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Giving Credit for OER-based Learning? Results of the OERtest project
 

Giving Credit for OER-based Learning? Results of the OERtest project

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  • assessment of course-work (PLA)written test conducted onlinewritten test conducted at test centersupervised practical work, oral test
  • depending on their charging models, legislative restraints, prior collaborative arrangements, flexibility in current assessment procedures
  • depending on their charging models, legislative restraints, prior collaborative arrangements, flexibility in current assessment procedures
  • depending on their charging models, legislative restraints, prior collaborative arrangements, flexibility in current assessment procedures

Giving Credit for OER-based Learning? Results of the OERtest project Giving Credit for OER-based Learning? Results of the OERtest project Presentation Transcript

  • GIVING CREDIT FOR OER-BASED LEARNINGRESULTS OF THE PROJECTEAIE Annual Conference, 2012, DublinAnne-Christin Tannhäuser, Scienter
  • THE «CONTEXT»
  • OER & OCWvery useful supplementary materialsfor existing students and informallearners
  • BUTNeeds of learners wishing to haveformal, transferable recognition oftheir knowledge & skills notaddressedFull potential of OERs not reached
  • Our objectiveTo evaluate the feasibilityof assessment and certification of learning based solely on OER/OCWby traditional and openuniversities in Europe
  • University of Edinburgh Open University ofUniversity of Granada Catalonia
  • OERTEST – WHAT WEREOUR ACTIVITIES?
  • Workshop 1 Expert Pool Partner UniversitiesWorkshop 2
  • Workshop 1 Expert Pool Partner Universities Workshop 2 Guidelines «Transparencyand Quality Tool Feasibilityfor Recognizing Study OER-based learning»
  • Workshop 1 Expert Pool Partner Universities Workshop 2 Guidelines «Transparencyand Quality Tool Feasibilityfor Recognizing Study OER-based learning» European Task Force
  • WHAT DID WE FIND OUT?– SELECTED RESULTS
  • What kind of OER? Workshop 1 - Structured, entire set of Expert Pool Partner resources, stand-alone Universities Workshop 2 modules - Suitable for independent study, with little-to-no tutor intervention Guidelines «Transparencyand Quality Tool Feasibilityfor Recognizing Study OER-based learning» European Task Force
  • What kind of OER? Workshop 1 - Structured, entire set of Expert Pool Partner resources, stand-alone Universities Workshop 2 modules - Suitable for independent study, with little-to-no tutor intervention Guidelines «Transparencyand Quality Tool Feasibilityfor Recognizing Shared Tool/Guidelines Study OER-based learning» normal academic  Use and quality processes  Change needs to be incremental European Task Force
  • What kind of OER? Workshop 1 - Structured, entire set of Expert Pool Partner resources, stand-alone Universities Workshop 2 modules - Suitable for independent study, with little-to-no tutor intervention Guidelines «Transparencyand Quality Tool Feasibilityfor Recognizing Shared Tool/Guidelines Study OER-based learning» normal academic  Use and quality processes Assessment and Certification by  Change needs to be who? incremental European Task Force
  • «Traditional» Educational Provision Provision Certification Learning Assessment of LO Resources
  • OER-based Educational Provision Provision Assessment Certification Learning of LO Resources «Unbundled»
  • Factors of unbundled educationalprovisionStatus of the learnerRegistered HEI student vs working professionals or other learnersRelation to the involved OER providerHEI partners with existing agreement vswithout existing agreement/unknown organisations
  • OER «Traditional» «Award credits to your own students»
  • OER «Erasmus» «Use procedures as in your student exchange programmes»
  • «OER Recognition of Prior Learning (RPL)» «U1 assessment and/or recognition follows the procedure as awarding credits based on informal learning»
  • Workshop 1 Expert Pool Partner Universities Workshop 2 Guidelines «Transparencyand Quality Tool Feasibilityfor Recognizing Study OER-based learning» European Task Force
  • Guidelines for Recognizing OER-based learningGOAL• For use by staff within HEIs• Create Transparency• Create Trust• Aid portability• Based on existing tools and practices (ECTS, Diploma Supplement)
  • Information from Information from Information from OER provider assessing/certifying learner (HEI) institution
  • Information from Information from Information from OER provider assessing/certifying learner (HEI) institution• Applied Quality Procedures• Estimated Hours of Workload• Learning Outcomes described (Knowledge, Skills, Competences)• Learning activities required by the learner• Certification options
  • Information from Information from Information from OER provider assessing/certifying learner (HEI) institution • General personal information • Period in which study occurred • Information about the learning activities + evidence source (e.g. PORTFOLIO)
  • Information from Information from Information from OER provider assessing/certifying learner (HEI) institution • Assessment Components (form) • Which LO were verified? • Quality Control Procedures for Assessment • Equivalence of certification to ? within institution • Position of certification within qualification framework • Grading scheme (pass/fail, numerical)
  • Is this approach towardsassessment/certification of OER-basedlearning considered feasible?
  • Is this approach towards assessment/certification of OER-based learning considered feasible?Focus groups Interviews • Senior management • Administration • Student registration offices • Financial experts
  • 1University senior staff generally open & positiveto the concept of assessing & accrediting OER-based learning• Aware of the current value of OER/OCW
  • 1University senior staff generally open & positiveto the concept of assessing & accrediting OER-based learning• Aware of the current value of OER/OCW Philanthropic mission New learning pathways Innovation Marketing, Increased visibility
  • 2Three scenarios are considered feasible• OER traditional• OER ERASMUS• OER prior learningDifferent universities preferred differentscenarios
  • 2Three scenarios were generally considered feasible• OER traditional Collaborative agreements between universities likely to be the most productive• OER ERASMUS approach = TASK FORCE• OER prior learningInterviewees from different universities differentpreferences
  • 3OER are not systematically offered asrequested by the learning passport• Loosely structured – OER but not Open Course Ware• Information on assessment methods or learning outcomes typically not included
  • 4Prior learning assessment is expensive(credentialisation less)Simple automated assessments as cheaper solution?• Recent approaches to assessment• Reduced role of HEIs to „resource providers“ & „assessment delivery“
  • 5European Task Force• Trialling the assessment of OER-based learning outcomes• Trialling awarding credit for OER-based learning outcomes• And not less importantly: share experiences on the two
  • Learn more: http://www.oer-europe.net/Share your thoughts: #OERtestJoin the task force: http://www.oer-europe.net/eoi/form
  • Thank you!mail: actannhauser@scienter.orgcurated content: http://www.scoop.it/t/oer-ticker/ Credits to -team