In this modern, information rich, technology driven world individuals are constantly mastering new skills, knowledge and competencies. These skills, knowledge and competencies are acquired in formal and informal environments. This fragmentation of learning presents a unique challenge to vocational education organisations and industry training institutions. How do they accurately measure and acknowledge the learning that has occurred? Traditional methods of monitoring and recording performance, such as institutionally verified test scores, allocated grades, credits earned, and observations made, fail to acknowledge the learners informal acquisition of equivalent measures. Advocates argue digital badges and digital badge ecosystems will help clarify, validate and define the skills, knowledge and competencies learners have acquired. However, individual badges, in isolation, do not truly represent a learner’s progress, indicate a learner’s proficiency or acknowledge a learner’s achievement.ududThis presentation will address the key questions posed by the potential introduction of a badge system in vocational education and industry training. Firstly, how do individuals purposefully acquire, store, collate and display the outcomes of learning they have undertaken, secondly, how do formal and informal networks validate and describe the learning that has occurred, and finally, how does, industry, institutions and organisations recognise and reward the learning that has occurred.
展开▼
机译：在这个信息丰富，技术驱动的现代世界中，人们不断掌握新技能，知识和能力。这些技能，知识和能力是在正式和非正式环境中获得的。学习的这种分散给职业教育组织和行业培训机构提出了独特的挑战。他们如何准确地衡量和确认已经发生的学习？传统的监控和记录绩效的方法，例如经过制度验证的考试分数，分配的等级，获得的学分以及所进行的观察，都无法使学习者非正式地获得等效的测量方法。倡导者认为，数字徽章和数字徽章生态系统将有助于澄清，验证和定义学习者获得的技能，知识和能力。但是，单独的徽章并不能真正代表学习者的进步，不能表明学习者的能力或认可学习者的成就。 ud ud本演讲将解决可能在职业教育和行业中采用徽章系统带来的关键问题。训练。首先，个人如何有目的地获取，存储，整理和展示他们所进行的学习的结果，其次，正式和非正式的网络如何验证和描述所发生的学习，最后，行业，机构和组织如何认识到并奖励已经发生的学习。
展开▼
