Transcending Conventional Credentialing and Assessment Paradigms With Information-Rich Digital Badges

Item

Title

Transcending Conventional Credentialing and Assessment Paradigms With Information-Rich Digital Badges

Abstract/Description

Open digital badges are Web-enabled tokens of learning and accomplishment. They operate in an environment of explicit (rather than tacit) trust; open badges provide issuers the ability to include specific claims and associate those claims with detailed supporting evidence. Earners are encouraged to share their badges over social networks, e-mail, and websites, and the information they contain is expected to circulate readily in these spaces. Building upon current concepts and theories from the Information Sciences and Learning Sciences, this article shows how the informational affordances of digital badges are transforming education and learning more generally, and more particularly by transcending conventional paradigms of academic credentialing and educational assessment.

Author/creator

Casilli, Carla

Hickey, Daniel

Date

2016

In publication

The Information Society

Volume

32

Issue

2

Pages

117-129

Resource type

en Research/Scholarly Media

Resource status/form

en Published Text

Scholarship genre

en Theoretical

Keywords

assessment

connected learning

credentialing

digital badges

education

open badges

technology

Open access/full-text available

en Yes

Peer reviewed

en Yes

ISSN

0197-2243

DOI

10.1080/01972243.2016.1130500

URL

Official Publisher's Webpage (Taylor & Francis)

Citation

Casilli, C., & Hickey, D. (2016). Transcending Conventional Credentialing and Assessment Paradigms With Information-Rich Digital Badges. The Information Society, 32(2), 117–129. https://doi.org/10.1080/01972243.2016.1130500

Cited in

Equitable Learning

Item sets

Open Access Resource (IRE)

Handbook Chapter 3 Citations

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