The OER Knowledge Cloud makes use of cookies. By continuing, you consent to this use. More information.
From OER to PLAR: Credentialing for Open Education
Friesen, Norm and Wihak, Christine

PublishedJanuary 2013
JournalOpen Praxis
Volume 5, Issue 1

ABSTRACT
Recent developments in OER and MOOCs (Open Educational Resources and Massive Open Online Courses) have raised questions as to how learners engaging with these courses and components might be assessed or credentialed. This descriptive and exploratory paper examines PLAR (Prior Learning Assessment and Recognition) as a possible answer to these questions. It highlights three possible connections between PLAR and open education which hold the greatest promise for credentialing open learning experiences: 1) PLAR may be used to assess and credential open educational activities through the use of exam banks such as CLEP (College Level Examination Program); 2) Learning occurring in xMOOCs (MOOCs based on already credentialed courses) and in other open contexts resembling “courses” may be assessed in PLAR through course-based portfolios; and 3) PLAR may also be enabled through the specification of “gap learning” facilitated through OER of many different kinds. After describing these options, the paper concludes that although the connections leading from open educational contexts to PLAR credentialing are currently disparate and ad hoc, they may become more widespread and also more readily recognized in the PLAR and OER communities.

Keywords credentialing · informal learning · MOOC · OER · PLAR · self-directed learning

Languageen
RefereedYes
RightsCreative Commons Attribution 3.0 Unported (CC BY 3.0)
DOI10.5944/openpraxis.5.1.22
URLhttp://www.openpraxis.org/index.php/OpenPraxis/article/view/22
Export optionsBibTex · EndNote · Tagged XML · Google Scholar



AVAILABLE FILES
22-150-3-PB.pdf · 1.9MB68 downloads



Viewed by 46 distinct readers




CLOUD COMMUNITY REVIEWS

The evaluations below represent the judgements of our readers and do not necessarily reflect the opinions of the Cloud editors.

Click a star to be the first to rate this document


POST A COMMENT
SIMILAR RECORDS

Presentation to UNCTAD's advisory group on "Developing skills, knowledge and capacities through innovation: E-Learning, M-Learning, cloud-Learning"
Downes, Stephen
Match: credentialing; informal learning; MOOC

Open Educational Resources: Innovation, research and practice
Burgos Aguilar, José Vladimir; Cox, Glenda; Czerniewicz, Laura; D'Antoni, Susan; et al.
Open Educational Resources (OER) – that is, teaching, learning and research materials that their owners make free to others to use, revise and share – offer a powerful means of expanding the reach and effectiveness ...
Match: Friesen, Norm; MOOC

The MOOCs’ (R)evolution. A policy framework analysis at a European level
Rosa, Rosanna De; Reda, Valentina
Academic institutions all over the world, as well as active stakeholders in the field of education and supporting services, are exploring Moocs to try and understand how learning and teaching environments are changing, ...
Match: education; MOOC

Developing a MOOC for communicative English: A battle of instructional designs
Rafiq, Karmila Rafiqah M.; Hashim, Harwati; Yunus, Melor Md; Pazilah, Fetylyana Nor
The Communicative English (CE) of workers is still worrying for employers. Many employers carry out face-to-face English forworkplace training to curb the problem, but it is outdated, time-consuming and expensive. One ...
Match: education; MOOC

Designing for quality: The understanding dementia MOOC
King, Carolyn; Kelder, Jo-Anne; Doherty, Kathleen; Phillips, Rob; et al.
The introduction of Massive Open Online Courses (MOOCs) as a vehicle for education delivery presents opportunities and challenges. In the context of the Wicking Dementia Research and Education Centre (Wicking Centre), ...
Match: education; MOOC

Meeting The Every Student Succeeds Act’s promise: State policy to support personalized learning
Frost, Dale; Worthen, Maria; Gentz, Susan; Patrick, Susan
Under the new federal K-12 education law, the Every Student Succeeds Act (ESSA), states have a historic opportunity to transform K-12 education toward personalized, student-centered learning. This law represents a ...
Match: credentialing; OER

Are MOOCs the long-awaited technological revolution in higher education?
Daniel, John; Uvalić-Trumbić, Stamenka
Massive Open Online Courses (MOOCs) are a portent of the potential of online learning and teaching to transform higher education. The University of Manitoba offered the first online course to bear the name MOOC in 2008. ...
Match: credentialing; MOOC

Realising the open in open educational resources: Practical concerns and solutions
Friesen, Norm; McGreal, Rory; Kinuthia, Wanjira; Marshall, Stewart
Match: Friesen, Norm

Democratizing higher education: Exploring MOOC use among those who cannot afford a formal education
Dillahunt, Tawanna; Wang, Brian; Teasley, Stephanie; McGreal, Rory; Conrad, Dianne
Massive open online courses (“MOOCs”) provide free access to higher education for anyone with Internet access. MOOCs are considered a means for democratizing education. These courses will hopefully provide an ...
Match: education; MOOC

Open Educational Resources: New possibilities for change and sustainability
Friesen, Norm
In an attempt to understand the potential of OER for change and sustainability, this paper presents the results of an informal survey of active and inactive collections of online educational resources, emphasizing data ...
Match: Friesen, Norm