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Digital badges for teacher professional development: exploring possibilities for their design and implementation in India

Wolfenden, Freda; Cross, Simon and Adinolfi, Lina (2019). Digital badges for teacher professional development: exploring possibilities for their design and implementation in India. In: Pan-Commonwealth Forum 9, 9-12 Sep 2019, Edinburgh, UK.

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URL: http://hdl.handle.net/11599/3386
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Abstract

As teaching quality has become recognised as a crucial component of pupil learning, there has been an increasing emphasis on teacher professional development. Numerous studies explore the characteristics of effective teacher education programmes in low to middle income countries but few pay attention to how teachers’ professional learning is evidenced and recognised outside the award of formal qualifications. Most professional development programmes merely distribute certificates of participation or completion. However, capturing and validating improvements in teachers’ classroom practice is important. It rewards teachers who engage actively with professional development, supports their planning of future learning and provides evidence for career advancement.

Digital badges awarded on completion of online courses can give focus and motivation to in-service and pre-service teachers alike. But does such use of digital badges simply substitute one means of recognition – a hard copy certificate – with another – a virtual badge? Could digital badges be integrated into learning design so as to support formative assessment and engagement with authentic professional tasks? How might digital badging be operationalised outside high income contexts to inspire and recognise effective classroom practices, while meeting each teacher’s professional learning needs?

Our paper draws on findings from a recent three-day workshop with key education stakeholders from three Indian states as part of the TESS-India teacher education initiative. We bring together views from teacher educators and software developers to explore possible responses to the above questions. In particular, we discuss potential structures and designs, assessments, and support and facilitation mechanisms for awarding digital badges in professional learning courses for teachers. Analysis of the workshop outputs highlights the need for digital badge frameworks that are nuanced, embedded and participant-informed, and for an accompanying shift in how evidence of changes in classroom practice is recorded and assessed.

Item Type: Conference or Workshop Item
Academic Unit/School: Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and Sport > Education
Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and Sport
Faculty of Wellbeing, Education and Language Studies (WELS)
Institute of Educational Technology (IET)
Faculty of Wellbeing, Education and Language Studies (WELS) > Languages and Applied Linguistics > Languages
Faculty of Wellbeing, Education and Language Studies (WELS) > Languages and Applied Linguistics
Item ID: 68255
Depositing User: Lina Adinolfi
Date Deposited: 25 Nov 2019 15:44
Last Modified: 21 Feb 2020 03:28
URI: http://oro.open.ac.uk/id/eprint/68255
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