OERTest: Giving credit for OER-based learning
Upcoming SlideShare
Loading in...5
×

Like this? Share it with your network

Share

OERTest: Giving credit for OER-based learning

  • 8,216 views
Uploaded on

The open access movement has gained increasing traction within universities, leading to the creation of numerous courseware repositories of open educational resources (OER) worldwide. However, use......

The open access movement has gained increasing traction within universities, leading to the creation of numerous courseware repositories of open educational resources (OER) worldwide. However, use of OER as a tool for expanding access to formal education is currently limited by a lack of examples of accreditation of learning obtained through them, thus significantly reducing their transformative potential.
We explore work carried out in five European universities (United Nations University, Open University of Catalonia, Universities of Bologna, Edinburgh, Granada) aimed at taking use of OER a significant step forward by working towards the assessment and accreditation of OER-based learning outcomes. These universities evaluated , in the light of their current practices in traditional education, both opportunities and internal and external barriers for them in recognising learning based solely on OERs.
Through consultation with a multi-disciplinary, cross-institutional, team of experts in quality assurance, academic development, curriculum development, administration and financing, a shared process model was developed. The feasibility of the model was investigated from administrative, legal and financial perspectives, as well as from the view point of institutional positioning and strategy.
We will present a set of scenarios for assessing OER-based learning outcomes, each with different degrees of ‘unbundling’ of course design, provision and assessment between different institutions, mapped onto traditional QA and accreditation processes. The results of our feasibility testing of institutional accreditation of OER-based learning will be discussed.

More in: Education , Technology
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Be the first to comment
No Downloads

Views

Total Views
8,216
On Slideshare
1,521
From Embeds
6,695
Number of Embeds
7

Actions

Shares
Downloads
20
Comments
0
Likes
2

Embeds 6,695

http://www.scoop.it 6,413
http://efquel.org 220
http://www.scienter.org 44
http://oer-europe.net 8
http://www.oer-europe.net 6
https://twitter.com 3
http://translate.googleusercontent.com 1

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
    No notes for slide

Transcript

  • 1. Giving Credit for OER-based Learning Anthony Camilleri, EFQUEL, Belgium Jeff Haywood, University of Edinburgh, UK Chahira Nouira, UN University, Germany www.oer-europe.net Giving Credit for OER-based Learning1 UNESCO World Open Educational Resources Congress, 20-22 June 2012 Paris
  • 2. Partnership: •EFQUEL •University of Bologna •University of Duisburg-Essen •University of Edinburgh •University of Granada •UN University •SCIENTER With the support of the Lifelong Learning Programme of the European Union Giving Credit for OER-based Learning2 UNESCO World Open Educational Resources Congress, 20-22 June 2012 Paris
  • 3. Our objective To evaluate the feasibility of assessment and certification of learning based solely on OER/OCW by traditional universities, using their normal academic and quality processes Why did we do this? OER & OCW are very useful supplementary materials for existing students and informal learners but don’t address the needs of those wishing to have formal, quality- controlled, transferable recognition of their knowledge & skills, for use within formal HE settings or with employers Giving Credit for OER-based Learning3 UNESCO World Open Educational Resources Congress, 20-22 June 2012 Paris
  • 4. How does our work address UNESCO global priorities? 2.By helping traditional universities to see how to go beyond OER/OCW and offer online, reasonable cost, worldwide credits to learners 3.By reducing barriers of gender, location, religion etc by being open to all 4.By enabling access to more credit-bearing courses than a single university, can offer, especially those with limited resources Giving Credit for OER-based Learning4 UNESCO World Open Educational Resources Congress, 20-22 June 2012 Paris
  • 5. OER OCWMOOCsOERtest Giving Credit for OER-based Learning5 UNESCO World Open Educational Resources Congress, 20-22 June 2012 Paris
  • 6. What did we do? ◦Carried out background research to inform our study ◦Defined OER-based learning ‘essentials’ to support unbundled assessment & accreditation ◦Specified a Learning Passport, a European Diploma Supplement -compliant ‘transcript’ that documents the learner’s achievements against Learning Outcomes’s ◦Created realistic assessment & certification scenarios that map onto current traditional higher education processes ◦Gathered feasibility data from senior key informants in our universities Giving Credit for OER-based Learning6 UNESCO World Open Educational Resources Congress, 20-22 June 2012 Paris
  • 7. Defining OER/OCW ‘essentials’ These are needed for •a learner to be able to study - alone or with peer support •a university to be able to assess – with realistic effort at scale ◦open curricula with defined learning outcomes, open study materials, defined tasks (solo or group), defined activities (solo or group), appropriate formative assessments for the learner ◦guidance as to how to present work completed (eg portfolio) ◦proposed (but not mandatory) summative assessments for universities Giving Credit for OER-based Learning7 UNESCO World Open Educational Resources Congress, 20-22 June 2012 Paris
  • 8. Creating assessment & certification scenarios8 Giving Credit for OER-based Learning UNESCO World Open Educational Resources Congress, 20-22 June 2012 Paris
  • 9. Summary of our findings 2.University senior staff were generally open & positive to the concept, being aware of the current value of OER/OCW 3.Different universities preferred different scenarios, depending on their charging models, legislative restraints, prior collaborative arrangements, flexibility in current assessment procedures 4.Collaborative agreements between universities was likely to be the most productive approach (ie trust relationships as in Erasmus) Giving Credit for OER-based Learning9 UNESCO World Open Educational Resources Congress, 20-22 June 2012 Paris
  • 10. Contact us at: anthony@camilleri.com jeff.haywood@ed.acuk nouira@vie.unu.edu Presentation available from: http://www.oer-europe.net Feedback is welcome!10 Giving Credit for OER-based Learning UNESCO World Open Educational Resources Congress, 20-22 June 2012 Paris
  • 11. Announcing a European Task-Force A voluntary group of OER Initiatives and related policy groups which will take work forward by: •Trialling the assessment of OER-based learning outcomes •Trialling awarding credit for OER-based learning outcomes •Disseminating experiences of the above activities Express your Interest at http://taskforce.oer-europe.net Giving Credit for OER-based Learning11 UNESCO World Open Educational Resources Congress, 20-22 June 2012 Paris