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Formalising informal learning: Assessment and accreditation challenges within disaggregated systems

Authors:

Rory McGreal ,

Athabasca University, CA
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Dianne Conrad,

Athabasca University, CA
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Angela Murphy,

University of Southern Queensland, AU
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Gabi Witthaus,

University of Leicester, GB
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Wayne Mackintosh

OER Foundation, NZ
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Abstract

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.

How to Cite: McGreal, R., Conrad, D., Murphy, A., Witthaus, G., & Mackintosh, W. (2014). Formalising informal learning: Assessment and accreditation challenges within disaggregated systems. Open Praxis, 6(2), 125–133. DOI: http://doi.org/10.5944/openpraxis.6.2.114
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Published on 01 Apr 2014.
Peer Reviewed

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