Advertisement

Supporting Self-regulated Learning Through Digital Badges: A Case Study

  • Stefania Cucchiara
  • Alessandra GiglioEmail author
  • Donatella Persico
  • Juliana E. Raffaghelli
Conference paper
Part of the Lecture Notes in Computer Science book series (LNCS, volume 8699)

Abstract

Self-regulated learning (SRL) takes place when individuals plan, monitor and evaluate their own learning experiences. Learning assessment plays a crucial role in this process because it provides an excellent basis for the above three phases of SRL; however, the identification, design and implementation of meaningful assessment activities is not easy and some technological affordances for an SRL-sensitive assessment design still need to be explored. Although Digital Badges are already considered an instrument that could provide good answers to the complex problem of assessment for learning, their potential for SRL support is rather under-explored. This paper puts forward a proposal on the role that Digital Badges can play in supporting SRL. The proposal consists in a “badge ecosystem”, developed for a course on “Scientific Information for Biomedical Research”, aimed at differentiating among different levels of competence to facilitate learners in making better informed decisions on how to go about in their learning process. The conclusions discuss the expected advantages and shortcomings of the proposed ecosystem.

Keywords

Digital Badges Self-regulated learning Assessment Learning design Lifelong learning 

References

  1. 1.
    Anderson, L.: Bloom’s Taxonomy : A Forty-Year Retrospective. NSSE; Distributed by the University of Chicago Press, Chicago (1994)Google Scholar
  2. 2.
    Azer, S.A.: Problem-based learning. Challenges, barriers and outcome issues. Saudi Med. J. 22(5), 389–397 (2001)Google Scholar
  3. 3.
    Bartolomé, A., Bergamin, P., Persico, D., Steffens, K., Underwood, J. (eds.): Self-regulated learning in technology enhanced learning environments: problems and promises. In: Proceedings of the STELLAR-TACONET Conference, Barcellona, 1 Oct 2010. Shaker Verlag, Aachen (2011)Google Scholar
  4. 4.
    Beishuizen, J., Steffens, K.: A conceptual framework for research on self-regulated learning. In: Carneiro, R., Lefrere, P., Steffens, K., Underwood, J. (eds.) Self-regulated Learning in Technology Enhanced Learning Environments: A European Perspective, pp. 3–20. Sense Publishers, Rotterdam (2011)CrossRefGoogle Scholar
  5. 5.
    Blackburn, J.L., Hackel, M.D.: Enhancing self-regulation and goal orientation with ePortfolios. In: Jafari, A., Kaufman, C. (eds.) Handbook of Research on ePortfolios. Idea Group Reference, Hershey (2006)Google Scholar
  6. 6.
    Bloom, B.S.: Taxonomy of Educational Objectives: The Classification of Educational Goals, Part 2. Pennsylvania State University, McKay (1956)Google Scholar
  7. 7.
    Boekaerts, M., Pintrich, P., Zeidner, M.: Handbook of Self-regulation. Elsevier, San Diego (2005)Google Scholar
  8. 8.
    Clark, J.E.: The digital imperative: making the case for a 21st-century pedagogy. Comput. Compos. 27(1), 27–35 (2010)CrossRefGoogle Scholar
  9. 9.
    Colliver, J.A.: Effectiveness of problem-based learning curricula: research and theory. Acad. Med. 75(3), 259–266 (2000)CrossRefGoogle Scholar
  10. 10.
    Dabbagh, N., Kitsantas, A.: Supporting self-regulation in student-centered web-based learning environments. Int. J. E-Learn. 3(1), 40–47 (2003)Google Scholar
  11. 11.
    Dettori, G., Persico, D.: Fostering Self-regulated Learning Through ICT. IGI Global, New York (2011)Google Scholar
