sightlines.usitt.org: For those sold on the idea of using badges to track student learning, the next logical step is implementation.
The most basic approach is to begin the system in the classroom. Demonstrating the success of a badge system in a single course will provide data that may open doors to a program wide rollout. In the School of Theatre at George Mason University in Fairfax, Virginia, badges have been introduced and the use is still expanding.
5 comments:
In theory the idea of using badges to show a student’s mastery of a concept or skill sounds very valiant and worthwhile. The process of attaining badges is a very straight-forward concept, and one that I think would make students feel at ease while learning different tasks and skill-sets. It would do away with the discrepancies sometimes associated with quick shop tutorials from instructors or upperclassmen that are too busy or nonchalant. The badge system also allows for a certain level of confidence to be instilled in the individual learning an objective; as they would know that there is a very specific set of guidelines and talking points associated with each badge instruction. Once a student has gone through this rigor of instruction, there is also the possibility for these badges to be listed/displayed so that the student can prove a mastery skill-set to future employers. The real caveat to this system is that it would likely prove difficult to setup a set of standards across the board by which served as the learning objectives for each badge. Additionally, you would need some sort of ‘badge instructor’ certification process to maintain the same level of standard over time.
From a psychological standpoint, there is also something very empowering about receiving something in response to doing something well. While in school, a student receives grades; these might not come in till the end of the semester. Receiving feedback in terms of badges would let a student know when they have mastered a skill and would be allowed (or encouraged) to move on to the next, and if they are not moving along at the same speed as their peers, they have the ability to seek out advisors to figure out how to improve at a faster pace. In combination with a set of regulations that would need to be set forth so that the level at which each student receives a badge is equal, this would be a moral boost for students who are trying to hone their skills. It would also provide regulation across years so that students would receive the same quality of education regardless of who was teaching it.
Ben, I like the idea of being able to display the badges to employers as well as a tool when looking for internships and jobs moving straight out of university.
You know, this actually sounds like a not terrible idea in theory. Here at CMU, there are times where I have noticed the somewhat gray area where people are unsure if other people are qualified to perform a task, or even if they themselves are competent in performing a task. I know I definitely sometimes have felt unsure about if I'm doing something the right way or if I'm paying attention to all the parameters involved. Obviously I generally try to seek out help, but maybe if there was a bit more standardized "education" process for things you have to learn outside the classroom, I would have felt more assured in my own competence.
I also like the idea of all the badges being digitally published, so that anybody can see who can they can go to for help on a given topic. I suppose getting the badge itself could be exciting psychologically, but I think the real benefit is in having a published "resume of skills" so to speak, especially around here, where there are literally hundreds if not thousands of tasks & skills to learn that are not necessarily gone over in detail in the classroom.
Obviously, I'm not sure if this could ever be feasible due to the barriers to implementation. Everybody seems to be at 110% on workload anyways, so I'm not sure who the logical coordinator or integrator would be. But perhaps not the worst idea to keep in one's back pocket.
Badges doesn't seem like a good way to show learning of a student. Badges are used to be a reward and people aim to get rewards. However it becomes a stopping point for learning after the goal is achieved. I feel that training is a process and is never fully learn because there is always room for mistake. I think it's wrong to give a gold start to someone being able to show how the work a machine. It's only saying is "I was able to work this machine at least one time!" Even if there are badges for the levels of completion, there is still a fine line of what is being learned and what is being achieved. Especially if this is being taught to a group, then there is a sense of competition within the group to see "who can get the most badges" or who is seen as the most successful. This hinders one from learning after they have completed their task so I think badges is a bad fit for an education experience.
I'm split on this matter. If I was managing a scene shop, and I hadn't worked with these people before, I could accurately give them tasks to do based on their skill level and that would be that. However, I don't like the idea of reducing people to skills. In school, drama or not, there's always an undercurrent of competition. Introducing badges will only propel that. I feel that the students will focus on earning the badges instead of being a well rounded person. You could also say that these badges give the students something to work toward; a type of goal even (personally, I would like to create my own goals, but that won't work for everyone). Even if you have all your badges, you Tech Theater Boy Scout, and you suck as a person, I'm not going to hire you. Overall, I applaud the university for coming up with a creative solution for shop skills, but I don't want my education to be reduced to badges.
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