This paper explores what badging really represents for PK-12 educators dedicated to student-centered learning with the help of voices directly involved in badging and micro-credentialing and educators thoughtfully watching it. It reflects on the potential of using badging with students and with educators, as a strategy to transform professional development. The perspectives included in this report are based on one-on-one interviews with more than 25 badging experts and practitioners, a review of badging literature and research, a scan of national and New England badging and micro-credentialing activity, and discussions with educators involved with and not involved in badging.
This paper was funded by the Nellie Mae Education Foundation as part of its strategy to identify and support innovative educational practices which can support, and ideally accelerate, student-centered learning and the systemic shifts required to do it well.
Source Organization: Nellie Mae Education Foundation