Is There an Open End in Open Badges? Experiences From a Maker Lab
Educational Action Research on Implementing Constructionist Microcredentials Reveals Productive Tension Between Structure and Openness
DOI:
https://doi.org/10.21240/constr/2025/76.XKeywords:
Edubadges, Constructionism, Innovative Assessment, Fab lab, Makerspaces, Lifelong Learning, Dreyfus Model, Microcredentials, Open Badges, Higher EducationAbstract
This paper explores the integration of Edubadges, a form of microcredentials, within a constructionist learning environment at a higher education maker lab in the Netherlands. It examines the theoretical tension between constructionism’s emphasis on open-ended exploration and microcredentials’ focus on defined outcomes. By implementing a tiered assessment framework based on the Dreyfus model of skill acquisition, the study demonstrates how badge systems can provide scaffolding while maintaining constructionist principles of agency and creativity. The research follows an educational action research approach, analyzing implementation experiences through teacher interviews, student interactions, and artifact analysis. Findings reveal the potential of Edubadges to enhance student motivation and support lifelong learning, while highlighting challenges in technical integration, institutional recognition, and maintaining the balance between structured assessment and open-ended learning. This work contributes to the emerging discourse on innovative assessment methods by showcasing how seemingly contradictory educational philosophies can be brought into productive dialogue through thoughtful design that embeds open-endedness within credential structures.References
Blanc, A., de Werk, J., & van Trigt, M. (2018). Lessons learned from the Edubadges proof of concept. Intitial experience with digital badges in Durch higer education. Surf. https://www.surf.nl/files/2019-04/Lessons%20learned%20edubadges%20proof%20of%20concept.pdf
Blikstein, P. (2013). Digital fabrication and ‘making’ in education: The democratization of invention. In J. Walter-Herrmann & C. Büching, FabLabs: Of machines, makers and inventors (pp. 203-221). Transcript.
Blikstein, P., Gomes, J. S., Akiba, H. T., & Schneider, B. (2017). The Effect of Highly Scaffolded Versus General Instruction on Students’ Exploratory Behavior and Arousal. Technology, Knowledge and Learning, 22(1), 105-128. https://doi.org/10.1007/s10758-016-9291-y
Bruckman, A., Edwards, E., Elliott, J., & Jensen, C. (2000). Uneven achievement in a constructionist learning environment. In B. J. Fishman & S. F. OconnorDivelbiss (Red.), PROCEEDINGS OF ICLS 2000 INTERNATIONAL CONFERENCE OF THE LEARNING SCIENCES (pp. 157-163). Lawrence Erlbaum
Crawford, R. (2022). Action Research as Evidence-based Practice: Enhancing Explicit Teaching and Learning Through Critical Reflection and Collegial Peer Observation. Australian Journal of Teacher Education, 47(12), 53–75.
Dreyfus, H. L., & Dreyfus, S. E. (2008). Some preliminary thoughts on mastery. In K. Nielsen, S. Brinkmann, C. Elmholdt, L. T. Pedersen, P. Musaeus, & G. Kraft (Red.), A qualitative stance: Essays in honor of Steinar Kvale. Aarhus Universitetsforlag.
Dreyfus, S. E. (2004). The Five-Stage Model of Adult Skill Acquisition. Bulletin of Science, Technology & Society, 24(3), 177-181. https://doi.org/10.1177/0270467604264992
Fluckinger, J. (2010). Single Point Rubric: A Tool for Responsible Student SelfAssessment. Teacher Education Faculty Publications, 5. https://digitalcommons.unomaha.edu/tedfacpub/5
Harel, I., & Papert, S. (Red.). (1991). Constructionism: Research reports and essays, 1985-1990. Ablex Publishing.
Mangiante, E. S. (2021). Teaching and Learning for Adult Skill Acquisition: Applying the Dreyfus and Dreyfus Model in Different Fields. Information Age Publishing.
Mertler, C. A. (2021). Action Research as Teacher Inquiry: A Viable Strategy for Resolving Problems of Practice. 262(19), 1–12.
Piaget, J. (1973). To understand is to invent: The future of education. Grossman. https://unesdoc.unesco.org/ark:/48223/pf0000006133
Rimland, E., & Raish, V. (2017). Design Principles for Digital Badges Used in Libraries. Journal of Electronic Resources Librarianship, 29(4), 211-220. https://doi.org/10.1080/1941126X.2017.1378540
Tsarava, K., Moeller, K., Pinkwart, N., Butz, M., Trautwein, U., & Ninaus, M. (2017). Training Computational Thinking: Game-Based Unplugged and Plugged-in Activities in Primary School. In M. Pivec & J. Grundler (Red.), PROCEEDINGS OF THE 11TH EUROPEAN CONFERENCE ON GAMES BASED LEARNING (ECGBL 2017) (pp. 687-695). Acad Conferences Ltd.
Victor Law, Manuel J. Jimenez, Liza Kittinger, & Barbara Lopez. (2024). A Meta-Analysis of Digital Badges in Learning Environments in Educational Settings. Educational Technology & Society, 27(3), 29-45. https://doi.org/10.30191/ETS.202407_27(3).RP02
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
Ward, R., Crick, T., Davenport, J. H., Hanna, P., Hayes, A., Irons, A., Miller, K., Moller, F., Prickett, T., & Walters, J. (2023). Using Skills Profiling to Enable Badges and Micro-Credentials to Be Incorporated into Higher Education Courses. Journal of Interactive Media in Education, 2023(1), 1–22. https://doi.org/10.5334/jime.807
West, R. E., Tawfik, A. A., Gishbaugher, J. J., & Gatewood, J. (2020). Guardrails to Constructing Learning: The Potential of Open Microcredentials to Support Inquiry-Based Learning. TechTrends: Linking Research and Practice to Improve Learning, 64(6), 828-838. https://doi.org/10.1007/s11528-020-00531-2
Wolz, E., Gottlieb, M., & Pongratz, H. (2021). Digital Credentials in Higher Education Institutions: A Literature Review. Innovation Through Information Systems, 125-140. https://doi.org/10.1007/978-3-030-86800-0_9
Downloads
Published
Conference Proceedings Volume
Section
Categories
License
Copyright (c) 2025 Manon Mostert-van der Sar, Peter Troxler
This work is licensed under a Creative Commons Attribution 4.0 International License.
