RAPPORT, Volume 2, Issue 1 RAPPORT Issue 1 version4FINALSO - Page 20

RAPPORT WWW.RECORDINGACHIEVEMENT.AC.UK Issue 1 (2017) linking this informal learning with the demands of employers (Law et al. 2014). Students’ employability is increased when engaging in extra-curricular activities during their study as they are better at evaluating their ability in ‘soft skills’ such as leadership, communication, creativity and self-promotion (Lau et al. 2014). In some employment scenarios, the soft skills learned at university are more important than the subject discipline skills (Yorke & Harvey 2005). Some universities are seeking to develop soft skills by offering extra-curricular awards and using Open Badges to reward their achievement (Ward 2012). Typically these awards are run through the institutional careers service, and are achieved by students who demonstrate a commitment to extra-curricular activity such as volunteering and the ability to reflect on how this makes them more employable. The Higher Education Achievement Record (HEAR) 15 is one current mechanism being used to record student achievement. This is an electronic document, but cannot be displayed online in the way an Open Badge can, and while criteria may form part of the HEAR, evidence is not linked. Increased Motivation Clark et al. (2006) suggest that motivation is almost as important as cognitive aptitude in influencing a student’s ability to complete studies. Motivation is linked to cognitive workload, with an overload in cognitive work likely to unconsciously demotivate and decrease persistence. Assessment is also closely linked to motivation, with well-designed assessment helping students to learn through formative feedback. Over-assessment or badly designed assessment can change students’ motivation from mastery of the subject to the mastery of taking exams. So if motivation is almost as important as cognitive aptitude, how can motivation be increased? Could the gamification of learning also introduce elements of increased motivation? Open Badges have a close link with the gamification of learning. Gamification is becoming more visible in everyday life. One example is to run with tracker devices such as Fitbit and Nike’s Fuel Band. These devices track how many steps the wearer takes in the day and synchronises the data collected with an online website. The device site will then provide rewards in the form of digital badges for meeting daily targets and other milestones (Kapp 2013). 15 http://www.hear.ac.uk/ Similarly, setting rewards for reaching specific achievements can be motivational for some )Ց̰͕ѼեՑ)ѽ݅ɑ́ЁՑɅѥ̸)!ձЁ̤Ցѡ͔)ѡȁQI-1ȁɹ٥ɽи) ́ݕɔ݅ɑѼ!ȁՍѥ)Ց́ȁѥхͭ́Ս́ͽ٥)ɍ͕́ݥѡЁх̰ɕɹݽɬɱ)ȁѥ͕ѥݽɬݥѠձɭ̸)MՑ́ɽɽЁɕٔ)̸%͕̰ѡ݅ɑ́)ݥѠѡɅȁѡ͔Ёѡ)ɕձ́ѡՑ͡ݕѡЃqٕ)́ͥЁЁͽ)Ցϊd٥Ȱ͵ɽ)Ց́݅́䁵ѥمѕѼՔ)ѡt)]͍͕ٔɱȁ܁ѥ)ȁٕ呅䁱ݥѡɹ͕)́ѥمѽȸI典͍ɥ)ѥمѥ̃qɹɝ䰁ɕѥ)ͥѕե䃊Ĺ)ѥمѥѕѥtQ䁑͍́)ɕ͕ɍЁѥمѥ́مՕͥѡ)卡䰁䁙ȁѡ͔ɽ)Ս̰́ѕ̰ɕ̰́)̰ɕ̃Lɽ́ѡЁɕեɔ)Յѡ́Ѽѥٔ)Aݡɔɥͥ䁵ѥمѕݥ)ɔɕͥаɕѥٔݥ͡܁)əɵ ́ɔɥͥѥمѽ)䁹Ёɽ٥ѡɕɕѥمѥ)ݥѡՑ̸!ݕٕȁѡͅѕЁ)ձɝՕѡЁѡхЁ)չٕͥ䁑ɕѥє́ͼɥͥ)ѥمѽȸ)I͕ɍEՕѥ)Qɕ͕ɍɕѕѡ́ѥ݅́)Ѽɔ͕ٕɅՕѥ!܁݅ɔ)ݕɔݽɭU,!%́=) ́܁ѡ́مݥѠѡȁɽ$)յѡЁЁɹѕ́ݽձ)ٔ݅ɕ̰Ё$݅ѕѼɔ)Ё݅ɕ̸Ёݡ)ххѥ= ́ݕɔ)ѥѥ+()]ɔѡɔ䁝Ʌɕ́)ѥՑ́ȁхѥ= )]܁ѡ́݅́Ѽ)ѕɹѥٕݥѠ́ѡ)ɽљ؁ݽɬ٥ѕѼɕͼ)輽ܹљԼ(