Formalising informal learning: Assessment and accreditation challenges within disaggregated systems
Article
Article Title | Formalising informal learning: Assessment and accreditation challenges within disaggregated systems |
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ERA Journal ID | 123564 |
Article Category | Article |
Authors | McGreal, Rory (Author), Conrad, Dianne (Author), Murphy, Angela (Author), Witthaus, Gabi (Author) and Mackintosh, Wayne (Author) |
Journal Title | Open Praxis |
Journal Citation | 6 (2), pp. 125-133 |
Number of Pages | 9 |
Year | 2014 |
Place of Publication | Oslo, Norway |
ISSN | 0264-0201 |
1369-9997 | |
2304-070X | |
Digital Object Identifier (DOI) | https://doi.org/10.5944/openpraxis.6.2.114 |
Web Address (URL) | http://www.openpraxis.org/index.php/OpenPraxis/article/view/114/88 |
Abstract | This report shares the findings and lessons learned from an investigation into the economics of disaggregated |
Keywords | accreditation; assessmen; disaggregation; Open Educational Resource (OER); open learning; recognition of prior learning |
ANZSRC Field of Research 2020 | 390405. Educational technology and computing |
390303. Higher education | |
390102. Curriculum and pedagogy theory and development | |
Byline Affiliations | Athabasca University, Canada |
Australian Digital Futures Institute | |
University of Leicester, United Kingdom | |
Open Education Resource Foundation, New Zealand | |
Institution of Origin | University of Southern Queensland |
https://research.usq.edu.au/item/q2z1y/formalising-informal-learning-assessment-and-accreditation-challenges-within-disaggregated-systems
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McGreal_Conrad_Murphy_Witthaus_Mackintosh_PV.pdf | ||
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