define community health Gather & Organize Describe public health functions Analyze & Evaluate Understand public health system Behave Ethically Describe determinants of health Articulate SDH framework Explain health equity Describe health interventions ID health career opportunities

Aligning Learning Outcomes Library Outcomes Applying to Course Learning Outcomes Strategize Develop skills to develop realistic topic, plan for research; determine types of sources needed; develop effective search strategy; ask for help when needed Gather & Organize Effectively search info resources; select appropriate resources; modify topic as necessary; seek out diverse perspectives Analyze & Evaluate Critically evaluate info sources for relevance, accuracy, quality, timeliness, authority, & context; appraise sufficiency of support Behave Ethically Demonstrate ethical behavior through use & creation of information

Example PHE 250 Assignment: Media Evaluation Find a public health-related story in the media and prepare a one-page, single spaced brief describing the story, its public health relevance, and its treatment of the social determinants of disease. PSU Library Outcomes Applying to PHE 250 Learning Outcomes Strategize Distinguish source characteristics for different audiences (scholarly, popular, professional, etc.) Gather & Organize Seek resources from diverse perspectives Analyze & Evaluate Critically examine sources; Maintain a critical stance Behave Ethically Accurately represent content

Example PHE 250 Assignment: Blog Post Identify a public health issue/research topic of interest and prepare a blog post presenting the issue and alternate views on the issue (as relevant). Be sure to examine the issue with a social determinants of health lens. Use journal articles or other media found online as sources. PSU Library Outcomes Applying to PHE 250 Learning Outcomes Strategize Distinguish source characteristics for different audiences (professional, popular, in between.) Gather & Organize ID features & content of sources to search those most appropriate to the information needed Analyze & Evaluate Recognize the cultural/political context in which a work is created Behave Ethically Provide attribution in order to acknowledge sources used

Next Steps  Continue developing core curriculum  Continue developing course-specific curriculum  Engaging students  Develop and submit research proposal  Examine student & faculty experiences with Badge project  Develop badges (graphics)  Launch badges in three classes, Fall 2014  Assess and examine project success http://upload.wikimedia.org/wikipedia/commons/1/1f/HK_CWB_Hysa n_Place_mall_shop_Apple_Store_interior_glass_stair_steps_Mar2013.JPG

Questions? http://farm1.staticflickr.com/139/327122302_bbc4a3935b_o.jpg

Relevant Links  PSU Library Learning Outcomes (pdf)  PHE 250: Our Community Our Health Blog

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