Back in early November I attended ePIC 2024: Opening and scaling up digital credential initiatives, the 22nd International Conference on Open learning and recognition practices, technologies and policies.

Unsurprisingly there was a lot of discussion about emerging AI tools and the roles they could play in this space, but what did come as a surprise was digital badges.

Back in 2010 the Mozilla Foundation and MacArthur Foundation developed open badge prototypes and in October 2012, the Mozilla Foundation launched the Public Beta of the Open Badge Infrastructure. Since then over 43 million digital badges have been issued worldwide.

The white paper Open Badges for Lifelong Learning (updated 2012) authored by The Mozilla Foundation and Peer 2 Peer University,
in collaboration with The MacArthur Foundation noted that badges were specifically able to support the Capturing and translating the learning across contexts, Encouraging and motivating participation and learning outcomes, and Formalizing and enhancing existing social aspects of informal and interest-driven learning.

Updates to the the Open Badges standard have enabled embedded evidence, endorsements, version control and internationalization (Open Badges 2.0), and the facilitation of federated backpacks via the Open Badges 2.1 (Badge Connect) API. By 2021 24 products from 19 organizations headquartered in 8 countries that have gone through the IMS conformance certification process for Open Badges v2.x.

However, understanding the “value” of a badge with regards to credentially in educational settings has proven difficult.

In December 2024, the implementation guide for the Open Badges 3.0 and Comprehensive Learner Records 2.0 standards was published.

Section 1.5 states :

The core of both Open Badges and Comprehensive Learner Record is an assertion about an achievement. As defined in Open Badges Specification v3.0 and Comprehensive Learner Record Standard v2.0, an assertion is specific to one learner. It contains a claim that the learner has made a particular achievement and metadata about the achievement, the issuer, and the learner, including possible evidence that provides support for the claim. (https://www.imsglobal.org/spec/ob/v3p0/impl)

This is something to get excited about. Updates to the metadata capability enable the inclusion of multimedia content that make it possible to embed evidence within the badge. Additionally, the standard has adopted the use of the W3C verifiable credentials data model and introduced the use of Decentralised Identifiers (DIDs) gives badge earners more control over their personal data and how it is shared. It is also now easier and more transparent to revoke badges which may be outdated or have expired in some way, potentially increasing trust in the potential.

At ePIC2024 there were a few projects which looked to leverage these new capabilities to support lifelong learning initiatives. One example is Odznaka+, co-funded by the European Union that has expanded upon the open Badge standard. The application enables the issuing, collecting, storing and sharing digital badges and equivalent PDF certificates. It allows users to digitally certify different types of skills and achievements.

This new generation of digital badges may be able to address some of the concerns raised in the Landscape report undertaken by the UK Badging Commission on the trustworthiness and verification of badged credentials.

In addition to verification, data sovereignty was a key discussion point. Who owns the credential, the learner of the issuer? Who chooses what information is shared and with whom?

The UK Badging Commission recognise that digital skills wallets are an ideal platform for communicating a comprehensive picture of an individual’s skills and experiences from a range of learning opportunities. These can be facilitated through the new Open Badges 3.0 and Comprehensive Learner Records 2.0 standards in transferable and verfiable ways.

Paragraph 15 of the COUNCIL RECOMMENDATION of 16 June 2022 on a European approach to micro-credentials for lifelong learning and employability (2022/C 243/02) begins:

Education and training systems should cater for the diverse individual needs, abilities and capacities of all learners. They should also offer learning opportunities to all, including in non-formal and informal settings as underlined by the Council conclusions on equity and inclusion in education and training in order to promote educational success for all (11).

Most importantly this learning should be portable, in the recommendations portability is defined as:

‘Portability’ means the ability for a credential-holder to store their micro-credentials in a system of their choice, to share the credential with a party of their choice (whether national or transnational) and for all parties in the exchange to be able to understand the content and verify the authenticity of the credentials. This enables portability between and within education and training sectors, in the labour market and across countries.

The new generation of badges and associated learner records could become a key tool in facilitating these requirements.

What does that potentially mean for UCL?

In addition to our degree programmes, UCL provides a wide variety of Continuing Professional Development (CPD) opportunities. Could these be credentialed and verfiable digital badges to make them a transferable microcredential where appropriate?

