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Archive for February, 2017

school_boyI feel a little late to this conversation.

The idea of using digital badging is not new.  For the last several years I have seen blog posts on the topic, and at online learning conferences seen speakers talk to the possibilities of using badging in education.  It is a conversation that I have not given a lot of attention.  It seemed to be one driven by digitally passionate teachers in select schools, and did not seem to be growing.  It also seemed one more focused at post-secondary than in K-12.  And from a cursory look, I thought we might really be talking about digital ribbons and trophies – and I didn’t think we needed those.

As a background, Erin Fields describes these next generation of Girl Guides or Boy Scout badges in the world of education as:

Badges are a digital representation of a skill, behaviour, knowledge, ability or participation in an experience. What makes this digital symbol unique is the attached metadata. The metadata of a badge is “baked-in”. The “baking-in” process allows issuers to provide information about why the badge was earned that is then attached to the badge image. This information, or metadata, attached to the badge will include the criteria for earning the badge, the issuing organization, and evidence of earning.

I found it interesting that Digital Badging made the front cover of last month’s School Administrator Magazine – a magazine targeted at Superintendents and other district leaders across North America.  The cover story was written by Sheryl Grant, the director of alternative credentials and badge research at HASTAC at Duke University.    She argued:

Kids today build their reputations in a much different world.  They move seamlessly between offline and online networks, some with dozens of virtual peers who share similar interests, often spending hours together as they learn and share new skills.  They create websites, produce movies and play video games where they earn badges and have followers and friends they may never meet face-to-face.

In the same issue of School Administrator, Amanda Rose Fuller from Aurora Public Schools in Colorado wrote about badges as micro-credentialing and as a way to expand access to post-secondary workforce readiness credentials to all students.  She said:

The digital badging program has supported many students throughout their academic journey by providing credentials to open doors.  As students develop 21-century skills such as collaboration, critical thinking, invention, information literacy and self-direction inside and outside the classroom, they have the capacity to earn evidence-based credentials.

It is with some of this recent reading that timing was interesting, as this past Friday I was asked to be a speaker and “Instigator” at the BC Open Badges Forum – which featured a cross section of people ranging from curious to passionate in the use of badges throughout education and outside of education in “the real world.”  The notes from the day (HERE) and the conversation at #BadgeBC on Twitter are both useful to see the thinking of the group.

As I often have written, it is an exciting time in K-12 education in BC, and one of change.  We have revised curriculum from K-12 which focuses on big ideas and is less about minutia that dominated curriculum in the past, there is a commitment to core competencies throughout the system, including having students self-reflect, there are districts looking at new ways of communicating student learning to students and parents, and notions like capstone projects or passion projects are becoming more the norm in both elementary and secondary schools.  There is also a genuine commitment from those inside the K-12 system to find better ways of recognizing the amazing learning that students do outside of school, but is part of the package of their learning.

It is in this context that I wonder about the place of open badging and the opportunities going forward.  I don’t think a collection of badges is going to replace a traditional report card or transcript, but I do think there are possibilities that if our learning partners like the library, community centres, museums, sports clubs and others looked at badging as a way to share what students have done, we could find a way to recognize it inside our system.  I know our very forward thinking public library, the West Vancouver Memorial Library, is already beginning to think about this.  We want students to have portfolios that are rich in information from their school experience but also their larger learning experience, and maybe badges have a role to play.

We have long found ways to give “credit” for students who reach a certain level of Piano, or make a Provincial Soccer Team, or earn a trades credential – but there are so many other areas that are part of learning but marginalized as part of a student’s learning record.

Two months ago, if asked I would have said digital badging in K-12 felt like a bit of a fad, and maybe something for a very small small group of teachers and students.  My thinking is shifting.  If those working with youth can begin to create micro-credentialing in the digital world, and do so in an open-source way that allowed others to do the same, I think we could begin to find meaningful ways of including it in our work.

I am curious to hear the experiences of others in the badging world.

instagagor-badge

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joyIn my 2006 interview for Assistant Superintendent of West Vancouver Schools I was asked to select two of the district’s values that stood out for me and talk about why they were important to me and my work. I had scanned the list as part of my preparation – it was a fairly typical list of school values: community, excellence, innovation, accountability. The last value stood out and it was one that I spoke about – it was joy. I thought that was such a funny word to be a value in a school system, but I liked it.  It is a word that speaks to the contentment we want in our work.

I was reminded of this story in reading Dean Shareski’s new book, Embracing a Culture of Joy.  I listed this late 2016 published book as one of my “Top 3” reads for last year.  It envisions a wonderful state:

Joy isn’t about being happy all the time.  It isn’t a fleeting emotion that comes and goes depending on changing circumstances.  It is about contentment and satisfaction and expressing those feelings.  Sometimes the expression is visible, and sometimes it’s not.  But joy requires an awareness that things are right.  While it’s a deeply personal state, it’s also something that, when given the opportunity, will spread.  Creating a culture of joy applies to both the environment and the learning itself.  As it relates to learning, it’s the outward manifestation of success, achievement, and being.  It’s learning for the sake of learning, not because of grade or compliance.

Shareski makes the strong case that community and gratitude are powerful notions in our schools and gives ways that schools can infuse themselves with joy.  He rightly argues that none of us pursued our passion for teaching and education because we were driven by rigor and student achievement.  We all know of those moments in our life when we were in the flow with learning, they are the ones that stick out days, weeks and months later.  A little bit of joy can go a long way to ensuring more of these moments.

Shareski shared one of my joy examples in his book:

Each year during the week before Christmas, our entire Executive Team loads up our sleigh and visits every classroom delivering a cookie to each staff member in the district.  One year we were Santa and his elves, another year we wore our tacky Christmas sweaters and this year we wore our Christmas pajamas.

It is great and people are expecting us now and wondering when we will come and what we will wear – it helps build community.  One teacher said to me “It is the second last day before Christmas break, I was worried you guys weren’t coming this year.”  Another teacher said, “Now I have something to dream about tonight – our leaders in their pajamas”

Here was our photo from this past December:

Cookie Tour 2016

I know some people see this and think, must be nice to have that kind of time.  These are the choices we make every day with how we spend our time.  We all know how to “look busy”.  We walk really fast with our head down, carrying a file folder like we are transporting dangerous cargo.   I always think the best leaders don’t look busy, and have time for joy.  I loved to see photos and stories of former President Barrack Obama joking with kids, or playing basketball.  I figured if he had time for joy, it was hard for the rest of us to have any good excuses.

I often think one of the nicest things anyone ever wrote in a reference letter for me – it was my first principal in a letter she wrote recommending me for a vice-principal position – she wrote, “he is a very serious thinker, who knows not to always take himself too seriously.”  I use this notion as a regular reminder.

Just this week, there is a video making the rounds on the internet of a North Carolina teacher who shares a unique handshake with every student (it is a must watch!):

It is this kind of joy, the kind that Shareski writes about, that this teacher from North Carolina exudes, and we see in classes, and serves as many of the greatest memories of our school experience that must be as much a part of the modern school as so many of the other objectives we often obsess over.

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