The document presents findings from the OpenCred study on the recognition of open learning in Europe, discussing various levels of formality in recognition and the factors influencing it, such as robustness of assessment and affordability for learners. It outlines a framework categorizing recognition levels and assessment eligibility, emphasizing the significance of proper certification and assessment methods. The study aims to inform institutions about the complexities and considerations involved in the acknowledgment of competencies gained through open learning.

1. OpenCred Study – Recognition of
open learning in Europe: some
issues for institutions to consider
Gabi Witthaus
Institute of Learning Innovation,
University of Leicester
EUA Webinar, 19 Nov 2014

2. OpenCred Study
This presentation reflects work in progress
from the OpenCred study of the OpenEdu
project by the Institute of Learning Innovation
(University of Leicester), in collaboration with
the IPTS. Funded by IPTS.
Study team: Gabi Witthaus, Mark Childs,
Grainne Conole and Bernard Nkuyubwatsi (ILI,
Leicester); Andreia Inamorato Dos Santos and
Yves Punie (IPTS)
Legal Notice re Copyright: http://ec.europa.eu/geninfo/legal_notices_en.htm

3. Recognition of learning is…
a process of granting official status to learning
outcomes and/or competences, which can lead
to the acknowledgement of their value in
society (UNESCO 2012)

4. Recognition has a range of levels of
formality
Pic by fdecomite on Flickr (CC-BY)

5. Formality of recognition L0-3
Level Descriptors
0 No formal recognition
1 Unauthenticated completion certificate/statement of accomplishment
or badge showing proof of participation or completion
2 Authenticated certificate which either (a) contains no information on
the nature of the course, the nature of the learner’s achievement and
the nature of the assessment process used, or (b) indicates that the
learner’s identity was verified online but there was no supervision
during assessment (as in Coursera MOOCs with Signature Track).
3 Certificate providing exemption from a specific entrance exam
Authenticated certificate from an accredited/recognised institution with
some (but not all) information included on the nature of the course, the
nature of the learner’s achievement and the nature of the assessment
process used.
Certificate conferring fewer than 5 ECTS credits

6. Formality of recognition L4
Level Descriptors
4 Certificate conferring a minimum of 5 ECTS credits
Certificate providing exemption from a specific module/course or part
of qualification at the issuing institution
Certificate which ‘(a) formally and clearly states on whose authority it
was issued, provides information on the content, level and study load,
states that the holder has achieved the desired learning objectives,
provides information on the testing methods employed and lists the
credits obtained, according to a standard international system or in
some other acceptable format, (b) is demonstrably and clearly based
on authentication [i.e. student’s identity is verified] and (c) states that
the examinations have been administered under supervision and
specifies the nature of this supervision.’ (NVAO 2014, p.9)

7. Question: What has the greatest
impact on formality of recognition
in open learning?

8. Answer: robustness of assessment
Pic by Karl Baron on Flickr (CC-BY)

9. Robustness of assessment L0-2
Level Descriptors
0 No assessment
1 Record of completion of activities
Self-assessment
2 Assessment with automated checking, e.g. multiple-choice questions
(MCQs), submission of programming code, or acceptance of a
submission of text on the basis of word count (No verification of
identity)
Peer assessment (No verification of identity)
Submission of coursework/assignment without verification of
student’s identity and where the student is not personally known to
the examiner

10. Robustness of assessment L3-4
Level Descriptors
3 Submission of coursework and/or performance of practical tasks
where the student is personally known to the examiner. (The context
may be either face-to-face or online. The assumption is that
inconsistencies in performance style will be picked up and this
minimises the likelihood of cheating. This is common practice in
traditional online courses, e.g. online MBA programmes.)
Online proctored examination, e.g. Signature Track (Verified identity)
4 Recognition of prior learning (RPL) conducted by recognised expert(s)
(e.g. based on portfolio submission and/or interview – requires a
relatively low candidate-to-assessor ratio and hence generally not
scalable to open initiatives)
On-site examination (including on-site challenge exams)

11. Assessment-recognition matrix
Witthaus, Childs, Nkuyubwatsi, Conole, Inamorato Dos Santos & Punie (2014 submitted)

12. Question: What other aspects of
open learning have an impact on
recognition?

13. Affordability for learners
Pic by epSos.de on Flickr (CC-BY)

14. Eligibility for assessment/recognition
Pic by Hamburg Sankt-Georg.info on Flickr (CC-BY-NC)

15. Affordability for learners
Level Descriptors
0 More than €200
1 €80-€200
2 €25-€80
3 €1 to €25
4 No cost to learners

16. Eligibility for assessment/recognition
Level Descriptors
0 No assessment
1 Only members of a specified group/ profession are eligible for
completion certificates or badges (This is common practice in in-house
CPD programmes offered by employers, and programmes run by
employer bodies for members of a professional association.)
2 Open learners may obtain completion certificates or badges, but
credit-bearing examinations are only available to registered students.
3 Examinations are available to all, but only students enrolled on a
specified programme are eligible for academic credit. (This means that
potentially a different institution could recognise the learning
achievement of an open learner.)
4 Everyone is eligible for assessment and recognition.

17. The OpenCred Recognition Framework
Formality of
recognition
4
3
2
1
0
Affordability
for learner
Robustness
of
assessment
Eligibility for
assessment/
recognition

18. Typical MOOC with little or no recognition
Formality of
recognition
4
3
2
1
0
Affordability
for learner
Robustness
of
assessment
Eligibility for
assessment/
recognition
E.g. the CARNet MOODLE MOOC; MOOCs on the French FUN platform

19. MOOC offering full recognition, but
only enrolled students are eligible
Formality of
recognition
4
3
2
1
0
Affordability
for learner
Robustness
of
assessment
Eligibility for
assessment/
recognition
E.g. the University of Nicosia’s Digital Currencies MOOC

20. MOOC offering full recognition;
assessment is paid for by learners
Formality of
recognition
4
3
2
1
0
Affordability
for learner
Robustness
of
assessment
Eligibility for
assessment/
recognition
E.g. University of Osnabrück MOOC on Data Structures and Algorithms

21. What shape is your MOOC?
Pic: Sir Mildred Pierce on Flickr (CC BY)

22. References
– NVAO (2014) MOOCs and Online HE: A Survey, The Hague:
Accreditation Organisation of the Netherlands and
Flanders (NVAO), Available at
http://www.nvao.net/page/downloads/NVAO_MOOCs_an
d_online_HE_A_survey_June_2014.pdf
– UNESCO Institute for Lifelong Learning (2012). UNESCO
GUIDELINES for the Recognition, Validation and
Accreditation of the Outcomes of Non-formal and Informal
Learning. Hamburg: UIL. www.unesco.org/uil
– Witthaus, G., Childs, M., Nkuyubwatsi, B., Conole, G.,
Inamorato dos Santos, A. & Punie, Y. (2014 submitted) An
Assessment-Recognition Matrix for Analysing Institutional
Practices in the Recognition of Open Learning (Submitted
to elearning papers, Issue 41)

23. Thank you!
Gabi.Witthaus@le.ac.uk
@twitthaus