Should we be looking to credentialise smaller pieces of CPD offered both internally and externally to better facilitate skills recognition and lifelong learning?

As stated by a speaker at ePIC2024 “we do not have a skills shortage, but a recognition of skills shortage”.

Could this new generation of badges help address this recognition issue?

References:

• Blog post: Why Open Badges 3.0 Matters
• Open Badges – History
• Blog post: Reflecting on the Open Badges journey
• Open Badges Implementation Guide – Spec version 3.0
• Odznaka+ Application
• Badging Commission
• Council Recommendation of 16 June 2022 on a European approach to micro-credentials for lifelong learning and employability 2022/C 243/02

On the weekend 26 – 28 January I helped to facilitate and took part in the seventh iteration of #LearnHack.

#LearnHack is a community hackathon organised by an interdisciplinary UCL team. The original event was held in November 2015 in collaboration with UCL Innovation and Enterprise at IDEALondon. The 2024 version was the first time it has been run as a hybrid event. It was held over the weekend of 26-28 January in the School of Management department at Canary Wharf in collaboration with the Faculty of Engineering, Digital Education and UCL Changemakers. Participants came from 12 different UCL departments, alumni, and external guests from Jisc. Everyone was invited to submit project proposals for how to improve UCL based on pre-agreed themes. The themes this year were AI and Assessment with overlap between the two.

Being fairly new to UCL I had not come across this event before, but when I was told about the ethos behind it which is to empower a community of staff, students, researchers and alumni to tackle challenges collaboratively and creatively, it sounded right up my street. I am a big advocate of playful learning and creating a safe space for experimentation and failure. I also liked the interdisciplinary approach which encourages people from all backgrounds to work together and learn from each other.  Anyone with a valid UCL email address can submit a project proposal to be worked on over the weekend and anyone can run a learning session to share their skills or ideas with participants. Everyone is encouraged to attend welcome talks on the Friday evening to hear about the different projects and get to know each other and form teams. Participants have the weekend to work on their chosen project and also take part in learning sessions.

I’m always up for a challenge, so I not only put forward a project proposal and ran a learning session, but I also helped to facilitate the online attendees on the Friday evening and Saturday morning. This meant it was a packed weekend and I got to experience all the different elements of #LearnHack, including joining online on the second day. 

The venue was amazing, with great views of London, and the School of Management spaces were perfect for collaboration and hybrid events. The learning sessions were great, I particularly enjoyed learning how to use Lumi and GitHub to create and host H5P activities outside of Moodle so that they can be shared externally. I also found out about the game that ARC had devised for engineers and developers to learn about the issues associated with generative AI where players can help prevent or create an AI Fiasco.

My own session on making a playful AI chatbot was run online but many people joined from the room. The session encouraged people to experiment with different types of chat bots and have a go at creating their own. We managed to create some interesting applications in the short time we had including a bot that accurately answered questions on using Moodle, Zoom and Turnitin. We also explored how a bot’s personality can impact a user’s interactions and perceptions on the accuracy of its responses and had some interesting discussions on some of the ethical issues involved with users uploading material to datasets.

In-between games, food and learning sessions, teams worked on five different projects. I was impressed with all the project teams and the work they managed to produce in such a short space of time. The winning team stood out in particular, as they created a working prototype using ChatGPT. Their project aims to reduce the time that medical science students spend manually searching through articles looking for replicable research. This team now have Student ChangeMaker funding to create an optimiser to filter through biomedical research papers and extract quality quantitative methods. It is hoped that the ‘protocol optimiser’ will streamline workflows for researchers and students to find suitable lab work. I am looking forward to following the development of their project and hopefully they will report back at a changemaker event later in the year.

Despite smaller numbers of attendees than hoped, feedback from participants was positive with calls to raise awareness amongst the student population with promotion in freshers’ week and from careers to encourage students to join. Personally, I had a great time, although next time I wouldn’t try to do quite so much and would either stick to being involved in a project or helping to facilitate and run sessions. The Faculty of Engineering has already given the go ahead for #LearnHack8 and we are currently exploring possibilities with running some mini #LearnHack events before then, so watch this space for more details and if you have an idea for a project then get in touch.

