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Open Learning and Formal Credentialing in Higher Education

Book Description

The discipline of education is a multi-faceted system that must constantly integrate new strategies and procedures to ensure successful learning experiences. Enhancements in education provide learners with greater opportunities for growth and advancement. Open Learning and Formal Credentialing in Higher Education: Curriculum Models and Institutional Policies is an authoritative reference source for the latest scholarly research on learner-focused approaches within adult education environments. Featuring expansive coverage on topics relating to open education, lifelong learning, and formal qualifications, this book is a crucial reference source for researchers, educators, policy makers, and educational administrators interested in the relationship between formal credentials and open education. This book features timely, research-based chapters across a variety of relevant topics including, but not limited to, educational resources, lifelong learning achievements, and the benefits of formal qualifications and licensing.

Table of Contents

  1. Cover
  2. Title Page
  3. Copyright Page
  4. Book Series
    1. Mission
    2. Coverage
  5. Foreword
    1. REFERENCES
  6. Preface
    1. THE CHALLENGES AND SEARCH FOR SOLUTIONS
    2. GOALS OF THIS BOOK
    3. ORGANISATION
    4. REFERENCES
  7. Acknowledgment
  8. Chapter 1: Conceptualising Recognition of Prior Learning Processes in the Age of Open Learning
    1. ABSTRACT
    2. INTRODUCTION
    3. CONCLUSION AND FUTURE RESEARCH
    4. REFERENCES
    5. ADDITIONAL READING
    6. KEY TERMS AND DEFINITIONS
    7. APPENDIX 1: JS23 RPL MAPPING DOCUMENT (CURRICULUM MAP)
    8. APPENDIX 2: JS23 COURSE LEARNING OUTCOMES MAPPED AGAINST QUEENSLAND GOVERNMENT COMPETENCY FRAMEWORK
  9. Chapter 2: Australian Universities' RPL Policies and Practices
    1. ABSTRACT
    2. INTRODUCTION
    3. BACKGROUND: DEFINING OPEN LEARNING IN THE CONTEXT OF RPL
    4. RPL POLICY AND PRACTICE IN AUSTRALIAN UNIVERSITIES
    5. RPL AND THE FUTURE OF CREDENTIALING IN OPEN LEARNING: THE TYRANNY OF DISTANCE
    6. CONCLUSION
    7. REFERENCES
    8. ADDITIONAL READING
    9. KEY TERMS AND DEFINITIONS
  10. Chapter 3: Rediscovering the North American Legacy of Self-Initiated Learning in Prior Learning Assessments
    1. ABSTRACT
    2. INTRODUCTION
    3. LOOKING TO THE FUTURE
    4. CONCLUSION
    5. REFERENCES
    6. ADDITIONAL READING
    7. KEY TERMS AND DEFINTIONS
    8. ENDNOTES
  11. Chapter 4: Innovating Processes to Determine Quality alongside Increased Inclusivity in Higher Education
    1. ABSTRACT
    2. INTRODUCTION
    3. BACKGROUND
    4. EXAMPLE: INCREASING QUALITY ALONGSIDE INCLUSIVITY WITH OERs
    5. DISCUSSION
    6. CONCLUSION
    7. ACKNOWLEDGMENT
    8. REFERENCES
    9. ADDITIONAL READING
    10. KEY TERMS AND DEFINITIONS
    11. ENDNOTES
  12. Chapter 5: Enabling Meaningful Certificates from Massive Open Online Courses (MOOCs)
    1. ABSTRACT
    2. INTRODUCTION
    3. OPEN EDUCATION IN THE MASSIVE ONLINE SPACE
    4. FUTURE RESEARCH DIRECTIONS
    5. CONCLUSION
    6. REFERENCES
    7. ADDITIONAL READING
    8. KEY TERMS AND DEFINITIONS
    9. ENDNOTES
  13. Chapter 6: Smaller by Design
    1. ABSTRACT
    2. INTRODUCTION
    3. BACKGROUND
