Final Draft of My Literature Review for IDT 8092

NOTE: Originally, I had posted the paper here but have decided to take it off the blog and from the Google Drive. However, I have left a list of the references section in case it can be of assistance to others. 

Thanks!

Open Badges for Self-Directed Teacher Professional Development: A Review of Literature

Wanda Terral

Dr. Carmen Weaver

IDT 8092, Summer 2015

The University of Memphis

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References

Abramovich, S., Schunn, C., & Higashi, R. M. (2013). Are badges useful in education?: It depends upon the type of badge and expertise of learner. Educational Technology Research and Development, 61, 217-232.

Ahn, J., Pellicone, A., & Butler, B. S. (2014). Open badges for education: What are the implications at the intersection of open systems and badging?. Research in Learning Technology, 22(2014). doi:10.3402/rlt.v22.23563

Antin, J., & Churchill, E. F. (2011). Badges in social media: A social psychological perspective. Paper presented at the CHI 2011 Gamification Workshop Proceedings (Vancouver, BC, Canada, 2011).

Avalos, B. (2011). Teacher professional development in teaching and teacher education over ten years. Teaching and Teacher Education, 27(1), 10-20. doi:10.1016/j.tate.2010.08.007

Blazer, C. (2010). Teacher burnout. Information Capsule. 1003. Research Services, Miami-Dade County Public Schools. 1450 NE Second Avenue, Miami, FL 33132.

Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33(8), 3-15. doi:10.2307/3699979

Brockett, R. G., & Hiemstra, R. (1991). Self-direction in adult learning: Perspectives on theory, research, and practice. New York: Routledge.

Brophy, J. E. (2004). Motivating students to learn (2nd ed.). Mahwah, NJ: Lawrence Erlbaum.

Buckingham, J. (2014). Open digital badges for the uninitiated. The Electronic Journal for English as a Second Language, 18(1), 1-11.

Candy, P. C. (1991). Self-direction for lifelong learning: A comprehensive guide to theory and practice. San Francisco: Jossey-Bass.

Cazan, A. M., & Schiopca, B. A. (2014). Self-directed learning, personality traits and academic achievement. Procedia - Social and Behavioral Sciences, 127(0), 640-644. doi:http://dx.doi.org/10.1016/j.sbspro.2014.03.327

Confessore, S. J., & Cops, W. J. (1998). Self-directed learning and the learning organization: Examining the connection between the individual and the learning environment. Human Resource Development Quarterly, 9(4), 365-375.

Dabbagh, N., & Kitsantas, A. (2012). Personal learning environments, social media, and self­regulated learning: A natural formula for connecting formal and informal learning. Social Media in Higher Education, 15(​1), 3­8. doi:10.1016/j.iheduc.2011.06.002

Daily, J. A., & Landis, B. J. (2014). The journey to becoming an adult learner: From dependent to self-directed learning. Journal of the American College of Cardiology, 64(19), 2066-2068. doi:10.1016/j.jacc.2014.09.023

Davis, K., & Singh, S. (2015). Digital badges in afterschool learning: Documenting the perspectives and experiences of students and educators. Computers & Education, 88, 72-83. doi:10.1016/j.compedu.2015.04.011

Deci, E.L. (1971). Effects of externally mediated rewards on intrinsic motivation. Journal of Personality and Social Psychology, 18(1), 105­115. Retrieved from http://www.quilageo.com/wp­content/uploads/2013/07/fn103.Deci_.pdf 


Dede, C., Ketelhut, D., Whitehouse, P., Breit, L., & McCloskey, E. (2009). A research agenda for online teacher professional development. Journal of Teacher Education, 60(1), 8-19. doi:10.1177/0022487108327554

Dengerink, J., Lunenberg, M., & Kools, Q. (2015). What and how teacher educators prefer to learn. Journal of Education for Teaching: International Research and Pedagogy, 41(1), 78-96.

Entwistle, N.J. (1981). Styles of learning and teaching. New York: John Wiley & Sons.

Fanfarelli, J., Vie, S., & McDaniel, R. (2015). Understanding digital badges through feedback, reward, and narrative: A multidisciplinary approach to building better badges in social environments. Communication Design Quarterly, 56.