People often ask me: what happens after #LearnHack? – And often I don’t quite know how to answer this question. So much of what happens with the projects depends on the enthusiasm and stamina of the project teams. Some find funding to develop their ideas further, either through Change Makers or through departmental support. Often projects disappear in the ether of the university and I only find out by complete chance that a project or collaboration is still going years later!

The last #LearnHack, while a bit strange, has had the major benefit that online chatter is easier to continue after the event and keep up with, and so I checked in with Marcus Pedersen a few days ago to see what happened with his AR Eye Model project proposal. Here is what happened:

1. What did you do/what happened?

Remote education has become increasingly popular over the last year due to the ongoing pandemic. This inspired me to think about how we could educate patients and students about the anatomy of the eye and certain eye diseases. From here I set about sourcing some funding to build an Augmented Reality app. After successfully applying for a grant, I then set about developing content for the education app. Firstly, I needed a model eye that could be used as part of the AR environment. Secondly, I needed to develop content on the eye diseases we were going to highlight. Thirdly, I needed to think how I could make this accessible to all.

These three key aspects were supported by attending the Hackathon where I pitched my idea and interested parties then got involved. Ideas that came from the new advisory board then set up after the hackathon allowed for fresh ideas (as well as some well needed editing my spelling as never been great).

Once the group was set up, I could get to work on developing the content.

2. Who has been involved?

I outsourced the app development so I could focus on developing the accessible nature of the app. I contacted the service director at Moorfields Eye Hospital and asked them to write a script on Age Related Macular Degeneation (AMD), glaucoma and uveitis. From here I then found fellows at the hospital to help translate the material. The fellows come from all over the world so I knew we would be able to help many more patients than usual. I then edited these videos including some animation. For AMD we were able to create 33 multilingual introductory videos.

3. Was this in reaction to an issue or request? How did this come about?

The app came about from some research I conducted on remote education. Knowing that post pandemic aspects of remote medical care would continue I thought I could further bolster patients learning from home. Students studying the eye could also use the app to refresh their understanding of the eye as well as learn about the key eye diseases.

4. Why did you take this approach? Was there anything novel in your approach?

I decided to use an App as part of a larger project that includes other modalities of educating patients, careers and family members about eye diseases and the anatomy of the eye. There is nothing novel about using AR in education as it has been around for a while

however, I am interested to see the feedback form those with sight impairment and their ability to interact with the app.

5. What next?

Collect feedback from the audience and develop the app for future patient education. Expand the list of eye disease’s so we can assist more people all over the world.

 

Have you got a #LearnHack story? Let us know in the comments below.👇

Like so many things in 2020, #LearnHack, our UCL community hackathon, also went virtual for the first time this year. Instead of running over an intense weekend, we stretched our usual structure across an entire week to accommodate people’s schedules, participants in different time zones and potential tech problems. As usual, the event attracted participants from across the institution (some statistics here). Unusually, we had more staff participants on this round than ever before. Even more unusually for #LearnHack, a lot of the staff came from Professional Services.

In a year of distance, a motto of “Building Bridges” for #LearnHack 6.0 seemed appropriate. We had three broad themes:

• Teaching & Learning
• Mental Health & Well-being
• Community & Connections

A total of nine project proposals were submitted across all three themes. Not all projects managed to attract enough interest to form a team. Although a number of projects didn’t make it over the project submission line, the topics nonetheless generated conversations and connections that might not have taken place without the event. As always we hope that these connections, conversations and projects will continue in some form long beyond this edition of #LearnHack.

Projects that made the submission deadline

Coffee Roulette and Virtual Quad combined forces as there was significant overlap in aims and sharing skills and resources made more sense than having two individual much smaller teams. Virtual Quad/Coffee Roulette spent a morning working in Miro, pulling together research, a long list of desirable features and potential solutions. Next, we managed to get a survey out to sanity check our idea of what such an environment should look like. The survey received 43 responses in total and revealed that we were largely on the right track with our ideas (details here).

The overall project was far too ambitious to come up with any actual product in the very short time we had, however, the conversation about virtual social spaces is ongoing and we’re happy to talk to anyone who’d like to know more or get involved.

