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The Learning Passport 
SECTION 1: Information to come from Institution which produced the open 
learning offer 
INFORMATIO...
Authorative content (e.g. any other scholarly open learning resources produced by 
professionals) 
Student “professional” ...
Learning Outcomes – Skills 
List and describe learning outcomes 
By the end of the MOOC learners will be able to: 
1. crit...
perceptions of these in terms of the 
relevance for their own practice 
LA3 
Working through the 
MOOC course materials, 
...
Low Medium High 
“Low” if objectives as well as methods of learning and/ or teaching are rooted in “closed” one way, 
tran...
the_advocacy_pack 
SECTION 2: Information to come from the Learner 
INFORMATION ABOUT THE USER AND TYPE OF EXPERIENCE 
Nam...
the MOOC she contributed to a number of 
specific forum discussions, particular to those 
that were on topics of particula...
technologies and drawing their Personal 
Learning Environment (PLE) 
PLE, which consisted of the MOOC 
environment, the MO...
SECTION 3: Information to come from the Assessing / Certifying Institution 
INFORMATION ABOUT THE INSTITUTION 
Name of Ins...
- written test conducted online 
- written test conducted at test center 
- supervised practical work, 
- oral test 
etc.....
Please map the certification to the qualification framework in use by your institution / country. 
Sits within the portofi...
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An example of a VMPass learning passport

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An example of a VMPass learning passport

  1. 1. The Learning Passport SECTION 1: Information to come from Institution which produced the open learning offer INFORMATION ABOUT THE INSTITUTION and Credit Name of Institution producing credit: EMMA project consortium Type of the Institution: public institution private institution Higher Education Institution Vocational Education and Training Institute Adult Learning Institution Professional Body officially accredited/ registered non-registered/ accredited Name of Course Designer: Professor Gráinne Conole Name of Credit: Technology Enhanced Learning (TEL) Subject Field/s Use of technologies for education addressed: Context of Offering: Is this a stand-alone credit, was it offered as part of a course (which course?), is it an essential or optional model, etc. This is a stand-along credit, which is made available as a Massive Open Online Course (MOOC) on the EMMA MOOC aggregator platform, which provides courses in five European languages (http://platform.europeanmoocs.eu/course_technology_enhanced_learning). Quality Procedures Applied: Nature of the content Professional content (e.g. fully reviewed open learning resources, created through experts)
  2. 2. Authorative content (e.g. any other scholarly open learning resources produced by professionals) Student “professional” content (e.g. exam papers, reviewed through professors) Non professional content (e.g. student generated learning materials , no review) The open learning offer is part of an officially accredited course/ programme/ qualification of the HEI Any kind of official quality standard/ label or methodology has been applied to evaluate/ validate the open learning offer: (state name and awarding organisation here) Any kind of official accreditation, certification or quality award has been given to the open learning provider issuing the OER module/open learning offer: (state name and awarding organization of accreditation, certification, award) Estimated Hours of Workload: The TEL MOOC runs for eight weeks starting in October 2014. There are an estimated 3 - 4 hours of learning per week required by the learner INFORMATION ABOUT THE CONTENT OF THE MODULE Learning Outcomes – Knowledge List and describe learning outcomes By the end of this course, successful participants will have: 1. Evaluated a range of technologies and discussed their implications for learning 2. Demonstrated skills in searching for, critical analysis of and collation of academic resources 3. Critiqued the use of technologies in a variety of learning contexts 4. Reflected on the wider issues surrounding the use of technology in learning and teaching
  3. 3. Learning Outcomes – Skills List and describe learning outcomes By the end of the MOOC learners will be able to: 1. critically evaluate technologies and consider their implications for education 2. Use a range of technologies for communication and collaboration Learning Outcomes - Attitudes List and describe learning outcomes By the end of the MOOC learners will 1. Have an increased understanding of the implications of technologies for their own practice 2. Have developed their own prespective on the advantages and disadvantages of different technologies and how theiy can be used in education Module Composition by Learning Activity-Type Ref Type of Activity Required Activity from Learner Approx. Percentage of Workload LA1 Participation in the discussion forum Throughout the MOOC there are ample opportunities for learners to contribute to discussions around the topics associated with each set of MOOC concepts. They can contribute their views, as well as reply to comments made by other learners 10 LA2 Writing blog posts Learners are encouraged to keep a reflective blog to articulate what they have learnt from the materials dellivered by the MOOC and their 15
