Foundation of Digital Badges and Micro-Credentials: Demonstrating and Recognizing Knowledge and Competencies

Part I Theoretical Foundation of Digital Badges.- Chapter 1 Digital Badges and Micro-Credentials: Historical Overview, Motivational Aspects, Issues, and Challenges.- Chapter 2 A Philosophy of Open Digital Badges.- Chapter 3 Keep Calm and credential On: Linking Learning, Life and Work Practices in a Complex World.- Chapter 4 Drivers, Affordances and Challenges of Digital Badges.- Chapter 5 Evaluating the Public Promise.- Chapter 6 Building Collective Belief in Badges: Designing Trust Networks.- Chapter 7 Learning Journeys in Higher Education: Designing Digital Pathways Badges for Learning, Motivation and Assessment.- Part II Technological Frameworks and Implementation.- Chapter 8 Badging Platforms: A Scenario-based Comparison of Features and Uses.- Chapter 9 Adopting Digital Badges in Higher Education: Scoping the Territory.- Chapter 10 Passport to Designing, Developing and Issuing Digital Instructional Badges.- Chapter 11 Transforming Workplace Learning Culture with Digital Badges.- Chapter 12 The Role of Endorsement in Open Badges Ecosystems.- Chapter 13 Implementing a Badging System Faculty Development.- Part III Learning and Instructional Design Considerations.- Chapter 14 Toward a Comprehensive Theoretical Framework for Designing Digital Badges.- Chapter 15 Digital Badges and Micro-credentials: Digital Age Classroom Practices, Design Strategies, and Issues.- Chapter 16 Digital Badges: Purposeful Design in Professional Learning Outcomes for K-12 Educators.- Chapter 17 Height vs Depth in Badging Framework Design.- Chapter 18 What We Can Learn about Digital Badges from Video Games.- Chapter 19 Digital Badges as (parts of) Digital Portfolios: Design Patterns for Educational and Personal Learning Practice.- Chapter 20 Badge Claims: Creativity, Evidence and the Curated Learning Journey.- Part IV Case Studies: Practices and Experience.- Chapter 21 Digital Badges for Professional Development: Teachers’ Perceptions of the Value of a New Credentialing Currency.- Chapter 22 When Digital Badges Work: It’s Not About the Badges, It’s About Learning Ecosystems.- Chapter 23 The Authority Behind the Badge: A Practice Analysis Case Study.- Chapter 24 Student Perceptions of Digital Badges as Recognition of Achievement and Engagement in Co-Curricular Activities.- Chapter 25 Applied Gamification: Creating Reward Systems for Organizational Professional Development.- Chapter 26 Implementing Digital Badges in Australia: The Importance of Institutional Context.- Chapter 27 Development and Implementation of Digital Badges for Learning Science, Technology, Engineering and Math Practices in Secondary Contexts: A Pedagogical Approach with Empirical Evidence.- Epilogue.- Chapter 28 Moving Forward with Digital Badges in Education.

His previous roles include Professor and Director, Centre for Research in Digital Learning at Deakin University, Australia, Manager of Applied Research and Learning Analytics at Open Universities Australia, Professor for Education and Interim Department Chair at the University of Mannheim, Germany, as well as Associate Professor for Instructional Design at the University of Freiburg, Germany. He is the Editor-in-Chief of the Springer journal Technology, Knowledge and Learning and a member of the Editorial Board for Educational Technology Research and Development. Dirk is the 2013-2014 President for the AECT Design and Development Division, 2013-2015 Chair for the AERA Special Interest Group Technology, Instruction, Cognition and Learning and Co-Program Chair for the international conference on Cognition and Exploratory Learning in the Digital Age (CELDA). Nicole Bellin Mularski is a research assistant at the Department of Applied Teaching and Learning Research at the University of Potsdam, Germany. She received her M.A. and Phd from Freie Universität Berlin, Germany and eventually worked as a research assistant in the fields of curriculum development, at the Technische University of Dresden and school development of full-day schools, and SES and migration related achievement disparities in elementary education at the Department of Empirical Education at the Freie Universität Berlin. She received her M.A. in Educational Science from the Berlin Institute of Technology, Germany, including a semester at Stockholm University, Sweden. She worked as research assistant in the fields of higher education, analysing doctoral candidates’ supervision and students’ satisfaction within their university.