Session 404How to Increase MOOC
Completions with Open Badges
David Leaser, IBM
Las Vegas, NV • November 16 – 18, 2016
THE IBM OPEN BADGE STORY
BIGDATAUNIVERSITY.COM
@david_leaser
ATTRACTING NEW TALENT: WHAT SHOULD WE DO?
CAN WE INCREASE
ATTENDANCE BY 10% AND
COMPLETIONS BY 25%?
Digital emblem
which symbolizes
skills and
achievements
SHAR
E
Contains metadata
with skills tags and
accomplishments
Easy to share in social
media: LinkedIn,
Twitter, FB, blogs
Tethered to badge issuer
to validate and verify
achievement
Provides a progression
path to advance
commitment
Analytics provide
insight into how a
program is performing
@david_leaser
OPEN BADGES: VERIFIED WITH METADATA
BIGDATAUNIVERSITY.COM BADGES
@david_leaser
THE RESULTS FOR IBM HAVE BEEN SUBSTANTIAL
87% say they are now
more engaged with IBM
57% increase in
certification pass rates
64% increase in product
trial downloads
92% say badges are
valuable to verify job skills
Engagement Certifications Product Trials Employability
NOTE: LinkedIn profiles with certifications and badges receive 6x profile views.
RESULTS: WAY BEYOND TRAINING INCENTIVES
2.5 million potential views for every 10,000 badges
@david_leaser
SOCIAL MEDIA IMPRESSIONS ARE SUBSTANTIAL
WHY DO MOOCS FAIL?
Problem
Solversseek solutions for a
real-world problem in
the workplace
Networkerswant to be part of a
community of people
with a similar interest
Benefactorswish to learn about
innovations for the
benefit of others
Innovation
Seekerswish to stay informed
about innovations in
their field
Complementary
Learnerswant to expand their
school curriculum with
worldwide knowledge
GUESS WHO’S COMING TO YOUR MOOC?
@david_leaser
1. Intrinsic ‘motivation to learn’ and enjoyment
2. Extrinsic motivation, such as obtaining a reward or avoiding punishment
3. Personal relevance and career motivation toward the the learner's goals
4. Self efficacy and confidence that they can achieve high outcomes
5. Self-determination and control over their learning process
FIVE THINGS THAT MOTIVATE PEOPLE TO COMPLETE MOOCS
@david_leaser
No marketable benefit
toward employability
Anonymity
or lack of shame
No penalty
or consequence
No interaction
or late engagement
No symbol
of achievement
“Finishing a course is like giving yourself a pat on the back.”
FIVE REASONS WHY MOOCS FAIL
@david_leaser
ENOUGH
KNOWLEDGEAND LEARNING
ARE NOT
@david_leaser
MOOC participants expect you to provide two benefits, or they will drop out:
Achieve Status Signal employability
@david_leaser
EIGHT STRATEGIES TO MAKE MOOCS BETTER WITH OPEN BADGES
MARKET THE BENEFITS OF YOUR BADGES
USE STRONG MESSAGING USE SOCIAL PROOF SHOW CASE STUDIES
I LOVE
THIS!
@david_leaser
1
Scarcity
Free / no risk
Easy
Why you should care
Benefits
* You should A/B test your letters!
WRITE COMPELLING BENEFITS-DRIVEN LETTERS
I was having a tough time
finding a job because my
computer skills were
considered 'out of date'
and the IBM badges were
the perfect way to show
employers that I could
easily get back up to speed
and learn new skills.
After sharing her badge to LinkedIn, Twitter and to her online portfolio,
Coletta received a job offer after an employer verified her badge.
IBM OPEN BADGES ARE CREATING JOBS!
2
EVERY HOUR! SHOW MILESTONES USE MENTAL TRICKS
@david_leaser
REWARD PROGRESSION
SHAR
E
Provide a progression
path to advance
commitment
@david_leaser
BUILD PROGRESSION RIGHT INTO THE BADGE
3
PARTICIPATE IN FORUMS MENTOR OTHERS PROVIDE LEADERSHIP
@david_leaser
REWARD ACTIVE LEARNING AND ENGAGEMENT
Will you capture interests in addition to knowledge and skills?
@david_leaser
BEYOND KNOWLEDGE: WHAT SHOULD YOU RECOGNIZE?
