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Conference Agenda

Overview and details of the sessions of this conference. Please select a date or location to show only sessions at that day or location. Please select a single session for detailed view (with abstracts and downloads if available).

Session Overview
Thursday, 26/Oct/2017:

Session Chair: Don Presant
Location: Main Room

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ePortfolio and Open Badges: Lifelong Learning Practices In Siberian Federal University

Olga Smolyaninova, Ekaterina Bezyzvestnykh

Siberian Federal University, Russian Federation

The material was prepared within the framework and sponsorship of the project powered by the Russian Foundation for Basic Research (RFFR)" It is Siberia and the Arctic Ocean that will give the might to the Russian state”: “The Development of education and research center in the Krasnoyarsk Region by means of an electronic platform of longlife learning (PL2S) to support the development of human capital of Krasnoyarsk Region" (№ 16-16-24005/17 ) [1].

One of the goals of the Program for Enhancing the International Competitiveness of the Siberian Federal University (SibFU) is "Development of the open educational system (Citizen University)" [2]. With this in mind openness and transparency in assessing the educational outcomes of university students is a strategic constituent of the program for the development of e-learning and distance education technologies of a modern university.

Over the decade the Institute of Pedagogy, Psychology and Sociology (IPPS, SibFU) has been positively employing the e-portfolio technology in the system of training bachelor- and master-level student in the field of Pedagogy. Open Badges technology is new and is virtually not used in the Russian universities. SFU became one of the first universities to implement this advanced technology into the educational process of the teaching master-level student. An electronic educational course was developed in the MOODLE system based on awarding Open Badges. This course is intended for the master's program "Management of Educational Innovations" in the discipline "E-Portfolio and Open Recognition of Personal and Professional Achievements Throughout Life

In the context of continuous education policy, the introduction of OPEN BADGES technology at the university is regarded a seamless extension for the use of e-portfolio technology in the educational environment of the Siberian region.

One of the mechanisms for supporting the e-portfolio and Open Badges are the scientific and educational resources of the electronic educational platform for continuing education in Siberia [3]. The electronic platform (PL2S) was developed within the framework of the RFBR project implementation and provides dissemination of experience in the following areas of activity:

  • the line between non-formal and formal;
  • the nature of non-formal learning;
  • workplace learning;
  • the way that the individual is positioned in the recognition debate;
  • levels of learning below upper secondary schooling;
  • the distinctions between types of non-formal learning;
  • the enhanced potential of informal learning through ICTs.

In view of the novelty of the OPEN BADGE methodology (recognition of educational results) as one of our mainstreams and our mission, we consider the communication and promotion of the OPEN BADGE methodology in the academic and professional pedagogical community. The technology of Open Badges was presented at 2 plenary sessions and master classes of the International conferences "Development Practices: Educational Initiatives", "Education Throughout Life: Continuing Education for Sustainable Development".

It is the teaching community that is the guide and new ideology people for mainstreamification of Open Badges technology.

We outline the following milestones of the implementation and dissemination of the Open Badges technology of in Russia: the first stage – probematisation, the second stage - the actualisation, the third stage - the personal value-personalizing, the fourth stage – implementation in the practice and adoption.


[1] The project powered by the Russian Foundation for Basic Research (RFFR)." It is Siberia and the Arctic Ocean that will give the might to the Russian state”: “The Development of education and research center in the Krasnoyarsk Region by means of an electronic platform of longlife learning (PL2S) to support the development of human capital of Krasnoyarsk Region".

[2] Program to enhance international competitiveness of the Siberian Federal University.


[3] Global Perspectives on Recognising Non-formal and Informal Learning. Why Recognition Matters. UNESCO Institute for Lifelong Learning 2015

Tools of Engagement Project (TOEP): Equipping All Learners with 21st-Century Skills

Roberta {Robin} Sullivan

State University of New York at Buffalo

The State University of New York Tools of Engagement Project (TOEP) < http://suny.edu/toep > is a flipped professional development model that encourages faculty to explore and reflect on innovative and creative uses of emerging technologies through hands-on discovery activities. TOEP promotes lifelong learning in a digital world and provides a focused venue to experiment with the constantly evolving landscape of social-media and the latest web-based technology tools.

TOEP is not traditional professional development but instead provides online access to resources for instructors to explore at their own pace through a set of hands-on, discovery activities. After participants explore a section and complete one of the activities they are prompted to reflect on their learning by posting about their experiences within a connected private social-network community. This avenue for peer support and inter-campus collaboration has resulted in a robust dialog about how the application of new tools can be used to help facilitate communication, collaboration, critical thinking, and creativity. This learning environment empowers faculty to master new technologies and helps them transfer knowledge to their students about how to effectively work with new communication and collaboration technologies.

Digital badges and other professional development award incentives are used to provide motivation for participants and complete the project requirements. Awards are issued through a peer-review process to community members who share the most innovative use of TOEP tools and who provide optimal levels of peer support within the online social network community. Results from recent analysis of the online community postings has shown that many participants report vicarious learning through the experiences of others in the community.