 

The Winning Team

Games Workshop proposed by Ellie Bates, School of Pharmacy scooped the top spot in our community vote. The team managed to develop an actual game: “Click University”

Here are some #LearnHack reflections from Kitty:

Why did you join?

I’d been wanting to participate in a hackathon for a while, and LearnHack’s emphasis on inclusivity and being open to people from all backgrounds with any skill set (not just those technically-minded), to both staff and students, really appealed to me. I also liked the sound of the themes and projects that had been proposed, and that it was UCL-based – I’d be able to see any positive change we might make as a result of the hack right here, in this very community.

What was your team/project?

My team was the Games Workshop team, which aimed to use a games format to address some of the common issues we’d all faced this challenging year, when we’ve had to transition large parts of our life online. Issues like what it feels like to be a faceless name joining a lecture full of other faceless names; not knowing whether it’s better to turn your camera on/off; whether to contribute via the chat; how to make friends when there are no face-to-face social opportunities. Of course, we couldn’t solve these complex problems over one week – but what we did do was create a game that presented optimistic online futures and modelled scenarios in this strange new online world, which we hoped would help players feel less alone and more empathetic towards each other.

How did you find the week?

To be honest, the start of the week was a bit awkward as it was my first time joining a hack and I had no idea what I was doing or what was meant to be happening. But once I met my team and we started drafting ideas and talking about our project, time just flew by. My teammates and I met every day to discuss our progress and work on our game.

It was really fun, not least because we got to play games (for research purposes, of course!). By the end of the week, my team had a small but functional game that we hope to be able to develop further next year. I’ve also personally learned a lot, and not just about games. I’ve learned about practical problem-solving, been reminded of how useful it can be to work through ideas with others, and learned how to use a bunch of new software tools that I’d never heard of before, which I have since continued to explore and use. I may even work on something related for my final year Master’s project.

If I had anything to say to anyone thinking about joining a future LearnHack, it would be: why not? It’s a great way to do something out of the ordinary.

– Kitty Ho
Quality Assurance and Governance Officer, Joint Faculties, UCL
Final Year MSc Computer Science (Part-time), Birkbeck

 

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Thanks to everyone who took part in this year’s event. Special thanks to Paul Bailey from Jisc for being our independent project judge.

Earlier this year, I celebrated a decade at UCL.

Just as I joined, there was another new recruit to UCL – Moodle. This open source virtual learning environment had recently replaced WebCT which we used before, and my initial task was to support the migration of 300 courses from one to the other. Since then we’ve regularly upgraded Moodle and added new facilities such as Turnitin, Lecturecast and Blackboard Collaborate into it. It now has 7000 live courses and is used by nearly every teacher and student at UCL.

We also have other services – from voting handsets to portfolios. And we also know that there’s lots of other web-based services that people use.

Time flies by, and after ten years we think it’s right to ask if this environment is right for us? Does it need to change? Are we making the most of what we’ve got? Is there something better we should be doing instead?

To help us answer these, Digital Education has been listening and learning. We’ve started the process by conducting detailed interviews with 10 staff and 13 students about how they teach and learn. These have raised issues from our spaces and technologies, to our culture and organisation. It’s a rich source of viewpoints, and reflects the diversity and breadth of UCL’s education and people.

We’d like to share some of these findings with you, and give you an opportunity to contribute and prioritise our future developments. To do this, we have arranged four Town Hall meetings:

• Wednesday 27 November 3-4pm, Cruciform LT2;
• Tuesday 3 December, 10-11am, Cruciform LT1;
• Monday 16 December, 12-1pm, Medical Sciences AV Hill Lecture Theatre;
• Wednesday 8 January 2020, 3-4pm, Cruciform LT2.

There’s no need to book – just turn up to any that you wish to attend. The events are aimed at teaching staff but students and other staff are welcome too.

Any questions, please contact Steve Rowett in Digital Education.

Guest post by Teodora Lazar

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On the 2nd of June, UCL’s Digital Education ran #LearnHack 4.5, a day of problem solving, tackling challenges around technology and learning. Students and staff from different departments in UCL came together in BaseKX to solve a challenge, share their ideas and make new connections. What started as being an event that aimed to explore how technology is being used for teaching and learning, became a common ground where students and staff can work together towards achieving a common goal.  