Finkelstein, J., Knight, E., & Manning, S. (2013). The potential and value of using digital badges for adult learners. American Institute for Research. Retrieved from http://lincs.ed.gov/publications/pdf/AIR_Digital_Badge_Report_508.pdf 

Gamrat, C., Zimmerman, H. T., Dudek, J., & Peck, K. (2014). Personalized workplace learning: An exploratory study on digital badging within a teacher professional development program. British Journal of Educational Technology, 45(6), 1136­1148. doi:10.1111/bjet.12200 


Gibson, D., Ostashewski, N., Flintoff, K., Grant, S., & Knight, E. (2013). Digital badges in education. Education and Information Technologies, 20(2), 403-410.

Grant, S. (2014). Badges: Show what you know. Young Adult Library Services, 12(2), 28-32.

Halavais, A. M. C. (2011). A genealogy of badges: Inherited meaning and monstrous moral hybrids. Information, Communication & Society, 15(3), 354–373. doi:10.1080/1369118X.2011.641992

Hickey, D. T., Itow, R., Schenke, K., Tran, C., Otto, N., & Chow, C. (2014). Badges design principles documentation project: January interim report. Indiana University. Retrieved from http://dpdproject.info/files/2014/05/DPD-interim-report-v4-january.pdf

 Hickey, D. T., & Willis III, J. E. (2015). Research designs for studying individual and collaborative learning with digital badges. Paper presented at the Open Badges in Education (OBIE 2015), Poughkeepsie, New York, USA.

Hiemstra, R. (1994). Self­directed learning. The sourcebook for self­directed learning, 9­20. 


Higashi, R., Abramovich, S., Shoop, R., & Schunn, C. (2012). The roles of badges in the computer science student network. Paper presented at the Games, Learning, & Society Conference, June 2012, Madison, WI.

Hiltz, V. (2015). S​elf­directed learning: An approach to teacher technology professional development.​ Paper presented at the Society for Information Technology & Teacher Education International Conference 2015, Las Vegas, NV, United States. Retrieved from http://www.editlib.org/p/150446.

Itow, R. C., & Hickey, D. T. (2014). Considering the implications of assessment design for learning in digital badge systems. Paper presented at the 2014 annual meeting of the American Educational Research Association. Retrieved 6/7/2015, from the AERA Online Paper Repository.

Janzow, P. (2014). Connecting learning to jobs through digital badges. Catalyst (21519390), 42(2), 9­11. 


Jones, W. M., & Dexter, S. (2014). How teachers learn: The roles of formal, informal, and independent learning. Educational Technology Research and Development, 62(3), 367­384.

Khaddage, F., Baker, R., & Knezek, G. (2012). If not now! When? A mobile badge reward system for K-12 teachers. Paper presented at the Society for Information Technology & Teacher Education International Conference 2012, Austin, TX.

Kim, M., Jung, E., Altuwaijri, A., Wang, Y., & Bonk, C. (2014). Analyzing the human learning and development potential of websites available for informal learning. International Journal of Self-Directed Learning, 11(1).

Knowles, M. S. (1975). Self-directed learning: A guide for learners and teachers. New York: Association Press.

Knowles, M. S. (1980). The modern practice of adult education: Andragogy versus pedagogy. New York: Association Press.

Merriam, S. B. (2001). Andragogy and self-directed learning: Pillars of adult learning theory. New Directions for Adult & Continuing Education, 89(Spring 2001), 3-13. doi:10.1002/ace.3

McIlvenny, L. (2015). Open Badges - glorified award stickers or valuable learning credentials. ACCESS, 29(1), 30-40.

Mushayikwa, E., & Lubben, F. (2009). Self-directed professional development – Hope for teachers working in deprived environments? Teaching and Teacher Education, 25(3), 375-382. doi: http://dx.doi.org/10.1016/j.tate.2008.12.003

Nakata, Y. (2014). Self­regulation: Why is it important for promoting learner autonomy in the school context?. Studies in Self-Access Learning Journal, 5(​4), 342­356.

