Sanna Brauer
Dr Sanna Brauer’s doctoral dissertation is the first to address digital open badges and badge-driven learning. She currently works with digital open badge-driven learning and research related to motivation, competence-based professional development, and the concept of desired competences. She’s highly networked and open to connect new networks. LION https://www.linkedin.com/in/sannabrauer/ #openrecognition #openbadges #digital #open #badge-driven #learning #HE #VET #professional teacher training
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The research aimed to explore vocational teachers’ different ideas, views and experiences of the competence-based approach to professional development of digital pedagogical competences; it also sought to investigate the structure and process of digital open badge-driven learning. The data were collected from Finnish pre- and in-service vocational teachers (n=29) in 2016 via group online interviews (n=6) and via online questionnaires in 2017 (n=329). The study draws on descriptive mixed research methodologies: qualitative content analysis, constrained correspondence analysis (CCA) and phenomenography. All of these approaches provide researchers with deep conceptual understandings and opportunities to draw new concepts and derive implications for novel educational practices. Further, the latter two studies provide a strong underpinning for further research related to the descriptive quantitative methodology and CCA.
8 • Digital Open Badge-Driven Learning – Competence-based Professional Development for Vocational Teachers
The aim of the first sub-study was to reveal what motivates students in the badge-driven learning process. The study focused on mapping students’ experiences of stimulating and supportive digital open badge-driven learning, ultimately determining motivational factors affecting the digital open badge-driven learning process. The findings present a multifaceted model of recognising competence and embracing gamified learning to encourage students’ achievement orientation and intrinsic motivation. In the second sub-study, we viewed the process from the perspective of guidance and scaffolding, asking how students experience scaffolding in badge-driven learning. The results indicate that a stage model of scaffolding and instructional badging holds value in structuring the badge-driven learning process. The third study aimed to identify students who were particularly motivated by digital open badge-driven learning. The research question sought to explore what triggers learning in the badge-driven process, with results indicating similarities and differences in experiences based on the achieved skill-set level and competence-development continuum for vocational teachers. The findings also suggest the value of applying gamification and digital badging in the professional development of both pre- and in-service teachers. Based on our findings, we propose digital open badge-driven learning triggered by flexible study options that include customising studies and learning new and up-to-date competences. The final and fourth study further describes vocational pre- and in-service teachers’ experiences of the competence-based approach in digital open badge-driven learning. By explaining different aspects of the phenomenon, the study employed both constrained correspondence analysis and phenomenography to deepen our existing knowledge of digital open badge-driven learning. The results describe the impact of the competence-based approach on teachers’ professional development during the digital open badge-driven learning process.
Each of the four sub-studies contribute to answering the study’s overarching research question: how do digital open badges structure the gamified competence-based learning process in the continuing professional development of vocational pre- and in-service teachers? The primary results from the various sub-studies and theoretical approaches culminate in defining digital open badge-driven learning process grounded on the badge constellation of competences. The entity of digital open badge-driven learning includes learning materials, badge criteria, instructional badging, scaffolding and peer support. This study offers insights into the process structure and layered design for applying the competence-based approach, digital open badges and gamification in professional development. Further, the process approach embodies the ideal of study path customisation and personalisation in order to meet teachers’ personal needs for their working lives.