2025 Badge Summit

Engaging Learners Through Open Badges: Self-Awarded and Stackable Approaches


In an effort to enhance student engagement and professional learning, we have developed two distinct open badge systems at Brigham Young University (BYU). These badge systems support different learning objectives yet share a common goal: fostering meaningful learner interaction with key resources and instructional frameworks. This “Table Talk” will explore the development, implementation, and early findings from both initiatives, offering insights into how open badges can empower learners in diverse contexts.


The first badge system, created in collaboration with BYU’s Student Wellness initiative, is designed to encourage students to explore and engage with wellness resources through the Wellness Wise website. These self-awarded badgesenable students to take ownership of their wellness journey by recognizing their efforts in learning, applying, and sharing wellness principles. The approach ensures accessibility and inclusivity, allowing students to progress at their own pace while reinforcing positive behaviors that contribute to their overall well-being.


The second badge system, developed in partnership with BYU’s Center for Teaching and Learning (CTL), supports faculty and instructors in adopting Decision-Based Learning (DBL)—an instructional approach that scaffolds problem-solving and critical thinking. These badges are designed to accompany initial DBL training and provide structured yet flexible learning pathways. The system is stackable, meaning that learners can build upon their knowledge incrementally, but it is not required to follow a linear sequence. Instead, faculty can select badges aligned with their existing knowledge and specific instructional needs, ensuring a personalized professional development experience.


During this discussion, we will share key design considerations, including badge criteria, assessment approaches, and user feedback. We will also explore the broader implications of self-awarded versus structured stackable badge models, particularly in fostering learner agency, motivation, and long-term engagement. Attendees will have the opportunity to reflect on how similar approaches could be applied in their own institutions to enhance student and faculty learning.


By presenting these two case studies, we aim to contribute to the growing conversation on how open badges can support personalized learning, encourage engagement with institutional resources, and create flexible pathways for professional growth.