Neubauer, B. J., Hug, R. W., Hamon, K. W., & Stewart, S. K. (2011). Using personal learning networks to leverage communities of practice in public affairs education. Journal of Public Affairs Education, 17(1), 9-25.

No Child Left Behind Act of 2001. Public Law 107-110. 107th Congress (2001). Retrieved from http://www2.ed.gov/policy/elsec/leg/esea02/107-110.pdf

O'Byrne, W. I., Schenke, K., Willis III, J. E., & Hickey, D. T. (2015). Digital badges: Recognizing, assessing, and motivating learners in and out of school contexts. Journal of Adolescent & Adult Literacy, 58(6), 451-454. doi:10.1002/jaal.381

Riconscente, M. M., Kamarainen, A., & Honey, M. (2013). STEM badges: Current terrain and the road ahead. New York: New York Hall of Science. Retrieved from New York Hall of Science website: https://badgesnysci.files.wordpress.com/2013/08/nsf_stembadges_final_report.pdf

Siminică, M., & Traistaru, A. (2013). Self-directed learning in economic education. International Journal of Education and Research, 1, 12.

Song, D., & Lee, J. (2014). Has web 2.0 revitalized informal learning? The relationship between web 2.0 and informal learning. Journal of Computer Assisted Learning, 30(6), 511-533.

U.S. Department of Education. (2009). Race to the top program executive summary (Rep.). Washington, DC: US Department of Education. Retrieved from http://www2.ed.gov/programs/racetothetop/executive-summary.pdf

Zellner, A. (2015). 21st century rewards: A case study of Khan Academy and digital badges from an educational psychology perspective. Paper presented at the Society for Information Technology & Teacher Education International Conference 2015, Las Vegas, NV, United States. http://www.editlib.org/p/150260

Zichermann, G., & Cunningham, C. (2011). Game mechanics: Designing for engagement (part II) Gamification by design: Implementing game mechanics in web and mobile apps (pp. 55-59). Sebastopol, CA: O'Reilly Media.

Done

What a journey this month has been! I can say that my literature review (at least for the purposes of IDT 8092) is done. It is far from perfect and is likely to undergo massive dissection and modification over the next year but that is to be expected. In a short five weeks I have read probably well over 100 academic journal articles about self-directed learning, open badges, adult learning, and teacher professional development. I most certainly have a clearer understanding of the existing body of literature on my topics but know that I have a long way to go before I can call myself an expert. I have gained more experience in writing in an academic voice but also have a long way to go before I would ever consider submitting anything for publication. I feel I have turned a bit of a corner when it comes to APA style. With my final draft, I only felt the need to consult the guide a couple of times. However, it will remain by my side until my defense is completed.

My favorite part of this past week was getting a chance to meet face to face with Dr. Weaver. We discussed my review and what needed to be accomplished for the final draft but, more than that, we discussed the degree program as a whole and my past year in it. I have a great advisor in Dr. Mims but I have known Dr. Weaver for much longer (we used to teach at Millington Central High School together) and I had forgotten how much I missed just bouncing ideas off of her. This class was a nightmare, yes, but she was by our side the entire time, cheering us on, keeping us on track, and even giving us a few good laughs along the way.

I do hope that, in the future, this course is not again squeezed into five weeks. Even seven weeks would have been better but a full semester would have been incredible. It was nearly impossible to reach the point of synthesis in my writing without having had the time to synthesize in my own mind everything I read. Of course, who is to say that I would have done any better in a longer class.

I do suggest, for those of you first year doc students who may be reading this (or those of you considering enter the doc program at UM), start reading and annotating now! Seriously. Even if you only have a cursory idea of possible areas of research, read everything you can get your hands on but especially peer reviewed journal articles. And, most importantly, start annotating. Even if it is just taking notes and summarizing. It will get you started and will help you tremendously later on.

It is hard to wrap my mind around the fact that, this time next summer, my cohort will be basically done with all of our coursework and we will be preparing for our comprehensive exams. Then the focus will be on the all important dissertation. Between now and then, I will continue to read and read and read although with a renewed focus and fervor.

I will continue blogging here as I continue my doctoral journey so, until next time...