Recommendations for achievement programme at UNESCO associated schools

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Achievement Programme of the UNESCO Associated Schools in Lithuania

RECOMMENDATIONS 2015-2016


Responsibility Responsibility for the facts referred to in this publication and the expressed opinions which do not necessarily reflect the official opinion of UNESCO or for which the organisation is not responsible lies entirely with the authors of this publication. The material and references contained in this publication regarding the legal status, territory, city, region, authorities and borders of any country are not associated with the official opinion of UNESCO.

Prepared by: Agnė Rapalaitė (Lithuanian Association of Non-Formal Education) Nerijus Kriaučiūnas (Lithuanian Association of Non-Formal Education) Martynas Stukas (Lithuanian Association of Non-Formal Education)

Revised by: Liliana Bugailiškytė–Lideikienė (Lithuanian National Commission for UNESCO)

Translated by: Ina Bachova

Designed by: Vytautas Vaičeliūnas

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These recommendations summarise the experiences and results of the pilot project “Integrating Open Badge Standard in ASPnet Schools in Lithuania”, which ran between 2015 and 2016. The aim of the project was to create and test the achievement recognition system based on open digital badges in UNESCO associated schools. Among the participants in the pilot project was Vilnius Žemyna Gymnasium, Utena Saulė Gymnasium and Kuršėnai Laurynas Ivinskis Gymnasium. Almost 300 students and teachers were involved in the testing of the badge system. The pilot project was initiated by the Lithuanian National Commission for UNESCO and the Lithuanian Association of Non-Formal Education. The issuing of open digital badges was built on the Badgecraft.eu platform. The innovation of open digital badges was well received and accepted by schools. Most of the programme participants welcome badges for the recognition of achievements. All three schools participating in the pilot project are going to continue to use digital badges and extend their scope. The Lithuanian National Commission for UNESCO and the Lithuanian Association of Non-Formal Education recommend open digital badges to other UNESCO associated schools.

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UNESCO Associated Schools Network

http://www.unesco.lt/svietimas/svietimo-tinklai/unesco-asocijuotuju-mokyklu-projekto-tinklas The UNESCO Associated Schools Project Network (UNESCO ASPnet) is the largest international network of schools from member states of the United Nations. It works for peace, mutual understanding and international tolerance. The network, established in 1953, brings together over 8,000 schools and other educational institutions from 175 countries across the world. Programmes born in this innovation laboratory improve the quality of education, introduce students to modern challenges, such as environmental degradation, globalisation and urbanisation, and provide tools to develop skills of crosscultural communication, peaceful coexistence and adaptation to the changing environment, which are necessary for a future man.

Lithuanian Association of Non-Formal Education https://neformaliai.lt/

The Lithuanian Association of Non-Formal Education brings together people working under the principles of non-formal education in Lithuania to recognise the value and results of non-formal education, ensure continuous improvement opportunities for members of the association and develop the quality of nonformal education. Its mission is to develop and promote non-formal education based on the principles of voluntarism and self-sufficiency, empowering a person to consciously participate in the modern society. The association works in three areas: recognition of non-formal education, continuous improvement opportunities for members of the association and development of the quality of non-formal education.

Badgecraft

https://www.atvirizenkliukai.lt Badgecraft, technical project partner, provides a multilingual online platform for managing achievements with the Open Badge Standard. Individuals and organisations can earn, create, issue, share, sort and display their badges online. The Badgecraft platform offers different features to use the full potential of open digital badges: • creating badge projects in an easy and fast manner, creating and issuing open digital badges; • assigning different functions to project managers (e.g. owner, manager); • assigning formulated tasks and missions to badges for those who what to earn them. It is possible to request evidence and establish methods for the (self)assessment of the learning process (personal verification, verification by peer or manager); • displaying, sharing and downloading open digital badges as well as printing badge content-based certificates; • with a help of integrated translations, a network of reliable partners is constantly updating the platform’s content and providing it in more new languages. The platform’s functionality is created and improved in close cooperation with learners, educators and employers.

