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i Rate This A great game player has all the good characters that schools desire to see from their students.
i Rate This Game-based learning has gained considerable traction since 2003, when James Gee began to describe the impact of game play on cognitive development.
There have been a bunch of posts from really smart people reflecting on badges over the past month, leading up to and following the DML Competition culmination and DML Conference. There is certainly a dose of skepticism across some of the posts (like here and here ), mostly coming back to the question around motivation and rewards. In fact, Mitch Resnick held a session about his motivation-related issues with badges at the DML Conference, but unfortunately the room was so small, that most of us weren’t able to squeeze in, so we formed an Occupy Badges makeshift session to talk about badges ourselves. After getting an update on Mitch’s session and catching up on some of the posts, the common concern is around introducing badges as extrinsic rewards into learning experiences where intrinsic motivations may be at play, and potentially disrupting a delicate balance of motivations or existing interest-driven learning.
I have been meaning to find a moment to write about learning badges for some time. I wanted to respond to the last run of criticisms of learning badges, and the most I managed was a brief comment on Alex Reid’s post . Now, with the announcement of the winners of this year’s DML Competition , there comes another set of criticisms of the idea of badges in learning. This isn’t an attempt to defend badges–I don’t think such a defence is necessary. It is instead an attempt to understand why they are worthy of such easy dismissal by many people.
I first read about the idea of Open Badges back in the middle of last year. It excited me. One thing I’ve always been interested in is how to shift the power dynamic within classrooms towards learners in a positive way.
Beyond the Course: ePortfolios’ Value for Credentialing All talk of badges now assumes they are ways for people to not go to college and still get a job and advance their careers. No where does anyone I know of talk about badges within a formal learning environment through assimilation within an eportfolio. ePortfolios support an alternate teaching-learning paradigm.
Email Share March 22, 2012 - by Susan Lucille Davis 0 Email Share