This paper evaluates the success of using digital open badges to encourage student participation and to increase motivation on an undergraduate engineering study. Whilst the study takes place within a formal education environment, the use of badges focuses on non-academic elements of the course. The findings from the case study indicate that badges may have a positive influence on student engagement and feedback from stakeholders suggest that digital open badges may enhance employability for graduates by highlighting personal qualities and strengths.
The authors examine the potential and status of blockchain technology from the perspective of self-sovereign learning. They describe and investigate projects on decentralized identity management as the basis of a learner-centered agency, on a national and European level, based on different types blockchains; the digital credentials as the “building blocks” of life-long learning, and its current lack of mobility and interoperability; and they describe a resistance to the adoption of decentralized open models, notably on the side of policy makers, higher education, and commercial entities.