Formalising informal learning: Assessment and accreditation challenges within disaggregated systems

Article

McGreal, Rory, Conrad, Dianne, Murphy, Angela, Witthaus, Gabi and Mackintosh, Wayne. 2014. "Formalising informal learning: Assessment and accreditation challenges within disaggregated systems." Open Praxis. 6 (2), pp. 125-133. https://doi.org/10.5944/openpraxis.6.2.114
Article Title

Formalising informal learning: Assessment and accreditation challenges within disaggregated systems

ERA Journal ID123564
Article CategoryArticle
AuthorsMcGreal, Rory (Author), Conrad, Dianne (Author), Murphy, Angela (Author), Witthaus, Gabi (Author) and Mackintosh, Wayne (Author)
Journal TitleOpen Praxis
Journal Citation6 (2), pp. 125-133
Number of Pages9
Year2014
PublisherInternational Council for Open and Distance Education
Place of PublicationOslo, Norway
ISSN0264-0201
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
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.

Keywordsaccreditation; assessmen; disaggregation; Open Educational Resource (OER); open learning; recognition of prior learning
ANZSRC Field of Research 2020390405. Educational technology and computing
390303. Higher education
390102. Curriculum and pedagogy theory and development
Byline AffiliationsAthabasca University, Canada
Australian Digital Futures Institute
University of Leicester, United Kingdom
Open Education Resource Foundation, New Zealand
Institution of OriginUniversity of Southern Queensland
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