Post by account_disabled on Feb 28, 2024 11:00:45 GMT
The students to engage in meaningful curricular and cocurricular experiencesa Program supported by tools that would recognize students present successes and be showcased to achieve future aspirations. But how Enter digital badges. Dr. Bailey thought Incorporating an innovative application of digital badging within our Honors Program seemed the natural next step. This would add significant and visible value to students academic degrees. I wanted students to document their learning and make intentional choices within the Honors Program that could be verifiable and visible in students individualized electronic portfolios and would maximize the tangible value added by their participation the Program.
Oberts further imagined each students journey in the Honors Program as a visual collection of experiences and achievements. As the Program evolved so did the visual Japan Mobile Number List representations Obert reflected. We could talk about Honors experiences such as seminars or research endeavors and display them as icons. We could rearrange the icons and tell a unique story for each student according to the choices he or she made within the Honors Program. That was an important featureto potential employers and incoming students alike. And it was exciting for our existing students as they were able to customize their Honors experiences. isuexamplex.png Working with Credly Oberts first created an inventory of the kinds of opportunities and skillsets she hoped students would take from the Honors experience.
The Honors Program team worked with this raw material and what began as a loose collection of themes and opportunities quickly evolved into five distinct categories of broadly marketable skills acquired through six types of Honors learning experiences. Using a model of over allowed students to envision themselves as Tshaped learners those with power skills applicable across many sectors supported by deep knowledge in one core area. Each student now selects their own set of experiences to pursue in light of his or her interests and goals. Today as students complete seminars or engage in.
Oberts further imagined each students journey in the Honors Program as a visual collection of experiences and achievements. As the Program evolved so did the visual Japan Mobile Number List representations Obert reflected. We could talk about Honors experiences such as seminars or research endeavors and display them as icons. We could rearrange the icons and tell a unique story for each student according to the choices he or she made within the Honors Program. That was an important featureto potential employers and incoming students alike. And it was exciting for our existing students as they were able to customize their Honors experiences. isuexamplex.png Working with Credly Oberts first created an inventory of the kinds of opportunities and skillsets she hoped students would take from the Honors experience.
The Honors Program team worked with this raw material and what began as a loose collection of themes and opportunities quickly evolved into five distinct categories of broadly marketable skills acquired through six types of Honors learning experiences. Using a model of over allowed students to envision themselves as Tshaped learners those with power skills applicable across many sectors supported by deep knowledge in one core area. Each student now selects their own set of experiences to pursue in light of his or her interests and goals. Today as students complete seminars or engage in.
