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Open learning recognition: Taking open educational resources a step further
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... The growth of Open Educational Resources (OER) has sparked an interesting and productive discussion about how OER might be used to expand learners' options for earning academic credit without traditional instruction (see, for example, Conrad and McGreal, 2012; Camilleri and Tannhäuser, 2012). The discussions tend to begin with OER and examine how best to grant credit for learning based on that OER. ...
... The other limiting factor is the prevalence of the teaching approach to credit: in this model, assessment and instruction are so closely tied that many institutions find it hard to imagine unbundling them. Processes for awarding transfer credit, accepting standardized examinations for credit and using other methods of awarding credit for prior learning are all permeated by the idea that the credit-granting institution " owns " the definition of credit at that institution and by the accompanying assumption that no one else can assess learning just the way that institution would (see Ferrari and Traina, 2013; Conrad and McGreal, 2012; Camilleri and Tannhäuser, 2012; European Commission, 2015; FitzGibbon, 2014). We will discuss these two barriers in turn, beginning with the problem of linking OER to assessment. ...
... The scenarios with stars are the favored ones: all involve assessment by the credit-granting institution or a trusted partner. Camilleri and Tannhäuser (2012) expanded on this model, noting: " The necessary conditions for all the scenarios to be viable are that the self-study materials are placed online for general access, and that those materials are sufficient in scope and quality of content, and required associated activities, to enable a learner to acquire the competences defined in the expected learning outcomes, and that a university is able to use them to guide the assessment of those learner competences " (p. 31, our emphasis). ...
This insightful collection of essays explores the ways in which open education can democratise access to education for all. It is a rich resource that offers both research and case studies to relate the application of open technologies and approaches in education settings around the world.
Global in perspective, this book argues strongly for the value of open education in both the developed and developing worlds. Through a mixture of theoretical and practical approaches, it demonstrates that open education promotes ideals of inclusion, diversity, and social justice to achieve the vision of education as a fundamental human right.
A must-read for practitioners, policy-makers, scholars and students in the field of education.
... The MOOC phenomenon has opened up interest in the possibility of alternative assessment and although many institutions around the world are considering these alternatives, breaking down institutional silos continues to present a major hurdle in the "cottage industry" of post secondary education, a hurdle that must be cleared before large-scale OER-based courses can be put in place. Using RPL for assessment could possibly offer a solution (Camilleri & Tannhäuser, 2012;Conrad, 2013). ...
... The majority of OERu institutions and practitioners consider RPL methods and approaches to be the main vehicle for the assessment and credentialing OER learning in a disaggregated model (Murphy & Witthaus, 2012). Although a preliminary analysis of the costs to students for RPL are expensive when compared to other credentialing alternatives, for example, automated assessment and course assessment packages, these alternative methods should not be considered as substitutes for RPL because portfolio assessment offers meaningful opportunities for the assessment and accreditation of learning acquired outside of conventional course delivery (Camilleri & Tannhäuser, 2012;Conrad, 2013;Friesen & Wihak, 2013). While for many learners, RPL is the only option available to gain formal recognition of their learning, there may be specific RPL processes which could be reused, repurposed and repackaged to augment and support assessment and credentialing processes for OER learning in a disaggregated system. ...
... They concluded that the OERu will need to find new, more cost-effective processes to achieve their [...] aims of offering the possibility of earning credit to participants in OERu courses. Camilleri et al. (2012) reported on a pilot project concerned with how learning from OERs could be recognised for formal academic credit. Only two of the five participating universities had existing RPL policies and processes in place. ...
... They reviewed the existing challenge exam and portfolio practices at OERu partner institutions with the most robust RPL processes, and considered how existing standardised exam programmes such as CLEP (College Level Examination Program) and the CREDIT service were being used by providers of OCW. Similar to the models proposed by Camilleri et al. (2012), explored the pros and cons of several scenarios for how the on-line delivery of course material and the assessment and accreditation of learning from that material could be disaggregated. They concluded that 'disaggregation of assessment and credentialing services for OER learning provides a viable pathway for more affordable access to post-secondary education and formal academic recognition while simultaneously serving the core academic missions associated with the dissemination of knowledge and community service. ...
The utilisation of e-portfolios for RPL is a new and emergent area of practice with related research that is developing as educators and researchers become more engaged and critically cognisant of the implications these practices have on access, participation, pedagogy, educational provision, workplace skills recognition and skills utilisation and the practices related to the professional recognition and accreditation of regulated professions. This chapter explores the limited, but growing body of research and scholarly literature on e-portfolios and Open Education Resources (OERs) as it relates to the assessment of prior learning gained through higher education and workplaces. The chapter also explores implications of newer developments in technology-enabled education (e.g., OERs and MOOCs [Massive Open Online Courses] (MOOCs) and the potential impact on RPL.
... In the recent past, the University of Turin supported teachers by assisting and guiding them through the difficulties related to the COVID-19 pandemic, thanks to experts in digital education [15,16]; these set of actions made use of the "training the trainers" concept [17]. Finally, the digital setting fosters flexibility by introducing virtual mobility, allowing the use of Open Educational Resources (OERs), and creating alliances and networks for the development of common curricula [18]. It allows students to take courses in different academies, without the need to physically move, but with all the benefits of taking face-to-face classes. ...
