Digital Badges

Badges and Microcredentialling

The Office of Teaching and Learning has issued digital badges and other microcredentials to participants in the Teaching Assistant Preparation Program (TAPP) and several other series that have been facilitated annually or on a one-time basis. We are equipped to answer any questions you may have about the requirements to create a digital badge or microcredential for a series you would like to offer to internal, external or mixed groups of participants.  For more information visit the background button above or email us at

Examples of Badges

We have issued and assisted faculty with the development and administration of a variety of digital badges to use over multiple offerings of a program or one time programs as well. Some examples of the badges we have assisted with are listed below.

This five-session series has been facilitated by Dr. Nadia Delanoy of the Werklund School of Education and Jodie Walz from the Calgary Catholic School District for several years. Throughout this series, digital tools have been introduced, demonstrated for use in the classroom. Participants, usually undergraduate students, faculty and alumni, have been required to complete the five sessions comprising each iteration of the series or complete an activity in lieu of attendance for any of the sessions they may have missed. The badge has been granted to recipients who have fulfilled the requirements each year.

The Open Education Series is facilitated annually via Zoom. Attendance at the sessions that comprise the series is tracked and the badge is issued to the participants who attend all the sessions each year or fulfill the attendance requirement by reviewing the presentation and completing and assignment.

The Critical Literacy and Black Inclusion co-curricular initiative was a one-time badge linked to a series of two full-day workshops. Each workshop incorporated three components: 1) the Alberta African Arts and Cultural Centre’s (AAACCENT) presentation on pre-colonial Africa and Black Africans’ values and contributions; 2) an exploration of the four dimensions of critical social practice, including discussions of ways to engage in practices that challenge the status quo and promote social justice and inclusion of diverse groups; 3) a focus group discussion to reflect on learning. 

The participants, pre-service teachers primarily, helped AAACCENT with the co-design and facilitation of two cultural events. By the end of the project, participants also developed one lesson plan to use for their practicum to fulfill the requirements for this badge.

The Critical Science Literacy co-curricular initiative was a one-time series of four one-hour workshops. Participants were introduced to the four dimensions of critical social practice and discussed critical literacy through a science perspective. At the end of the series, participants developed one lesson plan to use for their practicum. After the last workshop, each participant participates in a 30 to 45 minute individual interview.

This initiative was beneficial to pre-service teachers because it provides them with the necessary tools to build the capacity to integrate critical science literacy into pedagogies to empower learners.

The Teaching Assistant Preparation Program has been offering its participants digital badges for several years. The badge is awarded after participants complete 10 hours of workshops and classroom observation and complete a written reflection after each session. Recently, in response to interest among the participants, we have added a digital badge for the second level of the program based on participants' fulfillment of the participation requirement and the submission of a philosophy of teaching statement.