recognition of non-formal, open learning: are we there yet?
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#OER17, LondonGabi Witthaus (Independent)Airina Volungeviien and Marius adauskas (Vytautas Magnus University)
Recognition of open, online learning: are we there yet?
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Recognition of open, online learning (Airina)Findings from the OpenCred Study (Gabi)OpenCred traffic light model (Gabi)Introducing the ReOPEN project (Airina)The ReOPEN platform (Marius)The future (Airina)
Overview
Recognition of open, online learning
OpenCred Study (2014-16)
Witthaus, G., Inamorato dos Santos. A., Childs, M., Tannhuser, A., Conole, G., Nkuyubwatsi, B., Punie, Y. (2016)
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. 4
Credentialisation vs recognition
Witthaus, G., Inamorato dos Santos. A., Childs, M., Tannhuser, A., Conole, G., Nkuyubwatsi, B., Punie, Y. (2016)
Snapshot from the literatureNot clear whether HEIs will recognise open learning achievements (Reushle et al, 2016)Policy needed or not?MOOCs are most reported on (but not the only non-formal open learning that can be recognised)Assessment is key Little guidance available to MOOC learners
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)
This can include learning from OERs7
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)
Relationship between assessment and credentialisation
Witthaus, G., Inamorato dos Santos. A., Childs, M., Tannhuser, A., Conole, G., Nkuyubwatsi, B., Punie, Y. (2016)
OpenCred Traffic Light Model
Witthaus, G., Inamorato dos Santos. A., Childs, M., Tannhuser, A., Conole, G., Nkuyubwatsi, B., Punie, Y. (2016)
A tool for promoting transparency in the open education offer aiming to facilitate the recognition process. Kiron has used this model to produce MOOKlets to help their German HE partners make recognition decisions.10
The ReOPEN project
About the ReOPEN project
The problem: Ensuring learners identity verification in assessment Ensuring that certificates are authentic
ReOPENs solution: create a platform that enables learner identity verification and the issuing of credentialsCurrent situationMarius adauskas
Provide training materials for course providersDeliver non-formal open courses Integrate with existing organizational IT solutionsMeet organizational/ national regulations
The ReOPEN platform will
Enable learner verificationUser registrationUser verificationLearning agreementSupport recognition of learning resultsCertificateDigital badges
The platform will also
Wordpress website integrated with Moodle LMS, enabling:Non-formal course synchronizationUser synchronizationUser enrollment to non-formal coursesCertificate for acquired competencesDigital BadgesTechnology
The future
Gabi Witthaus: [email protected]
Airina Volungeviien: [email protected]
Marius Sadauskas: [email protected] Thank you!
Council of the European Union. Convention on the recognition of qualifications concerning higher education in the European region. CETS. No. 165 (1997) Available at http://conventions.coe.int/Treaty/en/Treaties/Html/165.htm
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
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.
Witthaus, G., Inamorato dos Santos. A., Childs, M., Tannhuser, 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
Recognition of open, online learning: are we there yet?byGabi Witthaus, Airina Volungeviien and Marius adauskasis licensed under aCreative Commons Attribution 4.0 International License.Permissions beyond the scope of this license may be available athttp://reopen.eu/.
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