ALT has published the report and data from their second annual survey which can be dowloaded here. Interesting reading as they now have comparative data from last year’s survey so you can see the trends and changes.
No signs of the monolithic VLE going anywhere just yet, and interest in the field of data and learning analytics is continuing to grow. I was a little surprised to see open badges so far down the list, but as a colleague in another department said to me a few days ago, employers don’t know what they are or how to value them, and as a consequence students just aren’t interested.
I’ve been experimenting with badges over the past couple of days, inspired by the fact that the ocTEL course is awarding badges for completing certain activities. This is very appealing to me as I am, by nature, a collector, but it is important that they enhance the learning experience and don’t just exist for their own sake. Badges can be used to provide structure and focal points in a course, with a large number of small objectives relatively easy to obtain on their own, incrementally building to a greater goal. I think one benefit of badges over traditional forms of on-going formative assessment is that they feel more tangible, more like little mini-qualifications of their own which can be collected and displayed as evidence of achievement even if you don’t or can’t complete the whole course.
The ocTEL badges are, thus far, and I expect it will continue to be the case, keeping me interested in the course and checking in to the site on a regular basis, when it can be so easy to abandon a MOOC after the initial excitement fades and pressures from other areas take precedence.
Another appeal is the openness of the standard and the fact that you can keep all of your badges from different sources in one place, such as the Mozilla Backpack. Behold, for example, my first set: https://backpack.openbadges.org/share/49e081c9e30cbc0c237ca5430c8e0642/