Assessment challenges in open learning: Way-finding, fork in the road, or end of the line?
<p>Growing global commitments to open learning through the use of Open Educational Resources (OERs) are accompanied by concerns over what “to do” with that learning when learners present it to traditional institutions for assessment and accreditation. This paper proposes that established RPL (...
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International Council for Open and Distance Education (ICDE)
2013-01-01
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| Series: | Open Praxis |
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| Online Access: | http://www.openpraxis.org/index.php/OpenPraxis/article/view/17 |
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doaj-5f26686b9c244b568670036d13c854532020-11-24T23:15:29ZengInternational Council for Open and Distance Education (ICDE)Open Praxis2304-070X2013-01-0151414710.5944/openpraxis.v5i1.173Assessment challenges in open learning: Way-finding, fork in the road, or end of the line?Dianne Conrad0Athabasca University<p>Growing global commitments to open learning through the use of Open Educational Resources (OERs) are accompanied by concerns over what “to do” with that learning when learners present it to traditional institutions for assessment and accreditation. This paper proposes that established RPL (recognizing prior learning)<br />protocols, in place at many institutions worldwide, can offer a pedagogically sound framework that supports the spirit of open learning and respects the diversity of learners’ efforts.</p>http://www.openpraxis.org/index.php/OpenPraxis/article/view/17assessmenthigher learninglifelong learningOERopen accessportfolios |
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DOAJ |
| language |
English |
| format |
Article |
| sources |
DOAJ |
| author |
Dianne Conrad |
| spellingShingle |
Dianne Conrad Assessment challenges in open learning: Way-finding, fork in the road, or end of the line? Open Praxis assessment higher learning lifelong learning OER open access portfolios |
| author_facet |
Dianne Conrad |
| author_sort |
Dianne Conrad |
| title |
Assessment challenges in open learning: Way-finding, fork in the road, or end of the line? |
| title_short |
Assessment challenges in open learning: Way-finding, fork in the road, or end of the line? |
| title_full |
Assessment challenges in open learning: Way-finding, fork in the road, or end of the line? |
| title_fullStr |
Assessment challenges in open learning: Way-finding, fork in the road, or end of the line? |
| title_full_unstemmed |
Assessment challenges in open learning: Way-finding, fork in the road, or end of the line? |
| title_sort |
assessment challenges in open learning: way-finding, fork in the road, or end of the line? |
| publisher |
International Council for Open and Distance Education (ICDE) |
| series |
Open Praxis |
| issn |
2304-070X |
| publishDate |
2013-01-01 |
| description |
<p>Growing global commitments to open learning through the use of Open Educational Resources (OERs) are accompanied by concerns over what “to do” with that learning when learners present it to traditional institutions for assessment and accreditation. This paper proposes that established RPL (recognizing prior learning)<br />protocols, in place at many institutions worldwide, can offer a pedagogically sound framework that supports the spirit of open learning and respects the diversity of learners’ efforts.</p> |
| topic |
assessment higher learning lifelong learning OER open access portfolios |
| url |
http://www.openpraxis.org/index.php/OpenPraxis/article/view/17 |
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AT dianneconrad assessmentchallengesinopenlearningwayfindingforkintheroadorendoftheline |
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1725590785316880384 |