The document discusses the challenges of recognizing prior learning in Australia, noting that policy changes have been ineffective and that open educational practices remain peripheral. It argues for a reevaluation of the relationship between citizen learning and universities, advocating for new models that value non-institutional learning in a digital age. The authors propose that quality learning can emerge from citizen engagement, suggesting a need for transformation in educational approaches.

1. Earning formal academic credit through a citizen’s
viral and OER learning: What are the implications
for 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 Institute
Charles Sturt University, Australia.

2. The context
http://www.flickr.com/photos/duncan/478984969/sizes/m/

3. The status quo
The 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 learning
in the Australian context
New 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