ICoME 2022

P2P Digital Badge for Building a Learning Community
Kei Amano
Kumamoto University, Japan
keiamano@kumamoto-u.ac.jp
Naoshi Hiraoka
Kumamoto University, Japannaoshi@kumamoto-u.ac.jp
One of the issues encountered in providing learning opportunities to adult learners is how to motivate these learners using
learning outcomes in their lives after they complete the training program. This paper proposes a P2P (peer-to-peer) digitalbadge model to facilitate action based on learning outcomes and sharing the results thereof. The P2P digital badge is acertification of achievements that is issued if multiple reviewers agree that a learner’s results meet the success criteria. Thisbadge is also linked with information regarding the peer review process, such as that evaluator’s information and evaluation
scores. This paper describes the design of P2P digital badge, and future research is needed to build upon this concept.

Keywords: Digital Badge, Microcredentials, Peer Assessment, Learning Communities

Introduction
Continued support after training programs is an important component in the instruction of adult learners. Kirkpatrick
and Kirkpatrick (2016) propose a four level model of training evaluation and believe that successful training for adults
can be measured not only by satisfaction and skills mastery in the classroom, but also by actions taken in job settings
and the impact of these actions on their jobs. Following up on outcomes and continued learning after the completionof training is an effective way to support adult learners. This also maximizes the learners’ return on their educationalinvestment.
Creating learning communities among the learners may be one of the most effective ways to provide learning
opportunities following a training program. Bielaczyc and Collins (1999) state that learning communities must havethe following four characteristics: “(1) diversity in expertise among its members, who are valued for their contributions
and given support to develop, (2) a shared objective of continually advancing the collective knowledge and skills of
the community, (3) an emphasis on learning how to learn, and (4) mechanisms for sharing what is learned” (P272). If
we create learning communities that have these characteristics, learners from diverse backgrounds could share theirpractices and lessons learned from experience. This also enables learners to give feedback on their outcomes, thereby
contributing to each other’s growth. However, expected learners’ actions toward further learning after a training
program do not always occur spontaneously. Drivers are required to reward certain learners’ actions and monitor theirperformance (Kirkpatrick and Kirkpatrick, 2016).
In this research, we focus on the use of a digital badge as a tool that motivates learners to share their outcomes andgive feedback to other learners after they complete the training program. A conceptual framework for these learners
is discussed from theoretical perspectives and P2P (peer to peer) digital badge models are proposed based on theframework. Value propositions for educational practitioners and the challenges for practical applications of P2P digitalbadge models are also discussed.

Conceptual Framework
The use of digital badges in educational settings is diverse (Hickey and Chartrand, 2019). Some practitioners use digitalbadges as rewards on certain learning activities, including points or check points based on gamification. Others use it
as a certification of competency and mastery, which is issued based on rigorous learning assessments. In this section,
we discuss the conceptual framework for P2P digital badge design to clarify our design’s approach toward digitalbadges.

Digital Badge as Alternative Credentials
Digital badges are becoming popular tools for certifying and demonstrating learning outcomes. Peck (2015) defined
digital badges as “‘clickable’ graphics that contain metadata that can reveal information about the individual or1

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organization that issued the badge, the criteria met to earn the badge, the tool(s) used to assess the evidence, and theevidence of learning itself.” Compared to traditional paper transcripts or certifications, digital badges can include
comprehensive, detailed information about learning. This function of digital badges is expected to promote evidencebased educational practices and enhance the quality of education. Upon completing training programs, it is also
expected that learners will be able to easily demonstrate and communicate their abilities with confidence and reliability.
The informational richness of digital badges regarding the learning process and outcomes could potentially impacthow we teach and learn. However, there might be challenges in accessing these possibilities because there aredifferences in the kind of information digital badges contain. West and Randall (2016) pointed out that “gamifyingbadge(s)” have no meaning to people outside the training program. For example, some educators use digital badges
similar to how they are used in video games. If learners finish learning activities, they then acquire a digital badge,
which is mere graphic image that is not linked to information about the learner’s learning process and outcomes. This
type of badge may have some significance among participants of the same activities, but it has no significance for those
who do not participate in these activities because it does not describe the learning process or outcomes. This use ofdigital badges may motivate learners to take action, but the digital badges may be expected to represent alternative
credentials with different values.
Digital badges are just a tool used in education. The value that they can bring to education depends on how they aredesigned. If the reason for the use of a digital badge is unclear and the appropriate usage for such a badge is notconsidered, the value of such a digital badge might be limited.
Our reason for using digital badges is to build learning communities which facilitate peer learning among learners.
Therefore, we issue digital badges if learners contribute to their learning communities. Digital badges also include
information (as metadata) regarding the level of learners’ contribution to their learning communities.

