Teachers’ professional learning during and after Covid: A role for open digital badges

Cross, Simon; Adinolfi, Lina; Charania, Amina; Wolfenden, Freda; Ramchand, Mythili; Sen, Sohini; Paltiwale, Sumegh; Coughlan, Emily; Shende, Satej; Sarkar, Durba; Chatterjee, Ananya and Balli, Omkar (2021). Teachers’ professional learning during and after Covid: A role for open digital badges. The Open University, Milton Keynes, UK.

Abstract

This report examines how open digital badges could support successful Teacher Professional Development (TPD) at scale. We present insight from two one-day events attended by practitioners and senior educational leaders in India and two pilot interventions that integrated digital badges into courses developed in response to the Covid-19 pandemic. TPD gives teachers the opportunity to improve, adapt and innovate their classroom practice and never has it been more critical than in helping shape the educational and societal response to recent global disruptions. In many countries, such as India where our study is based, digital badges are little used in TPD, so this study makes an important contribution to understanding the perception and value attached to digital badges and in supporting discussions that frame emerging narratives and practice. A knowledge exchange partnership of academics from The Open University, UK (OU) and Tata Institute of Social Sciences, India (TISS) supported by GCRF funding has been instrumental in delivering the activities and findings discussed.

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