Daniel Hickey

Indiana University, Learning Sciences, Faculty Member

Followers

Following

Co-authors

Public Views

Interests

Uploads

Papers by Daniel Hickey

Bridging Social Annotation Practice with Perspectives from the Learning Sciences and CSCL

Social annotation has emerged as an important approach to supporting students' social interaction... more Social annotation has emerged as an important approach to supporting students' social interaction and collaborative knowledge building in the classroom. Despite great interest among practitioners and a growing body of literature, social annotation activities are often guided by practical intuitions rather than informed by theories of learning and technologysupported collaboration. To strengthen social annotation practice, more work is needed to explore the systematic application of rich theories of learning and collaboration in this context. The proposed hybrid symposium aims to engage learning scientists, CSCL researchers, and stakeholders in productive dialogues to explore the integration of social annotation as a complex practice that can benefit from meaningful application of theories, explicit consideration of learning constructs, and careful design of technological and analytical support. The symposium will both contribute to social annotation practice in the classroom and help learning scientists and CSCL researchers in achieving broader impacts in the education system.

format_quoteUndergraduate students' social annotation showed 17% analytical thinking, surpassing prior studies, indicating effective engagement in cognitive discourse during collaborative activities.format_quote

Download

Proceedings of ICLS 2006

Learning sciences research explores the nature and conditions of learning as it occurs in educati... more Learning sciences research explores the nature and conditions of learning as it occurs in educational environments, broadly construed. The learning sciences field draws upon multiple theoretical perspectives and research paradigms in order to understand and improve human learning, cognition, and development. Over the last two decades the learning sciences community has developed powerful technological tools, curricular interventions, theories, and methods for understanding and improving teaching and learning as it unfolds in naturalistic contexts. Learning sciences takes an interdisciplinary approach to the study of learning, cognition, and development in real-world contexts. Learning scientists believe that any investigation of teaching and learning must consider context, cognition, and learning architecture, which we treat as inextricably intertwined. All who are interested in the study of learning in context and the design of learning environments should find the work in these Proceedings to be of interest.

Download

Open Digital Badges and Reward Structures

Cambridge University Press eBooks, Feb 14, 2019

In recent years, web-enabled credentials for learning have emerged, primarily in the form of Open... more In recent years, web-enabled credentials for learning have emerged, primarily in the form of Open Badges. These new credentials can contain specific claims about competency, evidence supporting those claims, links to student work, and traces of engagement. Moreover, these credentials can be annotated, curated, shared, discussed, and endorsed over digital networks, which can provide additional meaning. However, digital badges have also reignited the simmering debate over rewards for learning. This is because they have been used by some and characterized by many as inherently "extrinsic" motivators. Our chapter considers this debate in light of a study that traced the development and evolution of 30 new Open Badge systems. Seven arguments are articulated: (1) digital badges are inherently more meaningful than grades and other credentials; (2) circulation in digital networks makes Open Badges particularly meaningful; (3) Open Badges are particularly consequential credentials; (4) the negative consequences of extrinsic rewards are overstated; (5) consideration of motivation and badges should focus primarily on social activity and secondarily on individual behavior and cognition; (6) situative models of engagement are ideal for studying digital credentials; and (7) the motivational impact of digital credentials should be studied across increasingly formal "levels." Digital badges are a new kind of learning credential that can contain hyperlinks that provide easy access to relevant web-enabled information. In contrast to grades and degrees, digital badges can contain specific claims about competencies, details about how those competencies were acquired, and links to evidence such as completed work and traces of engagement. Recognizing

format_quoteEight of the 30 badge systems were not implemented, indicating significant challenges in translating design proposals into practice.format_quote

Download

Advancing Sustainable Educational Ecosystems with Open Digital Credentials and Badges

Routledge eBooks, May 20, 2021

Most existing practices for grading student work, measuring readiness, documenting accomplishment... more Most existing practices for grading student work, measuring readiness, documenting accomplishment, and accrediting programs and schools are analog and opaque. This makes it difficult for programs, schools, and communities to adopt the innovations described in the other chapters of this volume. Open digital badges can contain specific claims of competency, along with web enable evidence supporting those claims. This information can then circulate in social networks and gain additional meaning. Examples from sustainable, sustainability, and open education are used to illustrate how open badges are being used to help find, acknowledge, recognize, motivate, and endorse learning.

format_quoteDigital badges represent a scalable technological trend, addressing concerns over traditional credentials' efficacy in educational settings.format_quote

Download

Dimensions of Assessment in Online and Open Education in Terms of Purpose, Function and Theory

Handbook of Open, Distance and Digital Education, 2023

This chapter considers the assessment of learning in open, distance, and digital education. To ad... more This chapter considers the assessment of learning in open, distance, and digital education. To add new insights to the extensive body of relevant prior research literature, the chapter uses two "dimensions" of assessment to summarize and extend this work. The first dimension is assessment function. This includes traditional summative functions ("assessment of learning"), modern formative functions ("for learning"), and contemporary transformative functions ("as learning"). This also includes recently introduced conformative functions ("as compliance") and deformative functions ("as sabotage"). The second dimension is theory of learning. This includes differential, cognitive-associationist, cognitive-constructivist, and situative/sociocultural theories. This chapter pays particular attention to how these dimensions interact with each other in complex (and often unanticipated) ways, and briefly considers how they interact with two other

Download

The Learning Sciences @ Scale: Current Developments in Open Online Learning

ICLS, Jul 1, 2016

The explosive growth of MOOCs has generated immense interest in online learning in massive course... more The explosive growth of MOOCs has generated immense interest in online learning in massive courses. However, much of this frenetic activity has emphasized technology and scalability (Reich, 2015), resulting in rudimentary learning experiences (i.e., brief streaming videos followed by quizzes or online discussion forums). This symposium will showcase and discuss four diverse efforts to advance open learning at scale that are directly informed by contemporary theories of learning and educational research methods. This includes research on inquiry-based community learning, computer-mediated discourse analysis, participatory approaches to learning and assessment, and evidence-rich digital-credentials. In each of the four cases, the desire to extend that program of research to learning at scale resulted in significant advances in the more general program of research. In this way the symposium explores efforts to foster learning at scale might advance our theories of learning and our principles and methods for learning design more generally.

Download

Classroom Discourse as a Tool to Enhance Formative Assessment and Practise in Science

International Journal of Science Education, Nov 5, 2007

This study details an innovative approach to coordinating and enhancing multiple levels of assess... more This study details an innovative approach to coordinating and enhancing multiple levels of assessment and discursive feedback around an existing multi‐media curricular environment called Astronomy Village®. As part of a broader design‐based research programme, the study analysed small group interactions in feedback activities across two design cycles. The goal of this analysis is to develop an understanding of the ways that a situative approach to assessment and practise supports learning. Findings demonstrate ways that student and ...