#ETOM16 – Credentialing Online Faculty with Badges: How To Do It & Why You Should Try

Presenters:  Shaelynn Long-Kish and Marisa Enos, Mid Michigan Community College

img_1250MMCC has recently implemented a badge-granting credentialing opportunity for faculty members interested in teaching online. There are 5 self-paced modules our faculty go through, and successful completion earns them badges that are visible in their LMS profiles. We built this training from scratch, using gamification and backwards design as our primary methodologies, and we want to share with you what we learned, why we love it, and what you can do to implement this at your own institutions.

Notes:

  • MMCC created a badge-granting credentialing module.
  • Self-paced using badges out of the LMS.
  • Each unit takes 30-45 minutes to complete.
  • Why badging? Confront the reduction of attendance at training sessions. Lack of engagement. Better management of time for faculty.
  • Badges offer:
    • clear goals
    • visual fulfilment
    • focused content
    • independent activity
    • engaging experience
  • Research process took 6 months of reading, research, asking questions.
  • Resources used: Wikipedia “Gamification, Game Theory, Andragogy” and James McGonigal (Reality is Broken: Why games make us better and how they can change the world.), EDUCAUSE 7 Things, etc.
  • Major game elements: immediate feedback, narrative, collaborative problem-solving, master and leveling up, progress mechanics, player control, scaffolded learning, social connection.
  • Used backwards design: learning outcomes, assessments/measurements, and then content, practice.
  • TPACK model was used: content | pedagogical knowledge | technology proficiency
  • 5 modules meet the credential competency.
  • Final Badges: Learning Outcome Artisan, Engagement and Interaction Architect, Online Roles & Responsibilities Champion, Assessment Agent, Accessibility Advocate
  • Going Live: Needed communication to faculty and marketing to help everyone understand the change and the why.
  • Offered a $100 stipend for first time completers.
  • Maintaining Online Credentialing: need to check completion, update those that received badges, and then send stipend, and also keep track of the database of recipients
  • Used: Best Practices in Online Faculty Development to extend and add to and update the modules:
    • ADA Training = Accessibility Advocate
    • Timeliness = Online Roles & Responsibilities Champion
    • Practice Discussion Forums = Assessment Agent
    • Continuing Development = Add more Workshops
  • A survey was deployed to measure success of online training and badges initiative.
  • A certificate is mailed out after faculty complete all the badges.
  • Future, develop an online orientation for students that receive badges.
  • Establish a badge that will “re-certify” for ongoing online teaching certification.
  • Presentation Slides

 

Advertisements

One thought on “#ETOM16 – Credentialing Online Faculty with Badges: How To Do It & Why You Should Try

  1. Pingback: ETOM conference highlights gaming, OER, badging, accessibility and more! | eLearning and Emerging Technologies @GVSU

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out / Change )

Twitter picture

You are commenting using your Twitter account. Log Out / Change )

Facebook photo

You are commenting using your Facebook account. Log Out / Change )

Google+ photo

You are commenting using your Google+ account. Log Out / Change )

Connecting to %s