Technological and Implementation Issues in Moodle-Based Digital Badge System

Digital badges, touted as a gamification tool that can potentially influence learner motivation, engagement and participation, are being used increasingly in a variety of educational domains to facilitate and motivate learning. Using a badge system design implemented in the Moodle learning management platform, data was collected from four experiments from 2015 to 2017 to examine the effects of gamification with the use of digital badges on introductory programming students' intrinsic motivation. This paper provides an in-depth examination of seldomly discussed technological and implementation issues we encountered in implementing our Moodle-based badge system, worthy of exploration to support future gamification studies in this area. Our gamified implementation is analyzed according to five main factors primarily adopted from an IT implementation framework: (1) assessment of needs, (2) choice of technology, (3) technological infrastructure, (4) system and environmental factors and (5) evaluation. The findings highlight enabling and challenging factors associated with the technology and badge implementation. Our experience shows that badge systems may be influenced by contextual factors such as cost and scale of implementation. We provide recommendations to guide educational stakeholders, particularly those considering Moodle as their badge implementation platform

Technological and Implementation Issues in Moodle-Based Digital Badge System

Digital badges, touted as a gamification tool that can potentially influence learner motivation, engagement and participation, are being used increasingly in a variety of educational domains to facilitate and motivate learning. Using a badge system design implemented in the Moodle learning management platform, data was collected from four experiments from 2015 to 2017 to examine the effects of gamification with the use of digital badges on introductory programming students' intrinsic motivation. This paper provides an in-depth examination of seldomly discussed technological and implementation issues we encountered in implementing our Moodle-based badge system, worthy of exploration to support future gamification studies in this area. Our gamified implementation is analyzed according to five main factors primarily adopted from an IT implementation framework: (1) assessment of needs, (2) choice of technology, (3) technological infrastructure, (4) system and environmental factors and (5) evaluation. The findings highlight enabling and challenging factors associated with the technology and badge implementation. Our experience shows that badge systems may be influenced by contextual factors such as cost and scale of implementation. We provide recommendations to guide educational stakeholders, particularly those considering Moodle as their badge implementation platform

Raspberry Pi nest cameras: An affordable tool for remote behavioral and conservation monitoring of bird nests.

Funder: Cardiff UniversityFunder: Project CASE partner ‐ Eco‐explore Community Interest CompanyBespoke (custom-built) Raspberry Pi cameras are increasingly popular research tools in the fields of behavioral ecology and conservation, because of their comparative flexibility in programmable settings, ability to be paired with other sensors, and because they are typically cheaper than commercially built models.Here, we describe a novel, Raspberry Pi-based camera system that is fully portable and yet weatherproof-especially to humidity and salt spray. The camera was paired with a passive infrared sensor, to create a movement-triggered camera capable of recording videos over a 24-hr period. We describe an example deployment involving "retro-fitting" these cameras into artificial nest boxes on Praia Islet, Azores archipelago, Portugal, to monitor the behaviors and interspecific interactions of two sympatric species of storm-petrel (Monteiro's storm-petrel Hydrobates monteiroi and Madeiran storm-petrel Hydrobates castro) during their respective breeding seasons.Of the 138 deployments, 70% of all deployments were deemed to be "Successful" (Successful was defined as continuous footage being recorded for more than one hour without an interruption), which equated to 87% of the individual 30-s videos. The bespoke cameras proved to be easily portable between 54 different nests and reasonably weatherproof (~14% of deployments classed as "Partial" or "Failure" deployments were specifically due to the weather/humidity), and we make further trouble-shooting suggestions to mitigate additional weather-related failures.Here, we have shown that this system is fully portable and capable of coping with salt spray and humidity, and consequently, the camera-build methods and scripts could be applied easily to many different species that also utilize cavities, burrows, and artificial nests, and can potentially be adapted for other wildlife monitoring situations to provide novel insights into species-specific daily cycles of behaviors and interspecies interactions

The views and experiences of suicidal children and young people of mental health support services: A meta-ethnography.

Background: Suicide is amongst the leading causes of death in young people globally and a health priority worldwide. For children and young people (CYP) attempting or considering suicide there is no agreed treatment model. Development of treatment models should be informed by the views and experiences of CYP using services. Methods: Meta-ethnography was used to systematically identify and synthesise studies reporting the views of CYP who used mental health services following suicidal behaviour. Relevant studies were quality appraised. First order (participants) and second order (original author) data were translated to identify common and disconfirming themes and concepts. Translated findings were synthesised and led to a new hypothesis supported by additional ‘linguistic analysis’ of texts to construct a novel third order line-of-argument. Results: Four studies conducted since 2006 in three countries involving 44 young people aged 11-24 years were synthesised. Translation revealed that suicidal CYP do not know where or how to access help, they cannot access help directly and when seen by mental health practitioners they do not feel listened to. Line-of-argument synthesis identified a silence around suicidality within the conversations CYP have with mental health practitioners and within academic research reporting. Use of the term ‘self-harm’ to encompass suicidal behaviours potentially contributes to this silence by avoiding the word ‘suicide’. Conclusions: CYP who are suicidal need to have easy access to mental health services. When using services, they want to feel listened to and have suicidal feelings acknowledged. This involves professionals referring explicitly to suicide not just self-harm