Badges for Lifelong Learning: An Open Conversation

Featuring conversations with:

Nichole Pinkard: Founder Digital Youth Network, Founder YOUmedia

David Theo Goldberg: Director, University of California Humanities Research Institute

Barry Joseph: Director, Online Leadership Program, Global Kids

Connie Yowell: Director of Education, MacArthur Foundation

Mark Surman: Executive Director, Mozilla

Emily Stover DeRocco: President, The Manufacturing Institute

Mobile and Immersive Learning for Literacy in Emerging Economies (MILLEE)

Mobile and Immersive Learning for Literacy in Emerging Economies (MILLEE)

Mobile and Immersive Learning for Literacy in Emerging Economies, a project to be conducted in rural India, promotes literacy through language-learning games on mobile phones: the "PCs of the developing world." MILLEE's mobile phone games are designed to create rich storytelling environments that enable language learning.

Project URL: 
http://millee.org

ePortfolios as Badges - A Badge System Design for Learning by Creating

A reason that could contribute to so many of the badge systems around looking quite similar, is that badge designers don't have many references to work from.  It isn't practical for badge designers or software developers to all become assessment experts.  I'm going to make an attempt to present an example about how badges could add structure to the discussion of assessment and provide a shared language for communication among assessment experts, content providers and technology implementers.  This is part of a conversation with Dan Hickey in the comment section

HASTAC V Conference Proceedings - Available for Your Viewing Pleasure

HASTAC V Conference Proceedings: Digital Scholarly Communication

 

Some Things about Assessment that Badge Developers Might Find Helpful

I recently met with Greg Wilson, the founder of Software Carpentry  to discuss how to assess the impact of teaching basic computer skills to other scientists to help them manage their data.  Greg is as passionate about education as he is about programming.  We discussedAudrey Watters’recent tweet regarding “

Some Notes on Breaking the Vicious Cycle and Other Money Matters

Please consider the following doodle:

 

 

For most academics the cycle is well-known. It is obvious. It is the way things are.

If you point it out, you sound naïve, demonstrating your innocence, your youthful ignorance of what "life" is really like.

Yes, it's all about the money. What did I expect?

Why Teens Are Smarter Than Most "Experts" on Teens: Rsp to NY Times

Maybe it should be a requirement:  before any expert passes a summary judgment on a whole generation, s/he needs to first spend some extended time with actual living, breathing members of that generation.    Over and over, I read assessments about "teens today" that seem to homogenize as somehow "deficient" a whole generation that is as complex and diverse as any and every other generation.   And "technology" is typically the explanation for this catastrophe of the younger generation. 

 

Project University Makover -- a group response to Now You See It

Last week, a group of graduate students and postdocs at NC State met for a book discussion of Cathy Davidson's Now You See It: How the Brain Science of Attention Will Transform the Way We Live, Work, and Learn. This discussion was part of the Fundamentals in Teaching workshop series at the Graduate School at NC State and facilitated by yours truly.

Grieving through Facebook

Today I'll be giving a presentation at my university regarding my research on Grief Communication and Facebook. I thought I would share here some of the highlights of that study and what I'll be talking about today. This first post will highlight the background of the study, and then spend time discussing the first two themes found in regards to the first research question. 

Abstract:

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