This article details experiences from a grassroots group in Northern England which implemented badges as an initiative to counteract loneliness and social isolation in the community. In addition to tackling marginalisation, the aim behind this social innovation project was to improve digital literacy in the community. Whilst this project was not a success story, the author shares some insights as to where the initiative failed, and gives advice to others looking to implement badges in non-formal or informal learning situations.
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.