Digital Badge based on peer-networked learning
One of the digital badge design approaches is “participation” badges, issued for engaged participation in social learning(Hickey & Chartrand, 2019). The word “participation” in this badge design does not mean attendance of a training
program for a certain duration of time. Rather, it indicates successful engaged participation in social practices basedon the social constructionism approach. The cognitive apprenticeship (Collins et al., 1989) and community of practice(Lave and Wenger, 1991) theories are listed as some of the representative theories for this approach. Hickey &Chartrand (2019) stated that digital badges based on this approach emphasize “(a) badges for engaged participation insocial learning and completion of collaborative projects, (b) peer and “crowdsourced” assessments, and (c) social andcultural forms of motivation” (P950).
Previous research demonstrated the effectiveness of digital badges certifying learners’ contributions to learning
communities. For example, Itow et al. (2016), conducted an interview with project managers who were engaged in 30
different projects developing digital badge systems and discussed the factors of the successful use of digital badges forlearning assessments. The results showed that the badges for fostering peer-network centered learning were more
successful than other badges. Godrum et al. (2016) used digital badges for faculty development in Indiana University.
Badges were issued if the criteria for success were met based on peer review among badge program participants.
Although this paper includes work in progress reports of projects and project evaluation was not conducted, theauthors aimed to foster a sense of community and accomplishment among program participants.

P2P Digital Badge Design Model
Based on a literature review, the following two approaches of digital badge design were adopted for building learning
communities: (a) a digital badge is a digital certification containing comprehensive data about learning processes andoutcomes, (b) digital badges certify peer and networked learning among program participants. This model was named
P2P (peer-to-peer) digital badge because this badge is issued based on peer-networked learning and demonstrates thisas badge associated information.

Use case of P2P digital badge model
It is assumed that P2P digital badges might be used as drivers for knowledge sharing in follow-up activities after thecompletion of a training program. Figure 1 shows the visual image showing when this model should be used.
P2P digital badges are expected to motivate leaners to share their outcomes after training completion and give
feedback on their experience to other learners. For this aim, if learners submit outcomes that meet the criteria forsuccess based on peer assessment among learners, they will be issued a P2P badge as certification of excellent

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practice. The reviewer’s information is also associated with this badge, so that the reviewer is also rewarded for theireffort in assessing the learners.
Figure 1
Use case of P2P digital badge

Badge issuing process
The P2P badge is issued if the criteria of success are approved through the multiple reviewers’ assessments. Reviewers
must meet certain prerequisites, such as possessing a badge of skill acquisition, so that this evaluation process assures
the quality of the evaluation. It is desirable that multiple reviewers conduct reviews to increase reliability of theassessment. The badge should only be issued if the outcomes shared by a learner meet the conditions for the issuingof the badge. This increases the validity of evaluation process.
Figure 2
Badge issuing process

Information associated with digital badge
P2P digital badges will be typical badges that demonstrate the owner’s skill mastery and are associated with learning
objectives and success criteria of learning outcomes. Furthermore, the P2P digital badge model proposes that theinformation of the assessor/reviewer also be added to the information associated with the badge
The value of the badge might be influenced by the assessors’ expertise level. While a badge certified by a novice learnermight have lower value, badges certified by experts or persons of influence will likely be of high value and have asignificant impact on those who see them. We proposed that badges provide viewers with access to information about
evaluators, such as badges demonstrating their skill level and proving they meet the prerequisites to be an assessor.
This has an effect on the value of the badges.

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Linking badges with reviewers’ information also rewards the reviewers’ efforts. Typically, the assessors’ efforts are notvisible even though they contribute immensely to learning communities. P2P badges linked with reviewer information
acknowledge and certify reviewers’ efforts.
Figure 3
Additional information associated with digital badges in the P2P design model

Discussion
The P2P badge is expected to be a key driver that motivates learners to share their outcomes and contribute to learning
communities after they complete their training programs. They might also add value as alternative credentials in today’s
reputation economy where others’ evaluation of products or services is highly valued, an example being online reviews.
The value proposition of digital badges is enhanced when the assessors'/reviewers' identities are associated with thebadges they certify.
There might be also challenges in implementing the P2P digital badge function regarding “who made whatassessment.” For example, the digital badge modules standardly equipped in learning management systems are notlinked to assessors’ information as these systems are primarily concerned with the organizations’ administration. Inaddition, there are few functions connecting digital badges with peer-networked learning among learners. Add-ons
would need to be developed to achieve the ideal P2P digital badge design.

Conclusion
In this paper, we discussed the expected value and challenges of P2P digital badges that are issued based on peernetworked learning among learners and are associated with peer reviewers’ information. We hope that future research
will expand the capabilities of digital badges.

Acknowledgment
This work was supported by JSPS KAKENHI Grant Number JP20K14086.

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