... Downes (2004) stresses the need for some method of evaluating and selecting OER that have not been reviewed by some reliable independent agency. Many attempts have been made to do this, for example by Leacock and Nesbit (2007), Baya'a et al. (2009), Achieve (2011), Quality Matters Program (2011, Vladoiu (2011), Ehlers (2011), Camilleri and Tannhäuser (2012), McGill (2013) and Khanna and Basak (2013). However, Leacock and Nesbit (2007) posit that the more highly detailed approaches to evaluation are a significant barrier to OER use, Jung and Lee (2014) conclude that most OER assessment systems are too complex for easy use, and after reviewing the available frameworks evaluating OER, Kawachi (2013) concluded that many were no more than ad hoc subjective listings of whatever came to the authors' minds at the time with little overarching organization. ...
Ha habido desde siempre una fuerte preocupación por la presencia de la educación en línea como enfoque de baja calidad o solución menor, cristalizando varios debates en la literatura y particularmente en la consolidación de sistemas nacionales e institucionales. Así mismo, el rápido avance de las tecnologías promueve continuas innovaciones que pueden provocar entusiasmo y adhesión sin una correcta valoración crítica de sus efectos en un sistema de calidad educativa. Mucho se ha debatido así mismo sobre la eficacia comprobada de la innovación tecno-pedagógica.
La respuesta ante esta situación proviene de la investigación misma sobre el eLearning come enfoque que permite pedagogías no sólo innovadoras sino también eficaces, que contribuyen a un mejoramiento de la calidad.
En este curso exploraremos tres corrientes de innovación tecno-pedagógica (OER, MOOC, Analíticas de aprendizaje) y los debates asociados a las problemáticas de eficacia, inclusión, accesibilidad, activación del aprendizaje, etc. come elementos determinantes de la calidad. Observaremos así como la calidad es un concepto que no se cierra nunca completamente.
The average time taken to earn an American four-year degree is 55 months, withonly 40% of students graduating on time. Increased time to graduate, failure tocomplete degrees, spiraling tuition costs, and daunting graduate debt have all focusedminds on finding ways of accelerating the degree-granting process withouteroding its quality. One solution is using Prior Learning Assessment (PLA) to generatecollege-level credits from learning that has taken place outside the academy.PLA can range from the acceptance of standardized examinations results to thedetermination of college-level equivalencies by evaluating the student's informallearning. This chapter explores different forms of PLA and suggests that more extensiveforms of PLA provide considerable benefits, not only in generating creditsbut in supporting, integrating, and potentially transforming learning experiences.The chapter discusses the multiple benefits of PLA and explains how it might beimplemented to benefit students, faculty, and institution.
This paper introduces some pedagogical reflections about the “lights” and “shadows” of the MOOCs in higher education. It presents the main characteristics of those courses and proposes feasible potential scenarios of online learning recognitions. Currently, there are several modality to design the assessment in the massive courses, but the majority of them focus only on summative assessment function.
This chapter interrogates what recognition of prior learning (RPL) can and does mean in the higher education sector-a sector in the grip of the widening participation agenda and an open access age. The chapter discusses how open learning is making inroads into recognition processes and examines two studies in open learning recognition. A case study relating to e-portfolio-style RPL for entry into a Graduate Certificate in Policy and Governance at a metropolitan university in Queensland is described. In the first instance, candidates who do not possess a relevant Bachelor degree need to demonstrate skills in governmental policy work in order to be eligible to gain entry to a Graduate Certificate (at Australian Qualifications Framework Level 8) (Australian Qualifications Framework Council, 2013, p. 53). The chapter acknowledges the benefits and limitations of recognition in open learning and those of more traditional RPL, anticipating future developments in both (or their convergence).
The paper discusses some of the main obstacles and challenges to a wider recognition and social impact of non-formal learning (NFL) in Europe. After clarifying the key concepts involved, we briefly discuss the possible motivations driving NFL recognition, the types of recognition we can consider, the main obstacles and challenges, as well as possible ways of moving forward.
Innovative Assessment for the 21st Century Supporting Educational Needs Valerie Shute and Betsy Becker, editors Assessment continues to take center stage in contemporary education, not merely for the data themselves, but for what they can tell us about students and their instructors—and even more important, about educational domains that need upgrading. Success in the technology-driven modern world increasingly depends on new competencies (many of which have yet to be fully identified), requiring new methods for their accurate measurement. Innovative Assessment for the 21st Century asks readers to rethink the way assessment is conducted and competencies are defined, placing the process in the context of lifelong learning across subject domains. This forward-looking dialogue between contributors in education research, practice, and policy examines a range of specific assessment issues, technologies to address these needs, and larger policy concerns. Chapters focus on the most pressing goals and challenges facing the field today, including: • Using assessment to strengthen learning. • Recognizing the “natural” role of assessment in everyday life. • Creating an assessment culture in the schools. • Improving assessment through evidence-based methods. • Assessing competencies based in new media and technologies. • Making assessment relevant to students and faculty. Innovative Assessment for the 21st Century is a finely detailed blueprint for researchers in education and cognition, as well as for psychometricians in private and government agencies.
Applied learning pedagogies—including service-learning, internships/practica, study abroad, and undergraduate research—have in common both the potential for significant student learning and the challenges of facilitating and assessing that learning, often in non-traditional ways that involve experiential strategies outside the classroom as well as individualized outcomes. Critical reflection oriented toward well-articulated learning outcomes is key to generating, deepening, and documenting student learning in applied learning. This article will consider the meaning of critical reflection and principles of good practice for designing it effectively and will present a research-grounded, flexible model for integrating critical reflection and assessment.
