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Formalising informal learning: Assessment and accreditation challenges within disaggregated systems

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journal contribution
posted on 06.07.2017, 13:11 by Rory McGreal, Dianne Conrad, Angela Murphy, Gabi Witthaus, Wayne Mackintosh
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.

History

School

  • Business and Economics

Department

  • Business

Published in

Open Praxis

Volume

6

Issue

2

Citation

MCGREAL, R. ...et al., 2014. Formalising informal learning: Assessment and accreditation challenges within disaggregated systems. Open Praxis, 6(2), pp. 125-133.

Publisher

© The Authors. Published by International Council for Open and Distance Education (ICDE)

Version

VoR (Version of Record)

Publisher statement

This work is made available according to the conditions of the Creative Commons Attribution 4.0 International (CC BY 4.0) licence. Full details of this licence are available at: http://creativecommons.org/licenses/ by/4.0/

Publication date

2014

Notes

This paper was presented at the 2014 OpenCourseWare Consortium Global Conference, held in Ljubljana (Slovenia) in April 23th-25th 2014. This is an Open Access Article. It is published by ICDE under the Creative Commons Attribution 4.0 Unported Licence (CC BY). Full details of this licence are available at: http://creativecommons.org/licenses/by/4.0

eISSN

2304-070X

Language

en