Recognition of open learning and the unbundling of higher education
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This document discusses recognition of open learning and the unbundling of higher education. It outlines different flavors of recognition for MOOCs, including recognition of home-made MOOCs, external MOOCs, external MOOCs embedded in degree programs, challenge-for-credit models, and recognition by portfolio. It also discusses how higher education provision can be unbundled, with different institutions providing content, teaching, support and assessment. Recognition of prior learning through portfolios is mentioned as a way to assess skills, experience and theoretical understanding for credit.
Recognition of open learning and the unbundling of higher education
- 1. Recognition of open learning and the unbundling of higher education Gabi Witthaus EMOOCS 2017, Madrid 22 May 2017
- 2. Overview of presentation 1. Background and definitions 2. Flavours of recognition 1. Recognition of "home-made" MOOCs 2. Recognition of external MOOCs 3. External MOOC embedded in home degree 4. Challenge-for-credit 5. Recognition by portfolio 3. The disaggregated degree?
- 3. OpenCred Study (2014-16) Witthaus, G., Inamorato dos Santos. A., Childs, M., Tannhäuser, A., Conole, G., Nkuyubwatsi, B., Punie, Y. (2016)
- 4. Credentialisation vs recognition/ validation/ accreditation Witthaus, G., Inamorato dos Santos. A., Childs, M., Tannhäuser, A., Conole, G., Nkuyubwatsi, B., Punie, Y. (2016)
- 5. Unbundling HE provision Content Teaching Support Assessment Home institution External institution
- 6. Unbundling HE provision: using OERs Content Teaching Support Assessment Home institution External institution
- 7. Credit transfer (1): recognition of "home-made" MOOCs https://www.edsurge.com/news/2016-12-29-monetization-over-massiveness-breaking-down-moocs-by-the-numbers-in-2016
- 8. Content Teaching Support Assessment Home institution External institution Credit transfer (1): recognition of "home-made" MOOCs
- 9. • Open University Netherlands - flexibly structured Bachelor and Master programmes with “free” credits • UNED (Spanish Open University) grants credit for selected MOOCs Credit transfer (2): recognition of external MOOCs
- 10. Content Teaching Support Assessment Home institution External institution Credit transfer (2): recognition of external MOOCs
- 11. External MOOC embedded in home institution degree • Technical University Munich: “Guided English Self-Study” – 2 ECTS credits
- 12. Content Teaching Support Assessment External MOOC embedded in home institution degree Home institution External institution
- 13. Challenge-for-credit • Athabasca University, Thompson Rivers University, Excelsior College & Thomas Edison State College in Canada offer challenge exams (Conrad et al, 2013) • University of Applied Sciences, Luebeck (with Kiron)
- 14. Content Teaching Support Assessment Challenge-for-credit Home institution External institution Third party (e.g. Kiron)
- 15. Recognition by portfolio • “Learning Passport” proposed by VM-Pass project – validation done by a central clearing- house (Camilleri & Tannhauser, 2013) • QUT, Brisbane – entrance to a Graduate Certificate – RPL ePorfolio assesses skills, professional experience and theoretical understanding (Ruinard & McNamara, 2016)
- 16. Content Teaching Support Assessment Recognition by portfolio Home institution External institution Third party (e.g. Kiron)
- 17. The disaggregated degree? jam_232 on Twitter: https://farm9.staticflickr.com/8114/8620649403_6c2a9f150d_z_d.jpg
- 18. Thank you! Gabi Witthaus Email: g.witthaus@lancaster.ac.uk Blog: www.artofelearning.com Twitter: @twitthaus Art of E-learning banner image by George Sfougaras
- 19. Camilleri, A.F. and Tannhäuser, A.C., 2013. ‘Chapter 4: Assessment and Recognition of Open Learning’, in L. Squires and A. Meiszner (eds) Openness and Education. Bingley: Emerald Group Publishing Limited, pp.85-118 Conrad, D., McGreal, R., Mackintosh, W., Murphy, Al & Witthaus, G., 2013. Report on the assessment and accreditation of learners using OER, Vancouver. Available at: http://www.col.org/resources/publications/Pages/detail.aspx?PID=458. Ruinard, E. & McNamara, J., 2016. Conceptualising Recognition of Prior Learning Processes in the Age of Open Learning. In S. Reushle, A. Antonio, & M. Keppell, eds. Open Learning and Formal Credentialing in Higher Education: Curriculum Models and Institutional Policies. Hershey, PA: IGI Global, pp. 1–17. Witthaus, G., Inamorato dos Santos. A., Childs, M., Tannhäuser, A., Conole, G.,Nkuyubwatsi, B., & Punie, Y. (2016). Validation of Non-formal MOOC-based Learning: An Analysis of Assessment and Recognition Practices in Europe. Seville: EU JRC IPTS. Available at: http://publications.jrc.ec.europa.eu/repository/bitstream/JRC96968/lfna27660enn.pdf References
- 20. Recognition of open learning and the unbundling of Higher Education, by Gabi Witthaus, is licensed under a Creative Commons Attribution 4.0 International License. Permissions beyond the scope of this license may be available at www.artofelearning.com Attribution
Editor's Notes
- #4: OpenCred is a qualitative study based on desk research and six in-depth interviews: two with MOOC learners, two with MOOC teachers from higher education institutions and two with staff from employer bodies. This triangulated data collection method aimed to increase understanding of stakeholder perspectives on the credentialisation and recognition of non-formal learning via MOOCs.