Articles (Peer Reviewed)
Randall, D. L., & West, R.E. (in progress). Who cares about digital badges? An examination of employers’ perceptions of the usefulness of Open Badges.
Randall, D. L., Farmer, T., & West, R.E. (under review). Scaling an Open Badge system with undergraduate Instructional Design Assistants.
Davies, R. S., Randall, D. L., & West, R. E. (2015). Using Open Badges to Certify Practicing Evaluators. The American Journal of Evaluation, 36(2), 151-163. doi: 10.1177/1098214014565505
For several decades members of the American Evaluation Association have discussed and disputed the issue of evaluator certification. Our past inability to agree on a certification solution may have been partially caused by the weaknesses of traditional certification systems, which rely on candidates obtaining a degree and completing a comprehensive exam. In this paper we propose a certification system based on digital open badges. The open badge framework uses a top-down design to structure and understand the certification process as micro-certification units. These types of systems are adaptable and clearly communicate the evidence of knowledge, skill, and experience represented by the credential. The potential benefits of using an open badge infrastructure make this an enticing option and viable solution for the AEA to establish policy and practice regarding an efficient, rigorous and credible way to certify evaluators.
Randall, D. L., Harrison, J. B., & West, R.E. (2013). Giving credit where credit is due: Designing Open Badges for a technology integration course. TechTrends, 57(6), 88-95. doi: 10.1007/s11528-013-0706-5
This article describes the design, development, and implementation of Open Badges into a secondary education preservice course on instructional technology. Open Badges provide a new way of issuing credentials to individuals who demonstrate knowledge, skill, or ability in a particular domain. Badges provide a simple system for communicating a skill along with specific information about the evidence connected with earning the badge. In this paper, we describe the course in detail along with the several iterations of design that resulted in the development of the badge system, along with the challenges faced and lessons learned for future design and use of Open Badges.
Ashton, S. D., Foisy, A. M., Marwedel, R., Popham, J. A., Proctor, K. R., Randall, D. L., Tateishi, I., Thompson, C. A., & Gibbons, A. S. (2011). From Takeoff to Landing: Looking at the Design Process for the Development of NASA Blast at Thanksgiving Point. International Journal of Designs for Learning, 2(1), 56-73. Available at: https://scholarworks.iu.edu/journals/index.php/
In this article we discuss the process of design used to develop and design the NASA Blast exhibition at Thanksgiving Point, a museum complex in Lehi, Utah. This was a class project for the Advanced Instructional Design Class at Brigham Young University. In an attempt to create a new discourse (Krippendorff, 2006) for Thanksgiving Point visitors and staff members, the design class used a very fluid design approach by utilizing brainstorming, researching, class member personas, and prototyping to create ideas for the new exhibition. Because of the nature of the experience, the design class developed their own techniques to enhance the process of their design. The result of the design was a compelling narrative that brought all the elements of the exhibition together in a cohesive piece.
Zaugg, B. H., West, R. E., Tateishi, I., & Randall, D. L. (2011). Mendeley: Creating Communities of Scholarly Inquiry Through Research Collaboration. TechTrends, 55(1), 32-36. doi:10.1007/s11528-011-0467-y
Mendeley is a free, web-based tool for organizing research citations and annotating their accompanying PDF articles. Adapting Web 2.0 principles for academic scholarship, Mendeley integrates the management of the research articles with features for collaborating with researchers locally and worldwide. In this article the features of Mendeley are discussed and critiqued in comparison to other, similar tools. These features include citation management, online synchronization and collaboration, PDF management and annotation, and integration with word processing software. The article concludes with a discussion of how a social networking tool such as Mendeley might impact the academic scholarship process.
Articles (Non-peer Reviewed)
Randall, D. L. (2015). Book Review – Teaching the iStudent: A Quick Guide to Using Mobile Devices and Social Media in the K-12 Classroom. Educational Technology.
Randall, D. L., Johnson, J. C., West, R.E., & Wiley, D.A. (2013). Teaching, doing and sharing project management: The development of an instructional design project management textbook. Educational Technology, 53(6), 24-28. View PDF
In this article we present an example of a project-based course that taught collaborative innovation skills and produced an open-source project management textbook for the field of instructional design and technology. While innovation plays an important role in our economy and many have studied how to teach innovation, few have looked closely at teaching the social aspects of innovation that are a critical part of most innovative organizations. Project-based learning has been shown to be helpful in preparing students to work on real-world projects, and utilizing a studio environment, where collaboration is fostered, can provide an added measure of authenticity. In this article, we discuss the characteristics of this course and its project-based approach that seemed to support collaborative innovation.
Randall, D.L., Alexander, J.A., Bishop, M., & West, R.E. (2011). The Journal of Learning Sciences, 2001-2010. Educational Technology, 51(5), 47-50.
In this study, we examined the Journal of the Learning Sciences to discover research trends from the past decade (2001-2010). We looked at trends in topics covered, research methods used, and authorship. We identified trends by counting ERIC EBSCO subject term frequencies and classifying studies according to their various methods. We then compared our findings to the stated aims and scope of the Journal of the Learning Sciences.
Wiley, D., Gong, J., Jensen, H., Randall, D., Spring, K., Tonks, D., Woodward, S., & Young, J. (2014). An Open Education Reader. Retrieved from OpenEdReader.org.
Amado, M., Ashton, K., Ashton, S., Bostwick, J., Darnall, R., Nan, V., Nisse, A., Preston, J., Randall, D., & Wiley, D. (2011). Project Management for Instructional Designers. Retrieved from http://idpm.us. The most recent version can be found at pm4id.org.