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Open digital badges for recognising achievements Open digital badges is a digital certificate that encrypts information related to the learning process, achievements or competencies of the badge receiver. It is an innovative digital tool to recognise learning and skills that are often too difficult to measure within the framework of non-formal education (soft skills, acquired attitudes, participation, personal hobbies, etc.). Each badge has important information built in on the achievement: name, description, criteria, the issuing body, evidence, the date of issuing and other additional information.

CC by Kyle Bowen

In 2011, the Mozilla fund introduced the open badge infrastructure as a new technical standard for recognising skills and achievements. Badges that are compatible with the Mozilla Open Badge Standard are in line with the technical protocol, describing requirements for a badge image, its metadata, issuing and storage processes. A person who earns a digital badge can share it in social media, attach it to their CVs and reliably present their achievements when entering a university, getting a job or participating in organisational activities. Badges earned by the end of the UNESCO Achievement Programme are included in a printable individual achievement recognition statement-certificate.

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Achievement Programme of UNESCO Associated Schools The Achievement Programme of UNESCO Associated Schools (“the Achievement Programme”) helps students and teachers to record and recognise different skills and achievements made by participating in activities of the UNESCO Associated Schools Network. Achievements are recognised using the Mozilla Open Badge technology. Three Lithuanian schools – Kuršėnai Laurynas Ivinskis Gymnasium, Utena Saulė Gymnasium and Vilnius Žemyna Gymnasium – participated in the pilot programme, running between 2015 and 2016. Objectives of the Achievement Programme: • promoting global citizenship, understanding of global challenges and the ability to address them among students and teachers of the UNESCO associated schools and the community; • evaluating and recognising achievements of students, teachers and school communities in activities of the Associated Schools Network; • promoting the development of intercultural and environmental awareness skills. School communities – students, teachers and administrations – have contributed to the development of the achievement system right from the start. In face-to-face meetings with consultants participants were introduced to the open badge technology and tools designed to create, issue and claim digital badges, learned how to create meaningful badge systems. The result of these meetings is a customised badge system for the UNESCO Associated Schools Network. The library of the tested badge system consists of 17 different badge templates. They were divided into seven activities of the Associated Schools Network: 1. international thematic projects (two badges); 2. thematic projects/continuous activities in Lithuania (two badges); 3. international online cooperation (two badges); 4. celebration of international days (two badges); 5. thematic events (three badges); 6. thematic lessons (two badges); 7. general achievements (personal challenge project (one badge), innovation activities (one badge), thematic dissemination (two badges)). In spring 2016, the systems were tested in schools. Each school adapted the created badge templates to its education programmes. Students and teachers implemented the network’s activities at schools and claimed their open badges using their smart phones, tablets and computers. Examples of badges: Name

I am Tolerant

Description

I participated in a national campaign “The Week Without Bullying”. Together with other students and teachers I learned about the importance of this campaign. During creative activities (drawing, discussion, research) together with my class I had the opportunity to learn more about the subject of this day – bullying and empathy, to explore it in practice and understand the importance of this day to me, Lithuania and the world.

Criteria

Issued by:

1. Participating in at least one of the activities for the celebration of the international day. Verifying participation with a special code. 2. Sharing my impressions from the day’s activities in the media of preference. Uploading evidence of sharing 3. Reflecting on and sharing why this day is important to me personally, to Lithuania and the world. Laurynas Ivinskis Gymnasium, Kuršėnai

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Name

Debate “Variety of Evaluation Systems”

Description

I helped to organise debate for the UNESCO Associate School debate club “Variety of Evaluation Systems. Good or Bad?”. During the debate I had the opportunity to learn more about this issue, explore it in practice and understand the importance of this subject to me and my environment. I improved my creativity, organisational and coordination skills as well as demonstrated my responsible attitude by fulfilling my commitments.