  4. 4. perceptions of these in terms of the relevance for their own practice LA3 Working through the MOOC course materials, which consists of text, audio, images and video The learners are expected to work through the materials sequentially 50 LA4 Participation in social media Learners are encouraged to use a range of social media (such as Twiiter and facebook) to express their own views on the MOOC materials and activities, and to therefore create their own Personal Learning Environment (PLE) 5 LA5 Complete specific activities associated with each weeks content, such as completion of a timeline of key e-learning technologies and drawing their Personal Learning Environment (PLE) Learners are guided through the activities they need to complete, in addition to working through the MOOC content. They are encouraged to share these with others, to reflect on them in their blog and to provide comments on other participants outputs 20. Type of Activity: Outline the overall type of learning activity-types addressed, such as problem based learning, lectures, self-motivated study, practical work, apprenticeship etc. Required Activity from User: Explain the input required from the user to successfully complete the task, e.g. watching video-lectures, contributing to a wiki, studying etc. Approx. Percentage of Workload: Outline the time which will be spent on this type of learning activity as percentage of the entire workload of the module. Nature of the open learning offer Level of Pedagogical Openness:
  5. 5. Low Medium High “Low” if objectives as well as methods of learning and/ or teaching are rooted in “closed” one way, transmissive and reproductive approaches to teaching and learning. In these contexts, teachers know what learners have to learn and transfer mainly knowledge. “Medium” represents a stage in which objectives are still pre-determined and given but methods of teaching and learning are representing more open pedagogical models which encourage dialogue oriented forms of learning or problem based learning focusing on dealing with developing “Know how”. “High” degrees of freedom and openness in pedagogical models are represented if objectives of learning such as question or problems around which learning is ensuing are determined by learners, and teachers facilitate through open and experience oriented methods which accommodate different learning pathways. Individual Freedom to Practice Open Education: Low Medium High “Low” –within a given learning/ teaching context no open educational practices are encouraged “Medium” –within a given learning/ teaching context islands of open educational practices exist but are not a shared and common reality “high” – within a given learning/ teaching context open educational practices are embedded into the reality of all learning and teaching. Credit Intended for Use in: OER traditional OER Erasmus OER Summer School OER Credit Market OER Anywhere OER RPL (Recognition of Prior Learning) Please see details on scenario in short screencasts http://www.oer-europe.net/advocacy_pack?qt-the_advocacy_pack=1#qt-
  6. 6. the_advocacy_pack SECTION 2: Information to come from the Learner INFORMATION ABOUT THE USER AND TYPE OF EXPERIENCE Name of Learner: Josepihe Fynne Contact Details: Following credit as part of: OER traditional OER Erasmus OER Summer School OER Credit Market OER Anywhere OER RPL (Recognition of Prior Learning) Please see details on scenario in short screencasts  http://www.oer-europe.net/advocacy_pack?qt-the_advocacy_pack=1#qt-the_ advocacy_pack Period in which study occurred: Autumn 2014 INFORMATION ABOUT LEARNING ACTIVITIES ENGAGED IN Please describe how the learning actually take place (and how the learning activities may have differed from those above). Outline the sources where evidence can be obtained where applicable (records from LMS, learning diary, letter from report etc). REF Learner’s Engagement in the Learning Activity Evidence Source LA1 Participation in the discussion forum Nicola introduced herself in the discussion forum at the beginning of the MOOC and described why she was interested in doing the MOOC. She stated that she wanted to experience online learning and in particular learning through a MOOC, and that she wanted to get an overview of Technology Enhanced Learning. She stated that these reasons were because she was a lecturer in Higher Education, who had not experienced online learning before. She wanted to include more online learning in her own teaching and felt that the TEL MOOC would provide her with tips and hints on how to do this. During