#LearnHack 4.5 tackled 3 challenges, pitched and voted before the event. Two of them where technical challenges, and the other one was conceptual. The different formats of the challenges were chosen democratically in order to ensure that students from all backgrounds can contribute to the final outcome. Mixed teams, formed on the spot, worked towards bringing forward the best solution for the challenge, competing against each other at the same time

Kicking off with a presentation of all the challenges, the participants got the chance to understand them, ask questions, and form their teams. The challenges were:

UCL Intranet for Students by Saskia Cebrian Guerrero & Fabian Urban

“As a new student at UCL, it was very difficult for me at the beginning to find the library services, where to pay my bills, maps, my schedule, events from the UCL Union and Moodle, since they are all in different-not linked platforms. I think its necessary that students know from the very beginning all the important links and information from the university in an integrated platform. And that is my idea, to create an Intranet designed by and for students.”

Predicting when assets will fail by Peter Jones & Rebecca Allen

“To use data from UCL’s Estates team to build a predictive model that will assess which assets are likely fail, enabling predictive/preventative maintenance.”

Hacking #LearnHack by “the #LearnHack organising gang”

“The aim of #LearnHack is to bring the whole of the UCL community together to solve some of its problems from the bottom up or the inside out (however you prefer to look at it). Every event is an opportunity to make a real difference to how we do things in the areas of teaching, learning and campus life. While both ticket sales for the  event and feedback by past attendees have been consistently great, attendance hasn’t always been so fantastic. Why is this and what can we do to build a more self-sustaining community moving forwards?”

 

The rest of the day was a good opportunity to have a lot of fun while debating, prototyping and working as a team. The participatory format and the friendly environment enabled collaboration and lots of discussion about ways to tackle the challenges. Even if the day was very labour intensive and tiring, the food, snacks, drinks and sweets provided kept everyone going. Also, the wonderful culture of community and collaboration remains a constant characteristic for each and every #LearnHack.

Being an event that explores the topics of learning and technology, two optional workshops were delivered throughout the day in order to nourish the learning and knowledge sharing atmosphere. The first workshop, ‘Primer on Visual Abstracts’, explored how to increase the impact of one’s publication, through image conceptualisation. Meanwhile the other one, ‘Putting it all together: R and R Markdown’, investigated how one can combine formatted text and analysis code to build up-to-date reports. These workshops were a good way to learn some new skills, but also to take a  well-deserved break from all the hard work to solve the challenges.

The final presentations were the moment when each team introduced their solutions, ideas and prototypes and told everyone about their findings. Through presentations of just a few minutes, the teams managed to prove that they came up with tangible, creative and useful solutions to every challenge. Even more, they all handled the questions coming from the public and the jury like pros.

The solutions to the challenges were:

 

Make #LearnHack Great Again by Team ‘Something Cool’

This team responded to the challenge Hacking #LearnHack by creating a strategy plan to improve the reach, recognition and impact of future #LearnHacks. They also responded to this conceptual challenge through a technical measure, by creating a prototype for a brand new website.

Maintenance System by Team Regatta

The app that Team Regatta came with responded to the ‘Predicting when Assets will Fail’ challenge. They decided to tackle the issue by creating an app that could be used by the UCL staff to report maintenance issues. They designed a centralised system through which data could be stored in a easy to use, and easy to analyse manner.

Predictive Analytics by Team Broken Assets

This team decided to build a model to evaluate the probability of assets failure, so the problems could be fixed before even happening. They analysed the data by taking into account the historical maintenance and the environmental factors. The approach that this team took was very data heavy, since they managed to map out most data sources throughout the day.

Intranet for Students by Team Lime Pair

Responding to the challenge of building an intranet for students, team Lime Pair built their prototype that would incorporate on the same website page, all online resources that are vital to all UCL students: Portico, Moodle, Library Services and others.

 

#LearnHack proved once again that it not an event for techies only. Don’t be fooled by the name. This one day hackathon brings together researchers, creators, artists, visionaries, thinkers, designers, inventors, dreamers and many others.

You don’t identify with any of these? No problem, we are always open to new suggestions.