  12. 12.
    Gibson, D., Ostashewski, N., Flintoff, K., Grant, S., Knight, E.: Digital badges in education. Educ. Inf. Technol. (2013). doi: 10.1007/s10639-013-9291-7 Google Scholar
  13. 13.
    Halavais, A.M.C.: A genealogy of badges. Inf. Commun. Soc. 15(3), 354–373 (2012)CrossRefGoogle Scholar
  14. 14.
    Littlejohn, A., Milligan, C., Margaryan, A.: Charting collective knowledge: supporting self-regulated learning in the workplace. J. Workplace Learn. 24(3), 226–238 (2012)CrossRefGoogle Scholar
  15. 15.
    Martí, M.C., Ferrer, G.T.: Exploring learners’ practices and perceptions on the use of mobile portfolios as methodological tool to assess learning in both formal and informal contexts. Procedia Soc. Behav. Sci. 46, 3182–3186 (2012)CrossRefGoogle Scholar
  16. 16.
    Nicol, D.J., Macfarlane-Dick, D.: Formative assessment and self-regulated learning: a model and seven principles of good feedback practice. Stud. High. Educ. 31(2), 199–218 (2006). doi: 10.1080/03075070600572090 CrossRefGoogle Scholar
  17. 17.
    Raffaghelli, J., Valla, S. Cucchiara, S., Giglio, A., Persico, D.: Exploring researchers’ discourses about producing, disseminating and evaluating scientific information on the web. The case of biomedical sciences. In: Proceedings of the 6th International Conference on Education and New Learning Technologies, Barcelona (2014, in press)Google Scholar
  18. 18.
    Savery, J.R.: Overview of problem-based learning: definitions and distinctions. Interdisc. J. Probl.-Based Learn. 1(1), 9–20 (2006)Google Scholar
  19. 19.
    Serrano-Angulo, J., Cebrián de la Serna, M.: Study on the impact on student learning using the eRubric tool and peer assessment. In: Mendez-Vilas, A. (ed.) Education in a Technological World: Communicating Current and Emerging Research and Technological Efforts, pp. 421–427. FORMATEX, Badajoz (2011)Google Scholar
  20. 20.
    Siemens, G.: Connectivism: a learning theory for the digital age. eLearn space blog. http://www.elearnspace.org/Articles/connectivism.htm (2004). Accessed 2 May 2014
  21. 21.
    Strijbos, J.W., Martens, R.L., Jochems, W.M.G.: Designing for interaction: six steps to designing computer-supported group-based learning. Comput. Educ. 42, 403–424 (2004)CrossRefGoogle Scholar
  22. 22.
    The Mozilla Foundation, Peer 2 Peer University, The Mc Arthur Foundation: Open badges for lifelong learning. Exploring an open badge ecosystem to support skill development and lifelong learning for real results such as jobs and advancement. Working Document. https://wiki.mozilla.org/images/b/b1/OpenBadges-Working-Paper_092011.pdf (2012). Accessed 3 March 2014
  23. 23.
    Zimmerman, B.J.: Models of self-regulated learning and academic achievement. In: Zimmerman, B.J., Schunk, D.H. (eds.) Self-regulated Learning and Academic Achievement: Theory, Research and Practice, pp. 1–25. Springer, New York (1998)Google Scholar
  24. 24.
    Zimmerman, B.J.: Developing self-fulfilling cycles of academic regulation: an analysis of exemplary instructional models. In: Schunk, D.H., Zimmerman, B.J. (eds.) Self-regulated Learning. From Teaching to Self-reflective Practice, pp. 1–19. The Guildford Press, New York (1998)Google Scholar

Copyright information

© Springer International Publishing Switzerland 2014

Authors and Affiliations

  • Stefania Cucchiara
    • 1
  • Alessandra Giglio
    • 1
    Email author
  • Donatella Persico
    • 1
  • Juliana E. Raffaghelli
    • 1
  1. 1.National Research Council of Italy – Institute for Educational TechnologiesGenoaItaly

Personalised recommendations