Criteria

1. Initiating and getting directly involved in the preparation of the thematic event. Briefly describing the preparatory activities that were carried out. 2. Taking responsibility for your, as a team member, activities during the event. Briefly describing what role and responsibilities were fulfilled during the event and getting verification from three members of the UNESCO programme. 3. Sharing your impressions and results of the event with the (school) community. Uploading evidence of sharing.

Issued by:

Saulė Gymnasium, Utena

Name

I am Free to Choose

Description

I was a mentor in a continuous activity-project of the UNESCO Associated School “Addiction. I am Free to Choose...”. I created opportunities for participants to learn together through analysing the chosen topic on healthy lifestyle. I helped participants to improve their skills of teamwork, data collection, analysis, presentation and results presentation.

Criteria

Issued by:

1. Providing participants with references to interesting material and information on the project’s subject. Uploading interesting references and getting verification from five participants of the UNESCO programme. 2. Consulting project participants when analysing and summarising the collected material. Briefly describing the issues raised. 3. Moderating the discussion and summary of the project results. Uploading the discussion’s progress and receiving verification from one peer teacher. Žemyna Gymnasium, Vilnius

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Qualitative and quantitative studies were carried out upon the completion of the programme. The schools were invited to an overall self-assessment meeting to formulate recommendations on how to further implement this programme in other schools in Lithuania and across the world, participating in activities of the UNESCO Associated Schools Network. After reflecting on the experiences and results of the pilot project, the project promoters updated the badge system used in the Achievement programme: https://docs.google.com/document/d/1Hvk67-zoFF tos1IZBsFz4rkedO08tRRp33Jjtb611rs/edit?usp=sharing.

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Assessment of the pilot project The impact of the innovation of badges was assessed by quantitative and qualitative studies. The research methodology was designed in cooperation with a youth research expert. The key question of the studies: what is the impact of the Open Digital Badge System on the participants in the Achievement Programme of the UNESCO Associated Schools? The impact assessment study was built on an online questionnaire (18 questions) and qualitative interviews with students (focus groups of 5 to 7 persons) and teachers (2–3 persons). The impact assessment questionnaire was completed by 117 respondents (59% female, 36% male and 5% did not want to reveal their sex). 81% of the respondents participated in the open badges-based system for the first time, the rest of the respondents had participated twice or more. 88% of the programme participants rated the badge system as very good or good.

Chart no. 1. Based on your personal experience, how do you evaluate the system of open badges in general?

1%

2%

9%

20% Very good Good Not so good Bad Very bad

68%

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46% of the programme participants would recommend the badge system to others. Chart no. 2. Would you recommend taking part in the system of open badges to your friend/ colleague?

6%

5% 19%

Definitely

10%

More likely yes than no Maybe More likely no than yes No

27% 33%

I don’t know

The programme participants looked at different characteristics of the achievement system. 90% agreed that the badge system was interesting. 85% agreed that badges were engaging. 86% agreed that the badge system was useful and 75% that badges were needed. Would you recommend taking part in the system of open badges to your friend/colleague? Please evaluate different aspects of the system of open digital badges. Base your evaluation on your experience. Chart 4. Engaging Chart 3. Interesting Totally agree

22%

Totally agree

Agree

52%

Quite agree

17%

Not quite agree

Agree

8%

30%

Not quite agree

1%

Strongly disagree

I don’t know

1%

I don’t know

Chart 5. Useful

13% 2% 1%

Chart 6. Needed

Totally agree

Totally agree

25%

Agree

35%

Quite agree

16%

Agree

32%

Quite agree

26%

Not quite agree

I don’t know

39%

Quite agree

Strongly disagree

Strongly disagree

16%

11%

25%

Not quite agree

3%

18%

Strongly disagree

1%

I don’t know

10

7% 3%


“If the lesson has a badge (work hard and you will earn it), it becomes an incentive.” “It was interesting. People were more involved, carefully listened during the lesson. Badges made people closer. You could hear them saying ‘I have already claimed my badge!’ and ‘Me, too. Me, too!’.

“I like the idea that you don’t have to collect your portfolio and certificates, that you can have everything in one online space. It seems convenient. It’s just not popular yet.”

