Flexible paths to assessment for OER learners: A comparative study Dianne Conrad and Rory McGreal Athabasca University OER12 Cambridge, UK April 16, 2012.

Flexible paths to assessment for OER learners: A comparative study

Dianne Conrad and Rory McGrealAthabasca University

OER12Cambridge, UKApril 16, 2012

Outline

The issue

The research

Findings

Related thoughts

Concluding remarks, questions

The issue

Learners who access OER and acquire knowledge/skills cannot have their learning assessed and accredited

Freedom, accessibility for learners

To enrol in and complete courses at institutions of their choice

To change institutions as they strive to complete a program/programs

To transfer credits among institutions nationally and internationally

To have prior learning assessed and accredited

Research objectives

Map existing types of assessment/accreditation

Analyze and evaluate scalable approaches

Document lessons learned

Propose recommendations/way forward

Research study

SSHRC-funded (Canadian academic funding agency)

One year

31 post secondary institutions

10 countries

Open Educational Resource University (OERu)

Why OERu?Present systems are unsustainable.

Present systems are not scalable for universal education.

We must find new more cost-effective learning systems with higher quality.

OER will form part of this solution:

How many learners??

OER University Concept

Jim Taylor, USQ

Creative Commons Attribution 3.0 License

Findings

Perceptions of the nature of prior learning

Types of assessment protocols

Costs

Prior learning: Language

PLAR (Prior Learning Assessment and Recognition) in Canada

PLA (Prior Learning Assessment) USAAPEL (Accreditation of Prior and Experiential Learning) UKAPL (Assessment of Prior Learning) USARPL (Recognition of Prior Learning) South Africa, Canada

Perceptions of the nature of prior learning

Understanding of prior learning follows divisions of formal, informal, and non-formal learning:

Formal learning: a credentialing institutionNon-formal learning: workplace, societies, organisations, unionsInformal learning: experiential or happenstance

Rationale for its use includes issues of fairness, access, and economy.

Some examples of definitions from policy statements: UNISA

Recognition for prior learning (RPL) means the comparison of the previous learning and experience of a learner, howsoever obtained, to the learning outcomes required for a specified qualification, and the acceptance for purposes of qualification of that which meets the requirements. (Definition accepted by SAQA, Regulation 452, No 18787, March 1998)

Australian Qualifications Framework Council

Recognition of prior learning is an assessment process that involves assessment of an individual’s relevant prior learning (including formal, informal and non-formal learning) to determine the credit outcomes of an individual application for credit. (National Quality Council Training packages glossary)

Otago Polytechnic (New Zealand)

Assessment of Prior Learning (APL) and Recognition of Prior Learning (RPL) are an internationally-recognised, academically valid way of recognising the knowledge that people have gained through their experience.

http://www.otagopolytechnic.ac.nz/schools-departments/prior-learning-capable-nz.html.

USA: Shoreline Community College and University of Memphis

Credit for prior experiential learning is awarded only for college-level learning and must be related to the theories, practices, and content of the relevant academic field. (SCC, Policy 5162)

Experiential Learning Credit (ELC) is college credit which is awarded based on formal and informal learning that results from worksite training, professional organization certification, community volunteerism, and unique life experiences.

Types of assessment protocols

Language confusion thickens

Initial distinction involves ‘transfer credit’: AU, Capella, Eastern Michigan State, Empire State College, Massey University

AU: Transfer credit first

University of Leicester: APCL (a credential exists); APEL

Wawasan Open University (Malaysia): distinguishes between CA (Certificate Attestation) and WE (Work Experience)

Types of assessments

Costs

A large variety of pricing models exist.

Pricing models are dependent on institutional placement and approach to RPL, on type of service, on policy.

Cost comparison of pricing models is complicated by program structures, degrees of government funding, fee differentiation among student population, fixed fee versus variable fee models and combinations of both.

Examples of fee types

Related thoughts: The understandable, the irrefutable, and the possible

RPL paradigm is well understood and articulated across practicing institutions.

Globally, institutions weigh and discuss similar RPL issues: access, quality, rigor, quality, policy, internal structures, learner support, assessment, cost, pedagogy, learners’ writing ability, fairness, culture.

A varied methodological approach is acknowledged: portfolios, exams, interviews, demonstrations, workshop or course enrolment.

RPL processes include facilitators, coaches, mentors, advisors.

Costs and pricing models vary widely.

The possible

RPL “offers a contestable and ambiguous terrain where different socio-economic and cultural assumptions and strategies can be differentially articulated. As a field of tension, it can be exploited by different groups, each emphasizing certain dimensions over others.” (Usher, Bryant, and Johnston, 1997,105)

EducationOur Content

Our Support

Our StudentsJudith Murray, TRU

EducationAny Content

Any Support

Any studentsJudith Murray, TRU

OUR ASSESSMENT

Also possible…

New, cost-effective hybrid solutions?

Integrated assessment protocols (transfer credit, challenge-for-credit, portfolio learning)

Enhanced portability for learners’ learning

Increased access for learners

Thank you

Dr. Dianne ConradDr. Rory McGreal

[email protected]@athabascau.ca