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Formalising informal learning: Assessment and accreditation challenges within disaggregated systems
journal contribution
posted on 2017-07-06, 13:11 authored by Rory McGreal, Dianne Conrad, Angela Murphy, Gabi Witthaus, Wayne MackintoshThis 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 PraxisVolume
6Issue
2Citation
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
2014Notes
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/4.0eISSN
2304-070XPublisher version
Language
- en