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Earning formal academic credit. Also see http://slidesha.re/WdsKqb:
Earning formal academic credit. Also see http://slidesha.re/WdsKqb:
Earning formal academic credit. Also see http://slidesha.re/WdsKqb:
Earning formal academic credit. Also see http://slidesha.re/WdsKqb:
Earning formal academic credit. Also see http://slidesha.re/WdsKqb:
Earning formal academic credit. Also see http://slidesha.re/WdsKqb:
Earning formal academic credit. Also see http://slidesha.re/WdsKqb:
Earning formal academic credit. Also see http://slidesha.re/WdsKqb:
Earning formal academic credit. Also see http://slidesha.re/WdsKqb:
Earning formal academic credit. Also see http://slidesha.re/WdsKqb:
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Earning formal academic credit. Also see http://slidesha.re/WdsKqb:

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See http://slidesha.re/WdsKqb for 2 page Ideas Paper that goes with the ppt. presentation. …

See http://slidesha.re/WdsKqb for 2 page Ideas Paper that goes with the ppt. presentation.
Earning formal academic credit through a citizen’s viral and OER learning
What are the implications for mobile, hybrid and online learning?
Ideas paper presented at: eLmL 2013, The Fifth International Conference on Mobile, Hybrid, and Online Learning, February 24th to March 1st, 2013, Nice, France.

Published in: Education
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  • 1. Earning formal academic credit through a citizen’sviral and OER learning: What are the implicationsfor mobile, hybrid and online learning?eLmL 2013, The Fifth International Conference on Mobile, Hybrid,and On-line Learning, February 24, 2013 to March 1, 2013 - Nice,France.Merilyn Childs & Regine Wagner, Flexible Learning InstituteCharles Sturt University, Australia.
  • 2. The contexthttp://www.flickr.com/photos/duncan/478984969/sizes/m/
  • 3. The status quoThe research consistently indicates that recognition of prior learning in Australia is poor (for example, Pitman 2012).Policy has largely failed to generate change (See AQF)Open educational practices that value user-generated learning (Ehlers 2011) remain marginal and distant from the core business of learning, teaching and assessment. We gratefully acknowledge the Photographer, kk for giving us copyright permission to use the above photograph taken at the 2009 United Nations Climate Change Conference, Copenhagen . For a full exposition of kk’s photographic work, see http://www.flickr.com/photos/kk/
  • 4.  Developments such as those explored via the European OERtest project have yet to gain a foothold in the Australian HE context.
  • 5. The problem A traditional view that non-institutional learning is ipso facto of less value and that criticality and complexity are only possible through institutional learning This traditional view is out-of-place in a digital age characterized by personalized, hybridized and mobilized learning http://www.flickr.com/photos/michaelheiss/2871996129/sizes/m/in/photostream /
  • 6. Proposition I Quality learning can and will happen through the planned and accidental agency of citizens who may at some time become students We gratefully acknowledge the Photographer, kk for giving us copyright permission to use the above photograph taken at the 2009 United Nations Climate Change Conference, Copenhagen . For a full exposition of kk’s photographic work, see http://www.flickr.com/photos/kk/
  • 7. Proposition II - The relationships that are possible between a citizen’s learning and universities can be substantially rethought as the basis for transformational change. http://www.flickr.com/photos/plmccordj/56729378/sizes/z/in/photostream/
  • 8. Implications for mobile, hybrid and online learningin the Australian contextNew institutional thinking is needed in the Australian context that: Establish new business and curriculum models And embed open and recognition practices as core business http://www.flickr.com/photos/evaekeblad/2492824190/sizes/m/
  • 9. Thankyou and questionsWe welcome further contact at mchilds@csu.edu.au and rwagner@csu.edu.au
  • 10. Thankyou and questionsWe welcome further contact at mchilds@csu.edu.au and rwagner@csu.edu.au

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