However, I believe that Digital Badges have a lot of other positive attributes, and as far as motivational tools go are better than certificates, awards and stickers.
To ensure I encourage growth mindsets, I would like to see Digital Badges feature a wide range of 'Growth mindset qualities' - badges for 'taking a risk' by tying something new 'Obstacle Clearer' by persevering despite obstacles, 'Action Your Feedback' for taking on feedback and 'Feedback Giver ' for giving feedback to others learning.
With these disclaimers in mind, here are my reasons for using Digital Badges in the classroom.
- They are student driven and student managed. As outlined in my previous post "Setting up Digital Badges" I recommend having the Digital Badge process student driven - where students decide what badges should be awarded for (along with you) and students create the badges for everyone. Likewise, I believe in 90% of cases students should be able to determine if they can 'award themselves' the badge, according to the criteria set for each badge. All this means students have ownership and autonomy over the badge system.
- Reflection. As a teacher, my purpose of having students post badges on their blogs is not so their blogs look cool, filled with funky badges. Rather, it is for badges to provide a catalyst for reflection, feedback and discussion. When a badge is posted on a blog the expectation is for some reflection to be posted alongside it. Sentence starters like "I am proud of this badge because..." or "This badge demonstrates my problem solving/creative thinking/perseverance because..." allow for the reflection to be focused on the process of gaining the badge - not the outcome of achieving it. Having other students, parents and teachers comment also adds to the depth of learning and reflection.
- Fair. Compared to other 'awards' badges are fair. Watch any Assembly where certificates or trophies are handed out to see the disappointment that comes with the many that miss out. Why should this be? If 20 students have succeeded in fulfilling the criteria, why should they not all get an award? Digital Badges place no limits - if a cohort of students are amazing problem solvers, they may all earn the 'Solve it in Multiple Ways' badge - rather than the 'top' problem solver chosen.
- Expectations. We all know that 'what gets measured gets taught'. Likewise, 'what we award, students (and parents) will aspire towards'. By having badges for specific activities, like 'Lead a student workshop' or 'Taking a risk in my Learning' we make clear what we value as educators.
- Identity. In today's world of selfies and self-promotion, students want to show their peers how they are unique. When a student gets into a Rep Sports team, they can post a photo, when they perform at a concert they post a video - but what about students who have skills that are not as 'visually tangible'? How does the student that collaborates effectively share their identity with others? The advantage of sharing your skill-sets with others is more than just an ego-trip. In the classroom, it allows for students to see who has strengths in areas they need support. It allows for students who may otherwise go unnoticed to be recognised by their peers. In an ideal setting, I imagine students approaching peers for help. One way to make this happen is for students to have a true map of their peers strengths - and this can effectively be achieved through badges.
My finial thought is to reiterate that Digital Badges should be used with careful consideration. Though they are a strong motivational tool for students they should not simply be used as a carrot.
Interesting Reads around Badges
No comments:
Post a Comment