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Badge System Design: define your 'User Journey'

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Badge System Design: define your 'User Journey'

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Good badge system should be well aligned with the process that your learner/participant/member is going through.Here are the steps:
  1. Identify the programme or process where you would like to use badges.
  2. Define who are your typical 'users' of that programme:
  • What is their age?
  • What are their interests in taking part in this programme?
  • What is their state of mind or competences at the beginning and the end of the journey?
  • What devices do their use?
  1. Define the main steps and choices that your 'user' needs to take into account.
  2. Identify some milestones or important moments where a badge can be helpful.
  3. Define what are the challenges with this programme? Which challenges can potentially be addressed by open badges?
It will help you to understand the goals and needs for your badge system.

Resurse

  • User Person and User Journey for Badge system

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This badge shows my experience in creating a 'User journey' of the educational process or program, which potentially may use open badges. I defined the main steps, user profile, their feelings and experience throughout the journey. I identified challenges that people might experience. I defined how badges can be helpful in this journey.
Tasks
Task no.1
Evidence verified by: auto-aprobare
Upload a photo of your user journey or describe it shortly in written form. Please add what challenges did you identify, which could potentiually be addressed by open badges.
Technology and computers
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Organizatori

Lithuanian Association of Non-formal Education

Used in playlists

Playlist "Unlock the world of Open Badges"
Lithuanian Association of Non-formal Education
Creat pe Global platform for Cities of Learning
Badgecraft găzduiește această platformă și o dezvoltă împreună cu organizații educaționale de top. Programul Uniunii Europene Erasmus+ a acordat cofinanțare pentru construirea primei versiuni a acestei platforme. Contactați support@badgecraft.eu.
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