Knowledge
Skills
Portfolio
Assessment
Award
Presenter
Participant
Volunteer
Advocate
Member
Leader
Credential
Knowledge Skills Proficiency Certified General
Badges are how we will measure resume-worthy skills in the market
LIMIT YOUR BADGE DESIGNS: IBM HAS ONLY FIVE
@david_leaser
4
LEADER BOARDS TWITTER FEEDS
@david_leaser
BUILD SOCIAL PROOF INTO YOUR PROGRAM
Anyone who has
been in sales
knows this!
LEADERBOARDS WORK!
@david_leaser
REDCRITTER FOR LEADERBOARDS
5
ONLINE CHALLENGES INVENTIONS PORTFOLIOS
@david_leaser
DEMONSTRATE REAL MARKETABLE CAPABILITIES
SQORE FOR CONTESTS
PORTFOLIUM FOR ONLINE PORTFOLIOS
MYSHOWCASE.ME FOR ONLINE PORTFOLIOS
@david_leaser
SHAR
E
6 CONNECT USERS WITH REAL OPPORTUNITIES
LEARNING INSTITUTIONS INDUSTRY LEADERS
@david_leaser
7 CO-BRAND WITH MARKET LEADERS TO ADD VALUE
• Javascript
• Swift
• Watson
• Javascript
• Swift
• Watson
• Javascript
• Swift
• Watson
@david_leaser
8 CREATE A STANDARD SKILLS TAXONOMY
Content Delivery Credentials Job Postings
You will need common skills tags to match these!
• Javascript
• Swift
• Watson
1. Market the benefits• Strong messaging
• Social proof
• Case studies
2. Reward progression• Badge hourly
• Create milestone visuals
• Use mental tricks
3. Reward engagement• Participate in forums
• Mentor others
• Show leadership
4. Use Social Proof• Leaderboards
• Twitter feeds
EIGHT WAYS TO MAKE MOOCS BETTER WITH BADGES
@david_leaser
5. Demonstrate marketable skills• Online challenges
• Inventions
• Portfolios
6. Connect users with opportunities• Job postings
• Internal opportunities
7. Co-brand with market leaders• Learning institutions
• Market-leading organizations
8. Create a standard skills taxonomy• Content > Delivery > Credentials > Job
Listings
• Website: ibm.biz/badging
• Twitter: @david_leaser
• LinkedIn: linkedin.com/in/david-
leaser-6b95505
• IBM: [email protected]
Thank you!
@david_leaser
ibm.com/training
@david_leaser
Motivation to learn in online learning environments• Shroff, Vogel, and Coombes (2008) found that online learners were more
intrinsically motivated than their on-campus counterparts.
• Cho and Heron (2015) found that online learners' intrinsic motivation is positively related to their learning performance.
• In the context of MOOCs, because it is an open and free learning environment, participants tend to choose only segments of the learning environment, following their goals and interests (Kizilcec & Schneider, 2015; Wang & Baker, 2015).
• For example, Wang and Baker (2015) found that course completers tend to be more interested in the course content, whereas non-completers tend to be more interested in MOOCs as a type of learning experience.
• ANCOVA tests indicated statistically significant differences between English completers and non-completers for self-determination and self-efficacy
• The difference between completers and non-completers is mainly based on their self-efficacy, i.e. one's confidence in their ability to complete successfully a science learning task
• Non-completers rated low on career motivation (i.e. their belief that learning will benefit their professional development)
Engagement and Collaboration
• Participate with friends Learners who enrolled with friends were more likely to be engaged with course materials than their counterparts (Kizilcec & Schneider, 2015).
• Significant interactions MOOC participants who were engaged in significant interactions with peers were less likely to dropout (Ferguson & Clow, 2015; Halawa et al., 2014; Jordan, 2014; Onahet al., 2014).
• Posting messages There is a positive relationship between participants' motivation gain (i.e. the difference between pre- and post-ratings) and the number of messages they posted to the online forums. Posting two to three messages per week, (e.g. sharing knowledge, asking questions, and receiving answers from peers) has a significant impact on participants' motivation to learn
• Group projects Participants who worked individually or in dyads on the final project asserted relatively low motivation gain, while those who working in groups of four or five asserted relatively high motivation gain.
• Online forums are preferred communication method (Alario-Hoyos et al., 2013) and that engagement in significant interactions reduces dropout rates (Ferguson & Clow, 2015; Kizilcec & Schneider, 2015; Sinha, 2014).
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