Qualitative interviews with students revealed the need to use badges to open the real opportunities for students. Students ask “Why these badges?”, “What’s in it for us”, etc. But despite these questions they think that badges may come in handy in future, showing their involvement and participation. Students want badges to be recognised when entering a university and looking for a job. They want them to be used in activities outside school, etc. According to the programme participants, in future badges will: • bring new learning opportunities (75% agreed with this statement); • bring new career opportunities (76%); • help other people to evaluate their learning outcomes better (65%); • allow students to present their skills better (78%). Qualitative interviews revealed that both teachers and students did not associate badges with learning outcomes since learning outcomes were all about grades. When asked to specify what they associated badges with, the respondents named participation in activities, efforts to be active, active involvement, outstanding achievements, willingness to participate. Digital badges encouradged communication between activity participants (79% agreed with this statement) and helped assess their own knowledge (69%). The programme participants received more recognition from others (69%) and it helped them feel to be a part of a larger community (70%). Please evaluate different aspects of the system of open digital badges. Base your evaluation on your experience. Chart 8. Open digital badges helped me to Chart 7. The system of open digital badges assess my knowledge encouraged communication between activity participants Totally agree

Totally agree

21%

Agree

Agree

25%

Quite agree

33%

Not quite agree

15% 21%

Quite agree

33%

Not quite agree

15%

Strongly disagree

3%

Strongly disagree

I don’t know

3%

I don’t know

11

21% 6% 4%


Chart 9. Because of open digital badges I received more recognition from others Totally agree

Totally agree

10%

Agree

29%

Not quite agree

22%

Quite agree

34%

Not quite agree

17%

Strongly disagree

14%

Agree

20%

Quite agree

I don’t know

Chart 9. Participation in the system of open digital badges helped me to feel part of a larger community

9%

Strongly disagree

20%

I don’t know

4%

16% 5%

However, badges had little impact on the quality of organised activities. In the qualitative interviews students stated that the quality of activities depended on organisers and therefore badges did not play an important role in this aspect. Teachers, on the other hand, claimed that badges encouraged them to be more creative and interesting and to include more engaging methods when preparing for their activities.

“Badges (the project) became an incentive to make the lesson different, unique, more interesting (before we only had the official flag raising).”

“Content rarely depends on students (the teacher dictates how to achieve the learning outcomes).”

The respondents agreed with the statement that badges helped set learning objectives (70%) and encouraged them to set challenges to themselves (64%). 74% also agreed that the badge system could encourage learning. Please evaluate different aspects of the system of open digital badges. Base your evaluation on your experience. Chart 12. Participation in the system of open Chart 11. The system of open digital badges digital badges encouraged me to set challenges helped me to set my learning to myself Totally agree Agree

34%

Not quite agree

21%

Quite agree

28%

Not quite agree

15%

Strongly disagree

15%

Agree

25%

Quite agree

I don’t know

Totally agree

11%

21%

Strongly disagree

10%

I don’t know

5%

12

12% 3%


Chart 13. I think that the system of open digital badges can encourage others to learn Totally agree

15%

Agree

26%

Quite agree

33%

Not quite agree

5%

Strongly disagree

8%

I don’t know

3%

It should be noted though that a significant part of the respondents agreed that badges did not help them achieve their goals. Qualitative interviews revealed that the activity itself often did not raise any challenges and did not create any new or more interesting learning opportunities. During qualitative interviews students expressed their doubts about the significance and value of badges issued for only showing up to the activity. They claimed that students often participated in activities because they took place during lessons, not because they were interested in those activities. Some suggested issuing participation badges only after showing up to two or three activities and distinguishing badges visually based on different levels of involvement. Still, some students admitted that they would come to activities for a badge.