This cross-campus collaborative project has just completed its fifth year as faculty professional development. New grant funding has just been awarded to transform this successful system into a MOOC based on the TOEP model which will be targeted to all learners. The future of this innovative professional development model will target the needs of faculty, students, and professionals alike to provide 21st-century skills which are necessary for today’s society. This session will provide an overview of the project’s history and a look into how future iterations of this project will take shape.

Digital Badges for Workforce Development

Kathleen Radionoff

Madison Area Technical College, United States of America

Digital Badges for Workforce Development

Madison College has one of the oldest badging program in the United States. Launched in 2012, the college’s School of Professional and Continuing Education has awarded over 3000 badges to both credit and noncredit students. This presentation will have examples of badges developed and awarded to young students preparing for a career in healthcare, incumbent working adults who seek out noncredit training opportunities for the purpose of upskilling, and customized training provided to employers and their workforce.

Practical tips on how to launch a successful badging program will be shared as well as issues that occurred that were not anticipated. In addition to the sharing of best practices, new research will be shared on the use of badges.

Student Transformative Learning Record

Brenton Rylan Wimmer

Credentialing for Transformative Success: The Student Transformative Learning Record (STLR)

The University of Central Oklahoma (UCO) is a four-year public metropolitan university located in Edmond, Oklahoma. In 2006, UCO adopted transformative learning into its mission statement and began to envision new possibilities for student learning, but did not yet have a way to award badge level achievements to students. Based on the work of Jack Mezirow (1978; 2000) and others such as Stephen Brookfield (2005), UCO defined transformative learning as a holistic process that places students at the center of their own active and reflective learning experiences. By emphasizing the development of beyond-disciplinary skills and expanding students’ perspectives of self, community, and environment, the institution began planning ways to integrate transformative learning experiences into courses and co-curricular activities across the campus. Initial efforts to implement the initiative on campus were supported by all levels of university administration (including the President and Provost) and a collaborative project team including members from academic affairs, student affairs, and information technology, was formed.

Soon a campus-wide plan, known as the Student Transformative Learning Record (STLR), was launched with the help of a $7.8 million-dollar Title III grant from the United States Department of Education in an effort to support, assess, and track student progress across six core tenet areas based upon the American Association of College and Universities’ High-Impact Practices: 1) Discipline Knowledge, 2) Global & Cultural Competencies, 3) Health & Wellness, 4) Leadership, 5) Research, Creative, and Scholarly Activities, and 6) Service Learning & Civic Engagement. Rubrics were developed for each of these core tenet areas by modifying existing AAC&U-VALUE Rubrics. These rubrics were highly vetted and adapted among our faculty – who were actively involved in the collaborative process of their development.

Currently, the institution has (through a grass-roots movement):

1) Implemented STLR in over 225 courses across diverse disciplines.

2) Funded 380 unique student/faculty-proposed paid projects and internships situated around at least one core tenet-area rooted in High-Impact Practices (including the Black Male Initiative, the Hispanic Success Initiative, a Native American Success Initiative, an Oklahoma History Project where students uncovered history on the Tulsa Race Riots, a mobile clinic for nursing students to treat the homeless, a project where students are researching squash proteins to help treat cancer, and a Living-Learning Garden where students grow food on campus for the Central Pantry – to name a few.)

3) UCO has also supported 25 co-curricular student groups and has hosted some 165 campus events aimed at increasing student engagement outside of the classroom.

4) Trained over 40% of our faculty and staff who have voluntarily integrated our program into their courses and activities across the campus.

So, what? Although we are still in the process of gathering data, our results suggest that the Student Transformative Learning Record has been highly successful. For instance, retention rates for our priority (low-income, first generation, and non-majority students) cohort of first-time freshmen students from Fall 2015 to Fall 2016 has increased significantly from 54% (Non-STLR involved students) to as much as 73% (STLR involved students). For students who are part of our non-priority population, retention rates have increased from 49% (Non-STLR involved students) to 75% (STLR involved students).

By attending this session, participants will have the opportunity to learn more about the structure of our unique program, the ways we have operationalized transformative learning theory for student success, and how we track and assess student learning through our three unique achievement badge levels: exposure, integration, and transformation. In addition, participants will also have the opportunity to hear about how our students are using ePortfolios to showcase their skills to prospective employers and how we plan to turn our highest badge level, Transformation, into a portable micro-credential that can be used outside of just the university setting.


Brookfield, S. (2005). The power of critical theory: Liberating adult learning and teaching. San Francisco, CA: Jossey-Bass.

Mezirow, J. (1978). Perspective Transformation. Adult Education Quarterly, 28(2), 100-110.

Mezirow, J. & Associates. (2000). Learning as transformation: Critical perspectives on a theory in progress. San Francisco, CA: Jossey-Bass.

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