Earning formal academic credit. Also see http://slidesha.re/WdsKqb:
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The document discusses the challenges of recognizing prior learning in Australia, noting that policy changes have been ineffective and that open educational practices remain peripheral. It argues for a reevaluation of the relationship between citizen learning and universities, advocating for new models that value non-institutional learning in a digital age. The authors propose that quality learning can emerge from citizen engagement, suggesting a need for transformation in educational approaches.
Earning formal academic credit. Also see http://slidesha.re/WdsKqb:
- 1. Earning formal academic credit through a citizen’s viral and OER learning: What are the implications for mobile, hybrid and online learning? eLmL 2013, The Fifth International Conference on Mobile, Hybrid, and On-line Learning, February 24, 2013 to March 1, 2013 - Nice, France. Merilyn Childs & Regine Wagner, Flexible Learning Institute Charles Sturt University, Australia.
- 3. The status quo The research consistently indicates that recognition of prior learning in Australia is poor (for example, Pitman 2012). Policy has largely failed to generate change (See AQF) Open educational practices that value user-generated learning (Ehlers 2011) remain marginal and distant from the core business of learning, teaching and assessment. We gratefully acknowledge the Photographer, kk for giving us copyright permission to use the above photograph taken at the 2009 United Nations Climate Change Conference, Copenhagen . For a full exposition of kk’s photographic work, see http://www.flickr.com/photos/kk/
- 4. Developments such as those explored via the European OERtest project have yet to gain a foothold in the Australian HE context.
- 5. The problem A traditional view that non-institutional learning is ipso facto of less value and that criticality and complexity are only possible through institutional learning This traditional view is out-of-place in a digital age characterized by personalized, hybridized and mobilized learning http://www.flickr.com/photos/michaelheiss/2871996129/sizes/m/in/photostream /
- 6. Proposition I Quality learning can and will happen through the planned and accidental agency of citizens who may at some time become students We gratefully acknowledge the Photographer, kk for giving us copyright permission to use the above photograph taken at the 2009 United Nations Climate Change Conference, Copenhagen . For a full exposition of kk’s photographic work, see http://www.flickr.com/photos/kk/
- 7. Proposition II - The relationships that are possible between a citizen’s learning and universities can be substantially rethought as the basis for transformational change. http://www.flickr.com/photos/plmccordj/56729378/sizes/z/in/photostream/
- 8. Implications for mobile, hybrid and online learning in the Australian context New institutional thinking is needed in the Australian context that: Establish new business and curriculum models And embed open and recognition practices as core business http://www.flickr.com/photos/evaekeblad/2492824190/sizes/m/
- 9. Thankyou and questions We welcome further contact at mchilds@csu.edu.au and rwagner@csu.edu.au
- 10. Thankyou and questions We welcome further contact at mchilds@csu.edu.au and rwagner@csu.edu.au