  7. 7. the MOOC she contributed to a number of specific forum discussions, particular to those that were on topics of particular interest to her. LA2 Writing blog posts Josephine has kept at professional blog for four years, which she uses to reflect on her teaching practice. She wrote a weekly blog post reflecting on the content and activities that she had completed. She supplemented this with a list of any additional resources related to the topics covered that she had found. LA3 Working through the MOOC course materials, which consists of text, audio, images and video Josephine completed all the course materials and activities. She did not do any of the extension activities, because she did not have the time. She plans to return to these in the near future. LA4 Participation in social media Josephine had not used social media before. She does not have a facebook page. However, she did set up a Twitter account and tweeted on a regular basis her thoughts on the MOOC resources and activities. She also replied to or retweeted many tweets posted by other participants. She found this valuable and intends to use Twitter more actively in the future for her own professional practice. As a result of tweeting about the MOOC she now has 55 followers and is following 245 others, both MOOC participants and some of the key researchers in the field, including @gsiemens, @mweller, @mbrownz and @downes LA5 Complete specific activities associated with each weeks content, such as completion of a timeline of key e-learning Josephine completed all the specific activigties associated with each week's content. This included conceptualising her
  8. 8. technologies and drawing their Personal Learning Environment (PLE) PLE, which consisted of the MOOC environment, the MOOC discussion forum, her blog, Twitter and a range of resources related to the course that she found via Google and other sources.
  9. 9. SECTION 3: Information to come from the Assessing / Certifying Institution INFORMATION ABOUT THE INSTITUTION Name of Institution assessing credit: University of Nether Hyford Type of the Institution: public institution private institution Higher Education Institution Vocational Education and Training Institute Adult Learning Institution Professional Body officially accredited/ registered non-registered/ accredited Contact Information of Responsible person / department: Dr. Patricia Greenford, Lecturer INFORMATION ABOUT THE ASSESSMENT Assessment Components The University of Nether Hyford has developed a HND level module on Technology Enhanced Learning, which is designed as a professional development course for teachers in teritiary education. The TEL MOOC forms a slimmed down version of this module and hence it is possible to obtain credit for completion of the MOOC to count towards the TEL module. Assessment is via Accreditation of Prior Learning (APL). This consists of two componets. The learner submits evidence of how they have met the learning outcomes associated with the MOOC, as described in Section 2. This is submitted to Dr Greenwood who then assesses the evidence and then has a phone interview with the learner to clarify any points. An ‘assessment component’ is a specific form of assessment. It may include: - assessment of course-work
  10. 10. - written test conducted online - written test conducted at test center - supervised practical work, - oral test etc.. Learning Outcomes Assessed The learning outcomes 1 -5 outlined in the pervious sections are assessed in tern. If the learner is deemed to have successfully met the criteria set they are exempt from part of the HND level professional development module. Dr Greenwood then provides a clear indication of what the learner needs to complete to achieve full credit for the module. Outline the Learning Outcomes which were verified through the assessment, and making reference to Section 1 where appropriate. Describe Quality Control Procedures for Assessment: Who checks/regulates the assessment procedures, and how? The TEL MOOC and TEL module are subject to the usual quality assurances processes for University of Nether Hyford courses. This includes a rigourous course approval process through a number of relevant committees and ongoing assessment of the quality of the courses through evaluation by colleagues of the course materials and activities and through evaluation of student feedback. INFORMATION ABOUT THE CERTIFICATION Name of Certification Awarded, and Grade: HND in professional development Masters level Technology Enhanced Learning module Certification is Equivalent to (within institution): Explain how (and if) the certification is equivalent to a normal certification of the institution. e.g. “certification is equivalent to any other ECTS certified from institution”, “this is a special, RPL-only type of certification, which is broadly equivalent to an ECTS, but not automatically convertible”, etc. Sits within a suite of Continuing Professional Development courses for teachers in tertiary education Position of certification within qualification framework:
  11. 11. Please map the certification to the qualification framework in use by your institution / country. Sits within the portofilo o f courses offered by the Nether Hyford University Grading scheme: Describe the levels and descriptions of the grading scheme used for this award. In particular, be sure to indicate whether the grade awarded is a pass or fail grade. Pass/Fail

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