West, R.E., & Randall, D. L. (2016). The Case for Rigor in Badges. In L. Y. Muilenburg & Z. L. Berge (Eds.), Digital Badges in Education: Trends, Issues, and Cases. New York: Routledge.
Randall, D. L., & West, R.E. (2015). Enough with Weak Sauce Badges! Presentation given at Open Ed 2015 in Vancouver, BC.
Randall, D. L., West, R.E., Newby, T., & Haskell, C. (2015). Implementing Open Badges in Three Preservice Teacher Education Programs: Challenges, Lessons, and Opportunities. Panel presentation given at AECT 2015 in Indianapolis, IN.
Randall, D. L., & West, R.E. (2015). Undergrad but Not Under-experienced: Employing Undergraduates as Instructional Design Assistants to Support the Creation and Use of Open Badges. Presentation given at AECT 2015 in Indianapolis, IN.
Randall, D. L., West, R.E., Newby, T., Borup, J., & Haskell, C. (2014). Implementing Open Badges in Four Preservice Teacher Education Programs: Challenges, Lessons, and Opportunities. Panel presentation given at AECT 2014 in Jacksonville, FL.
Wright, C. D., Randall, D. L., & West, R.E. (2014). Using Open Badges to Recognize Soft Skills. Presentation given at AECT 2014 in Jacksonville, FL.
Davies, R. S., Randall, D. L., & West, R. E. (2014). Using Open Badges as a Certification Solution for Evaluators. Paper presented given at AEA 2014 in Denver, CO.
Wright, C. D., & Randall, D. L. (2014). Soft Skill Development Using Open Badges. Presentation given at Utah ATD 2014 in West Valley City, UT.
Randall, D. L., Harrison, J. B., & West, R. E. (2013). Using open badges and an open course to enhance and extend learning. Paper presented at OpenEd 2013 in Park City, UT.
Randall, D. L., Harrison, J. B., & West, R. E. (2013). Designing open badges for a technology integration course. Paper presented at AECT 2013 in Anaheim, CA.
Randall, D. L., Sorensen, A. N., & Davies, R.S. (2013). Using video simulations on objectively scored online certification assessments to measure higher-level learning. Paper presented at AECT 2013 in Anaheim, CA.
Harrison, J. B., Randall, D. L., & West, R. E. (2013). Developing TPACK level badges: Design implications. Roundtable presented at AECT 2013 in Anaheim, CA.
Randall, D. L., Johnson, J. C., West, R. E., & Wiley, D. A. (2013). Examining Social Innovation in a Studio Environment. Paper presented at AERA 2013 in San Francisco, CA.
Randall, D.L., Alexander, J.A., Bishop, M., & West, R.E. (2011). Review of the Journal of Learning Sciences. Presented as part of a panel at AECT in Jacksonville, FL.
Randall, D.L., West, R.E., Wright, G, & Tateishi, I. (2011). Designing higher education collaborative innovation experiences. Reflection paper presented at AECT in Jacksonville, FL.
Fonoimoana, M., Randall, D. L., Tateishi, I., & West, R. E. (2010). Can creativity be trained? Roundtable presented at AECT in Anaheim, CA.
West, R. E., Tateishi, I., Randall, D.L., & Wright, G. (2010). Distributed creativity within a community of student instructional designers: Two case studies in higher education. Paper presented at ICLS in Chicago, IL.
Peck, K. L., Randall, D. L. (2016). Microcredentials for Teacher Education, Day 2. Panel presentation at the U.S. Department of Education’s Advancing Educational Technology in Teacher Preparation Summit at The White House, Washington, D.C.
Randall, D. L., Peck, K. L. (2016). Microcredentials for Teacher Education, Day 1. Presented at the U.S. Department of Education’s Advancing Educational Technology in Teacher Preparation Summit, Washington, D.C.
Randall, D. L. (2014). Assessing Creativity and the Creative Process. Presentation given to an education class at George Mason University via video call.
Randall, D. L. (2014). An Introduction to Camtasia. Presentation given at Tech Time Tuesday in Provo, UT.
Randall, D. L., & Salisbury, K. (2014). Getting to Know Adobe InDesign. Presentation given at Tech Time Tuesday in Provo, UT.
Randall, D. L. (2013). Tech Tips: Making your Life Easier. Presentation given to MPA students at Brigham Young University in Provo, UT.
Randall, D. L., Harrison, J. B., & West, R. E. (2013). How to turn your course into a MOOC using Canvas. Presentation given at InstructureCon 2013 in Park City, UT.
Randall, D. L. (2012). An Introduction to Open Badges and Massive Open Online Courses. Presentation given to graduate class on Using Social Media in Education at Brigham Young University in Provo, UT.
Randall, D. L., & Borup, J. (2012). Using Canvas to create community in online courses. Presentation given at InstructureCon 2012 in Park City, UT.
Randall, D. L., Marianno, B. D., & West, R.E. (2012). The effects of international experience on individual creativity. Poster shown at the McKay School of Education Mentored Research presentation in Provo, UT.
Randall, D.L. (2011). A brief overview of creativity. Presentation given to Educational Psychology undergraduate class at Brigham Young University in Provo, UT.
Randall, D.L. (2011). Assessing creativity: How to measure what we cannot see. Invited presentation given to Educational Psychology undergraduate class at Brigham Young University in Provo, UT.
West, R. E., Tateishi, I., Randall, D. L., Fonoimoana, M., & Wright, G. (2010). Collaborative Innovation. Instructional Psychology & Technology department seminar in Provo, UT.