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Conclusions and recommendations These recommendations are based on the implementation practice of the pilot project, findings of the impact assessment and summarised conclusions of the self-assessment event. Conclusion. Open digital badges are valuable when you need to make an effort to earn them. They have added value when they create real opportunities for future career, studies and employment. Recommendations • Finding organisations, institutions and individuals supporting the system to recognise the value of badges and achievements, propose new participation opportunities for programme participants and officially support the system in their communication; creating a network of these stakeholders. • Reviewing criteria for badges in the Achievement Programme. Badges demonstrating achievements in organising and implementing activities should be issued for each activity. Participation badges should be issued for participation in several events (2–3 activities). • Strengthening internal communication at schools, providing more information to the community on the benefits and opportunities brought by participation in the Achievement Programme. • Ensuring that network activities create opportunities based on voluntary participation and responsibility. The value of badges increases if more efforts are required to earn them. Conclusion. The logic of the Achievement Programme is not completely clear. It is difficult to determine what type of badge to choose, what information/evidence to add. Recommendations • Updating the badge system with a clearer structure and badge levels. • Updating the design of badges. • Establishing that adding evidence is not mandatory, but recommended. • Drafting programme implementation guidelines for schools to help teachers adapt the system to their activities more easily. • Creating technological improvements to help create, issue and manage badges online faster and more easily. Conclusion. Programme participants need a safe online environment where they could share their achievements. Recommendations • Creating an online environment where programme participants could see achievements of other programme participants and share their own achievements. • Creating a badge issuing platform plug-in for websites or internal communication tools so that students could always see the available badges and who have claimed them. Conclusion. The implementation of the Achievement Programme strengthens cooperation among teachers, students and administration. It becomes an incentive for teachers to make their lessons different, unique, more interesting and pre-planned. Recommendations • Publishing at least six month-plans and a list of available badges and criteria. It is important for students and teachers to know in advance what badge they will earn and when so they could plan their participation. • Using different methods for activities to reveal UNESCO themes, engage participants and create opportunities for active involvement. Digital badges cannot make dull activities more appealing. • Involving all members of the school community (teachers, students and administration) in planning and making decisions on the implementation of the badge system (for what activities and based on what criteria badges should be issued). Conclusion. The Achievement Programme in schools helps systematise and reconsider school activities, linking them with activities of the UNESCO Associated Schools Network.

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Recommendations • Ensuring that programme badges are issued only for achievements in activities directly related to UNESCO themes and goals. • Improving methodological competence of the participating schools for dealing with UNESCO themes. • Ensuring the exchange of best practices between the participating schools in implementing UNESCO activities and applying the open digital badge technology. Conclusion. Badges, as a tool for recognising achievements, promote more active participation in activities and taking up a more active and voluntary role. Recommendations • Using badges in activities where one can choose whether only to participate or assume responsibilities and get actively involved. Badges in mandatory activities could reduce their value. • Ensuring that if badges are used for mandatory activities (e.g. lessons, traditional events), the content and methods of such activities are special and interesting. • Considering and offering different incentive measures for programme participants at schools, e.g. public acknowledgement, special trips, special development opportunities, material gifts, etc. To participate in the project, schools should meet qualitative and quantitative criteria of the Achievement Programme 2016–2017 of the UNESCO Associated Schools Network. 1) ensuring the minimum number of UNESCO thematic activities throughout a school year: Badge level in the programme

Activity

Minimum number mandatory

Recommended number

For school Level 1 (participate)

Level 2 (contribute)

Level 3 (explore)

Level 4 (improve)

Recommended number of badges For student/teacher

UNESCO events

3

6

UNESCO thematic days

3

4

Thematic lessons

6

UNESCO events

3

6

UNESCO thematic days

3

4

Thematic lessons

6

10

International project

1

2

Exploratory projects

1

2

Regional, national project (based on cooperation with other institutions and schools)

1

3

Personal challenges

3

6

Innovation projects

2

5

15

5

10 3

1

1


2) all teachers and students should be able to participate in the badge system. Take into account the format and target groups of your planned activities: do you cover the large part of all participants (e.g. to get a level 1 badge, the student should be able to participate in at least five events).

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© Lithuanian National Commission for UNESCO, 2016


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