Formalising informal learning: Assessment and accreditation challenges within disaggregated systems
Rory McGreal, Dianne Conrad, Athabasca University ; Angela Murphy, Gabi Witthaus, Wayne Mackintosh
Open Praxis Volume 6, Number 2, ISSN 1369-9997 e-ISSN 1369-9997 Publisher: International Council for Open and Distance Education
This report shares the findings and lessons learned from an investigation into the economics of disaggregated models for assessing and accrediting informal learners undertaking post secondary education. It presents some key economic and governance challenges for universities to consider in implementing OER assessment and accreditation policies. It also includes discussion of findings from a small-scale survey conducted by two of the authors on perceptions, practices and policies relating to openness in assessment and accreditation in post secondary institutions, with a particular focus on the OER universitas (OERu) concept.
McGreal, R., Conrad, D., Murphy, A., Witthaus, G. & Mackintosh, W. (2014). Formalising informal learning: Assessment and accreditation challenges within disaggregated systems. Open Praxis, 6(2), 125-133. International Council for Open and Distance Education.
© 2014 International Council for Open and Distance Education
Cited ByView References & Citations Map
Who Are the Open Learners? A Comparative Study Profiling Non-Formal Users of Open Educational Resources
Robert Farrow, Beatriz de los Arcos, Rebecca Pitt & Martin Weller
European Journal of Open, Distance and E-Learning Vol. 18, No. 2 () pp. 50–74
John Hilton III, Brigham Young University; Lindsay Murphy & Devon Ritter, Saylor Academy
Open Praxis Vol. 6, No. 4 (Nov 11, 2014) pp. 365–374
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