View Item 
        •   OAsis Home
        • 05. Conference Proceedings & Working Papers
        • Pan-Commonwealth Forum 9 (PCF9), 2019
        • View Item
        •   OAsis Home
        • 05. Conference Proceedings & Working Papers
        • Pan-Commonwealth Forum 9 (PCF9), 2019
        • View Item
        Help
        JavaScript is disabled for your browser. Some features of this site may not work without it.

        Browse

        All of OAsis
        Communities & CollectionsBy Issue DateAuthorsTitlesSubjectsDocument TypeSeriesRegion
        This Collection
        By Issue DateAuthorsTitlesSubjectsDocument TypeSeriesRegion

        My Account

        Login

        Commonwealth of Learning COPYRIGHT © 2022 
        Contact Us | Send Feedback

        Digital Badges for Teacher Professional Development: Exploring Possibilities for Their Design and Implementation in India

        Thumbnail
        View/Open
        PDF (346.9Kb)
        Date
        2019-09
        Abstract
        As teaching quality has become recognised as a crucial component of student learning, we have seen an increasing emphasis on teacher professional development. Numerous studies explore the characteristics of effective teacher education programmes in low - and 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 open courses can give focus and motivation to in - service and pre - servic e 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 a learning design so as to support formative assessment and engagement with authentic professional tasks? How might badges 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 f rom a recent three - day workshop held in Delhi with key education stakeholders from three Indian states as part of the TESS - India teacher education initiative. We bring together views from teachers, teacher educators and software developers to explore possi ble responses to these questions. In particular, we discuss potential structures and designs, assessments, and support and facilitation mechanisms for awarding badges in professional learning courses for teachers. Analysis of the workshop outputs highlight s the need for digital badge frameworks that are nuanced, embedded and participant - informed , and for an accompanying shift in how evidence of practice is recorded and assessed.//Paper ID 235
        Author
        Wolfenden, Freda
        Cross, Simon
        Adinolfi, Lina

        Subject
        Teacher Education
        Professional Development
        URI
        http://hdl.handle.net/11599/3386
        Rights

        https://creativecommons.org/licenses/by-sa/4.0/
        Collections
        • Pan-Commonwealth Forum 9 (PCF9), 2019 [215]
        Metadata
        Show full item record

        Related Items

        Showing items related by title, author, creator and subject.

        • Thumbnail

          Exploring Open Digital Badges in Teacher Education: a Case Study from India 

          Wolfenden, Freda; Adinolfi, Lina; Cross, Simon (Commonwealth of Learning (COL), 2020-03-20)
          This case study concerns findings from a workshop with senior teacher educators from three Indian states as part of the TESS-India teacher professional development initiative. The workshop explored how open digital badges ...
        • Thumbnail

          Extending the MOOC Footprint; Supporting Capacity Building in India 

          Wolfenden, Freda; Cross, Simon; Henry, Fiona (Commonwealth of Learning (COL) and Open University Malaysia (OUM), 2016-11)
          This paper describes how we addressed the broader programme demands in the design and delivery of the TESS-India MOOC to attract over 10,000 registered participants and a completion rate of 51%. We draw on multiple sources ...
        • Thumbnail

          MOOC Adaptation and Translation to Improve Equity in Participation 

          Wolfenden, Freda; Cross, Simon; Henry, Fiona (Commonwealth of Learning (COL), 2017-07)
          There is an urgent need to improve elementary and secondary school classroom practices across India and the scale of this challenge is argued to demand new approaches to teacher professional learning. Massive Open Online ...
        • Thumbnail

          Promoting gender inclusion in a distance learning course to increase female recruitment to teaching 

          Wolfenden, Freda; Murphy, Patricia (2013-11)
          The paper discusses data from an open distance learning programme ‘Supporting women into teaching in rural Malawi’ funded by the Scottish Government and designed and led by the Open University UK in partnership with FAWEMA ...
        • Thumbnail

          Using OERs to improve teacher quality: emerging findings from TESSA 

          Wolfenden, Freda; Umar, Abdurrahman; Aguti, Jessica N; Gafar, Amani A (2010-11)
          The last decade has seen tremendous progress in primary pupil enrolment across much of sub-Saharan Africa but unfortunately in many areas this has not been accompanied by an improvement in pupil achievement. Attention and ...

        Commonwealth of Learning COPYRIGHT © 2022 
        Contact Us | Send Feedback