Open Digital Badges and Reward Structures
Open Digital Badges and Reward Structures
复制标题
开放数字徽章和奖励结构
DOI：
10.1017/9781316823279.011
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发表时间：
2019
期刊：
影响因子：
--
通讯作者：
Katerina Schenke
中科院分区：
文献类型：
--
作者：
D. Hickey;Katerina Schenke
：近年来，网络学习凭证已经出现，主要以开放徽章的形式出现。这些新证书可以包含有关能力的具体主张、支持这些主张的证据、学生作业的链接以及参与痕迹。此外，这些凭证可以通过数字网络进行注释、策划、共享、讨论和认可，这可以提供额外的意义。然而，数字徽章也重新引发了关于学习奖励的激烈争论。这是因为它们已被一些人使用，并被许多人视为固有的“外在”激励因素。我们的章节根据一项追踪 30 个新开放徽章系统的发展和演变的研究来考虑这场争论。阐述了七个论点：（1）数字徽章本质上比成绩和其他证书更有意义； (2)数字网络的流通使得开放徽章特别有意义； (3) 开放徽章是特别重要的凭证； （4）夸大了外在奖励的负面后果； (5) 动机和徽章的考虑应主要关注社会活动，其次关注个人行为和认知； (6) 情景参与模型是研究数字证书的理想选择； (7) 数字证书的动机影响应该在日益正式的“层面”进行研究。数字徽章是一种新型学习凭证，其中包含超链接，可以轻松访问相关的网络信息。与等级和学位相比，数字徽章可以包含有关能力的具体声明、有关如何获得这些能力的详细信息以及与已完成的工作和参与痕迹等证据的链接。认识
: In recent years, web-enabled credentials for learning have emerged, primarily in the form of Open Badges. These new credentials can contain specific claims about competency, evidence supporting those claims, links to student work, and traces of engagement. Moreover, these credentials can be annotated, curated, shared, discussed, and endorsed over digital networks, which can provide additional meaning. However, digital badges have also reignited the simmering debate over rewards for learning. This is because they have been used by some and characterized by many as inherently “extrinsic” motivators. Our chapter considers this debate in light of a study that traced the development and evolution of 30 new Open Badge systems. Seven arguments are articulated: (1) digital badges are inherently more meaningful than grades and other credentials; (2) circulation in digital networks makes Open Badges particularly meaningful; (3) Open Badges are particularly consequential credentials; (4) the negative consequences of extrinsic rewards are overstated; (5) consideration of motivation and badges should focus primarily on social activity and secondarily on individual behavior and cognition; (6) situative models of engagement are ideal for studying digital credentials; and (7) the motivational impact of digital credentials should be studied across increasingly formal “levels.” Digital badges are a new kind of learning credential that can contain hyper-links that provide easy access to relevant web-enabled information. In contrast to grades and degrees, digital badges can contain specific claims about competencies, details about how those competencies were acquired, and links to evidence such as completed work and traces of engagement. Recognizing