    4. PLANNING A NEW ONLINE COURSE: DECISION-MAKING AND RATIONALE
    5. IMPLICATIONS FOR FUTURE DEVELOPMENT
    6. CONCLUSION
    7. ACKNOWLEDGMENT
    8. REFERENCES
    9. ADDITIONAL READING
    10. KEY TERMS AND DEFINITIONS
  14. Chapter 7: Re-Purposing MOOCs and OER for Academic Credit in the UK Using a Flexible Work Based Learning Program at an English University
    1. ABSTRACT
    2. INTRODUCTION
    3. INSTITUTIONAL BACKGROUND
    4. CONTEXT: THE DEVELOPMENT OF WORK BASED LEARNING AT THE UNIVERSITY
    5. CONCLUSION AND FUTURE DEVELOPMENTS
    6. REFERENCES
    7. ADDITIONAL READING
    8. KEY TERMS AND DEFINITIONS
    9. ENDNOTES
  15. Chapter 8: Developing a Transdisciplinary Work-Based Learning Curriculum
    1. ABSTRACT
    2. INTRODUCTION
    3. A TRANSDISCIPLINARY CURRICULUM FRAMEWORK
    4. CASE STUDIES
    5. FUTURE RESEARCH DIRECTIONS
    6. CONCLUSION
    7. REFERENCES
    8. ADDITIONAL READING
    9. KEY TERMS AND DEFINITIONS
  16. Chapter 9: eRPL and ePR in Higher Education Contexts
    1. ABSTRACT
    2. INTRODUCTION
    3. BACKGROUND
    4. RECOGNITION OF PRIOR LEARNING
    5. THE eRPL AND ePR THEORETICAL FRAMEWORK
    6. THE RECOGNITION PRACTICES SCAN: 2008 TO 2013
    7. FUTURE RESEARCH DIRECTIONS
    8. CONCLUSION
    9. REFERENCES
    10. ADDITIONAL READING
    11. KEY TERMS AND DEFINITIONS
  17. Chapter 10: Considerations of Self in Recognising Prior Learning and Credentialing
    1. ABSTRACT
    2. INTRODUCTION
    3. THE HISTORY AND IMPORTANCE OF THE STUDY OF SELF AS REGARDS LEARNING
    4. TOWARD SELF-CHANGE: REFLECTION, RPL, AND LEARNING
    5. THE JOURNEY TO ETHICAL PRACTICE
    6. CONCLUDING REMARKS
    7. REFERENCES
    8. ADDITIONAL READING
    9. KEY TERMS AND DEFINITIONS
    10. ENDNOTES
  18. Chapter 11: Toward an Open Empowered Learning Model of Pedagogy in Higher Education
    1. ABSTRACT
    2. INTRODUCTION
    3. EMERGING THINKING AND OPPORTUNITIES
    4. POSSIBILITIES OF OEP
    5. THE POTENTIAL OF OPEN LEARNING
    6. STRATEGIES FOR INSTITUTIONAL READINESS
    7. AN OPEN EMPOWERED LEARNING PEDAGOGY
    8. OEP IN THE WIDER EDUCATIONAL ENVIRONMENT
    9. OPENNESS, CREDENTIALING, AND THE INSTITUTION
    10. RECOGNITION OF OPEN LEARNING EXPERIENCES: THE HYBRID MODEL
    11. FINAL CONSIDERATIONS
    12. REFERENCES
    13. ADDITIONAL READING
    14. KEY TERMS AND DEFINITIONS
  19. Chapter 12: Open-Sourced Personal, Networked Learning and Higher Education Credentials
    1. ABSTRACT
    2. FRAMING THE IMAGINARIUM
    3. ENTER THE IMAGINARIUM
    4. CURTAIN CALL
    5. ACKNOWLEDGMENT
    6. REFERENCES
    7. ADDITIONAL READING
    8. KEY TERMS AND DEFINITIONS
  20. Chapter 13: Quality Assessment and Certification in Open Scholarly Publishing and Inspiration for MOOC Credentialing
    1. ABSTRACT
    2. INTRODUCTION
    3. BACKGROUND
    4. INNOVATIONS IN CERTIFICATION/CREDENTIALING
    5. FUTURE RESEARCH DIRECTIONS
    6. CONCLUSION
    7. REFERENCES
    8. ADDITIONAL READING
    9. KEY TERMS AND DEFINITIONS
    10. ENDNOTES
  21. Chapter 14: Equity and Access as Keys for Opening Open Learning
    1. ABSTRACT
    2. INTRODUCTION
    3. BACKGROUND
    4. CONTEXT AND ENVIRONMENT
    5. FOUNDATIONS OF PROFESSIONAL STUDIES
    6. METHOD
    7. RESULTS AND DISCUSSION
    8. CONCLUSION
    9. REFERENCES
    10. ADDITIONAL READING
    11. KEY TERMS AND DEFINITIONS
    12. ENDNOTE
  22. Compilation of References
  23. About the Contributors