What If Open Recognition via Open Badges Were Deployed Exclusively in Closed Environments?

Abstract

Open badges are being piloted in higher education institutions in Bourgogne Franche-Comté, notably with support from the Research and Innovation in Training and Learning Media (RITM-BFC) for several years. The results of the use and deployment of this tool are varied and sometimes contradictory, depending on the research focus or field observation. 

Drawing on research conducted in higher education, we can observe the appeal and interest in open badges among students, which comes up against resistance to change from teaching teams and governance bodies. It is also interesting to highlight the influence of the sociodemographic characteristics of the learning population, which calls into question the very principle of equity in open education and open recognition. 

In light of the "Circular of March 23, 2022 on the Engagement, Encouragement, and Support of Student Initiatives within Higher Education Institutions under the Supervision of the Ministry of Higher Education and Research," a practical challenge arises in collecting evaluation data on the implementation of open badges and the impact of their recognition by the institution and the socioeconomic world. 

This presentation aimed to offer a critical perspective and invited the audience to reflect on their use of open badges: Are open badges truly part of an open recognition approach? And is this recognition genuinely accessible to everyone, even beyond the limited circle of the open badge community? 

Keywords: higher education, critical approach, open recognition, equity