Recognition of open learning: the big picture
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The document presents a comprehensive overview of the recognition of open learning, particularly through MOOCs and OERs, highlighting key definitions, literature snapshots, and policy recommendations. It discusses the assessment and credentialization processes in MOOCs, including a traffic light model for quality assurance. The presentation emphasizes the need for validation of prior learning and proposes various methods and frameworks for recognizing open learning practices in higher education.
Recognition of open learning: the big picture
- 1. Recognition of open learning: the big picture Address for Kiron Workshop Gabi Witthaus, Berlin, 10 April 2017 KIRON
- 2. Overview of presentation 1. Background and definitions 2. Snapshot from the recent literature 3. Policy for recognition of open learning 4. Assessment and credentialisation in MOOCs 5. The OpenCred Traffic Light Model 6. Recognition of open learning - examples 7. Community of open education practice 8. The future KIRON
- 3. 1. BACKGROUND AND DEFINITIONS
- 4. Open Education Inamorato Dos Santos, Punie & Muñoz (2016) KIRON
- 5. Open Educational Resources (OERs): the 5 Rs • Make and own copiesRetain • Use in a wide range of waysReuse • Adapt, modify, and improveRevise • Combine two or moreRemix • Share with othersRedistribute Adapted (color change) from Open Education: A “Simple” Introduction by David Wiley released under CC-BY license
- 8. Credentialisation vs recognition/ validation/ accreditation Witthaus, G., Inamorato dos Santos. A., Childs, M., Tannhäuser, A., Conole, G., Nkuyubwatsi, B., Punie, Y. (2016)
- 9. 2. SNAPSHOT FROM THE LITERATURE
- 10. OpenCred Study (2014-16) Witthaus, G., Inamorato dos Santos. A., Childs, M., Tannhäuser, A., Conole, G., Nkuyubwatsi, B., Punie, Y. (2016)
- 11. Themes from the literature • Is Recognition of Prior Learning (RPL) enough? • Policy – needed or not? (e.g. NVAO, 2014) • How to measure the quality of online, open education • The role of learning analytics in recognition • Do we need a common learning platform to enable recognition? • Disaggregation/ unbundling of higher education
- 12. Further themes from the literature • Assessment is key (e.g. Open Education Special Interest Group, 2014) • The cost of assessment and recognition • Is peer assessment reliable? • After all that… will higher education institutions recognise open learning? (Reushle et al, 2016)
- 13. 3. POLICY STATEMENTS Image by Jennifer Jordan on Flickr
- 14. Member States should… • have in place, no later than 2018, in accordance with national circumstances and specificities, and as they deem appropriate, arrangements for the validation of non- formal and informal learning… Council of Europe recommendation (Council of the European Union, 2012)
- 15. NVAO recommends that a MOOC certificate: • (a) formally and clearly states on whose authority it was issued, provides information on the content, level and study load, states that the holder has achieved the desired learning objectives, provides information on the testing methods employed and lists the credits obtained, according to a standard international system or in some other acceptable format. • (b) is demonstrably based on authentication; • (c) states that the examinations have been administered under supervision and specifies the nature of this supervision. Example: Netherlands (NVAO (Accreditation Organisation of the Netherlands and Flanders), 2014)
- 16. 4. ASSESSMENT AND CREDENTIALISATION IN MOOCS Coursera Exam by Mace Ojala on Flickr
- 17. Relationship between assessment and credentialisation in MOOCs Witthaus, G., Inamorato dos Santos. A., Childs, M., Tannhäuser, A., Conole, G., Nkuyubwatsi, B., Punie, Y. (2016) KIRON
- 18. 5. OPENCRED TRAFFIC LIGHT MODEL Image by Guzmán Lozano on Flickr
- 19. A framework for MOOC providers Witthaus, G., Inamorato dos Santos. A., Childs, M., Tannhäuser, A., Conole, G., Nkuyubwatsi, B., Punie, Y. (2016)
- 20. None None Quality Assurance Suitable supervised assessment Informative certificates/badge s acknowledging learning Identity verification of the learner Award of credit points Partnership & collaboration Approval by faculty commission During on-site exam Graded“Certificates of Accomplishment”: short description of course content & “Certificate Supplement”: detailed course content and structure, learning objectives, grading scheme Programming exercises automated syntax check & peer assessment; On-site exam iversity testing centre, scored by instructor None 6 ECTS credits Witthaus, G., Inamorato dos Santos. A., Childs, M., Tannhäuser, A., Conole, G., Nkuyubwatsi, B., Punie, Y. (2016) University of Osnabrück MOOC, “Data Structures and Algorithms”
- 22. 6. RECOGNITION OF OPEN LEARNING IN PRACTICE Image by Håkan Dahlström on Flickr
- 23. Credit transfer (1): HEIs recognising their own MOOC credentials https://www.edsurge.com/news/2016-12-29-monetization-over-massiveness-breaking-down-moocs-by-the-numbers-in-2016
- 24. Credit transfer (2): HEIs recognising MOOC credentials from other HEIs • Open University Netherlands - flexibly structured Bachelor and Master programmes with “free” credits • Technical University Munich: “Guided English Self-Study” – 2 ECTS credits • UNED (Spanish Open University) grants credit for selected MOOCs • Open Educational Resources university (OERu)
- 25. “Challenge-for-credit” • Athabasca University, Thompson Rivers University, Excelsior College & Thomas Edison State College in Canada offer challenge exams (Conrad et al, 2013) • Assessing outcomes/ competencies, regardless of how the learning was acquired
- 26. 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)
- 28. Opening up education for refugees Recognition of open learning Open courses (MOOCs) ✔ MOOC assessment & credentials ✔ Open content (OERs) ✔
- 29. 8. WHAT SHAPE IS KIRON’S FUTURE?
- 30. 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
- 31. 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. Council of the European Union. 2012. Council Recommendations of 20 December 2012 on the validation of non-formal and informal learning. (2012/C 398/01). Available at http://eur-lex.europa.eu/legal-content/EN/TXT/?uri=celex%3A32012H1222(01) Inamorato Dos Santos, A., Punie, Y. & Muñoz, J.C., 2016. Opening up Education: a Support Framework for Higher Education Institutions, Seville. Available at: http://publications.jrc.ec.europa.eu/repository/handle/JRC101436. NVAO. 2014. MOOCs and Online HE: A Survey, The Hague: Accreditation Organisation of the Netherlands and Flanders (NVAO), Available at http://www.nvao.net/page/downloads/NVAO_MOOCs_and_online_HE_A_survey_June_2014.pdf Open Education Special Interest Group. 2014. Open Education Trend Report, SURF, Netherlands. Available at: https://www.surf.nl/en/knowledge-and- innovation/knowledge-base/2014/2014-open-education-trend-report.html Reushle, S., Antonio, A. & Keppell, M. (Eds.) 2016. Open learning and formal credentialing in higher education: curriculum models and institutional policies. Hershey, PA: IGI Global. 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
- 32. Recognition of open learning: the big picture, 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
- #11: 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.
- #13: 18 articles from 2009 to 2017
- #15: This can include learning from OERs
- #17: Coursera Exam by Mace Ojala on Flickr
- #19: Guzmán Lozano
- #29: Image: https://www.flickr.com/photos/schockwellenreiter/16325155870/