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Please use this identifier to cite or link to this item: https://dspace.lboro.ac.uk/2134/23896

Title: Validation of non-formal MOOC-based learning: an analysis of assessment and recognition practices in Europe (OpenCred)
Authors: Witthaus, Gabi R.
Inamorato dos Santos, Andreia
Childs, Mark
Tannhauser, Anne-Christin
Conole, Grainne
Nkuyubwatsi, Bernard
Punie, Yves
Issue Date: 2016
Publisher: Joint Research Council © European Union
Citation: WITTHAUS, G. ... et al., 2016. Validation of non-formal MOOC-based learning: an analysis of assessment and recognition practices in Europe (OpenCred). EUR 27660 EN; doi:10.2791/809371
Abstract: This report presents the outcomes of research, conducted between May 2014 and November 2015, into emerging practices in assessment, credentialisation and recognition in Massive Open Online Courses (MOOCs). Following extensive research on MOOCs in European Member States, it provides a snapshot of how European Higher Education Institutions (HEIs) recognise (or not) non-formal learning (particularly MOOC-based), and how some employers recognise open badges and MOOC certificates for continuing professional development. We analyse the relationship between forms of assessment used and credentials awarded, from badges for self-assessment to ECTS credits for on-site examinations, and consider the implications for recognition. Case studies provide deeper insights into existing practices. The report introduces a model which guides MOOC conveners in positioning and shaping their offers, and also helps institutions and employers to make recognition decisions. It concludes with a set of recommendations to European HEIs and policy makers to enable wider recognition of open learning in higher education and at the workplace.
Description: This publication is a Science for Policy report by the Joint Research Centre, the European Commission’s in-house science service.
Sponsor: European Commission
Version: Published
DOI: 10.2791/809371
URI: https://dspace.lboro.ac.uk/2134/23896
Publisher Link: http://dx.doi.org/10.2791/809371
ISSN: 1831-9424
Appears in Collections:Official Reports (Business School)

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