A scoping review was conducted towards supporting the conceptualization of a Digital Open Badge Ecosystem for South Africa. The scoping review intends to address the conceptualization of a digital Open Badges ecosystem for South Africa by: (1) Identifying the scope and range of available literature, and (2) summarizing and disseminating research findings. This paper argues that a digital badge ecosystem can accommodate, recognize and accredit all contexts of learning and learning outcomes to offer relevant and rewarding pathways for learners. Open Badges can provide the infrastructure to facilitate this recognition of skills and achievements. In the absence of specific skills accreditation for informal skills and small scale competency development that falls outside the formal recognized structures, a need to develop an ecosystem for South Africa that leverages Open Badges is identified. Albeit an emerging field, the identified studies addressed all the research questions and the authors developed a feel for the main areas of interest and range of available literature. A need to conduct a full systematic review has been identified.
Reference:
Motheeram, P., Botha, A. and Herselman, M. 2016. A scoping review towards the conceptualization of a digital Open Badges ecosystem in South Africa. Engaging with Participation, Activism, and Technologies, 13th Prato CIRN Conference, 2-4 November 2016, Monash Centre, Prato, Italy
Motheeram, P., Botha, A., & Herselman, M. E. (2016). A scoping review towards the conceptualization of a digital Open Badges ecosystem in South Africa. Centre for Community Informatics, Faculty of IT, Monash University. http://hdl.handle.net/10204/9250
Motheeram, Preia, Adèle Botha, and Martha E Herselman. "A scoping review towards the conceptualization of a digital Open Badges ecosystem in South Africa." (2016): http://hdl.handle.net/10204/9250
Motheeram P, Botha A, Herselman ME, A scoping review towards the conceptualization of a digital Open Badges ecosystem in South Africa; Centre for Community Informatics, Faculty of IT, Monash University; 2016. http://hdl.handle.net/10204/9250 .