My last post included a badges and credentials Venn diagram that elicited a fair number of responses, and in turn, triggered a number of my own considerations. An important conclusion: we must at least roughly agree on what open badges are and how they are being used if we’re to have a constructive discussion about the accuracy of a Venn diagram that illustrates open badges and credentials as an incomplete overlap. It’s also worthwhile to reference where they are being used so as to situate the conversation. In short, they are being issued in high schools, out-of-school environments, workforce, colleges and universities, and notably less so in social and civic environments, although there are inspiring efforts concentrated to increase that activity. Even that encompassing swath may not present a complete picture of the spread of open badges.
A version of the phrase attributed to Heraclitus, You can’t step into the same river twice, seems an apt way to describe the open badge ecosystem during the last five years: iterating, testing, and improving. It’s fair to say that the previous Venn diagram visually spotlighted a limited aspect of a much larger conceptual conversation about how and where this new credentialing world is moving—and where it may considering moving. Right now the credentialing world is also part of that swiftly moving river as it struggles to accommodate new members. The great part? We, the open badges community who have been building badge systems over the last half decade, can help to structure and influence the direction.
A constantly growing and evolving ecosystem is difficult to capture in a visual. And yet, there are numerous benefits to distilling things down to a visual representation, not the least of which is improved insight about its parts and a sense of its gestalt. To that end, I’ve prepared another graphic to illustrate the inherent flexibility and dynamic potential of badges, focused on where they might be issued / used / consumed.
Assertion: An open badge can be designed to represent a small thing, such as a fundamental principle or a single competency (micro level)—and an open badge can also be designed to represent a large thing, like a competency set, or a license, or a degree (macro level). This visual illustrates that badges can be used to represent any credential currently being issued. This may seem like a minor thing to visualize, but given what badges can represent, it’s one that is definitely worth understanding. Why?
Nothing else in the credentialing world operates like open badges.
Badges can slot into a variety of environments and be used in a myriad of ways, and so are the chameleon of the credentialing world. Or maybe they’re the cuttlefish of the credentialing world: able to assume various conceptual shapes and sizes according to their context. Either way, chameleon or cuttlefish, they are unique. For some people this wide ranging flexibility—to grow to the size of a degree and shrink to the size of an essential component—is a feature and for others, it’s a bug. Again, because nothing else has the capacity to be as flexible as this in the current credentialing world.
The last post’s Venn diagram referenced this dynamism in a roundabout way that may not have been readily apparent. But now that this power has been teased out with this discussion and visualization, what are your thoughts, open badges community? Are all badges credentials, regardless of conceptual size, depth of assessment, or amount of criteria? Or are some badges as big as our current understanding of credentials, and some badges as small as elementary principles within a course or experience?
Looking forward to hearing your thoughts.