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dc.contributor.authorTalbot, Jon*
dc.contributor.authorChristensen, Tim*
dc.date.accessioned2015-10-21T17:54:40Z
dc.date.available2015-10-21T17:54:40Z
dc.date.issued2015-09-10
dc.identifier.citationTalbot, J. & Christensen, T. (2015). Re-purposing MOOCs for academic credit: a student and tutor perspective. [Summary of presentation from Annual Staff Conference, University of Chester, 10/09/2015]
dc.identifier.urihttp://hdl.handle.net/10034/580033
dc.description.abstractThe presentation briefly outlines practices in respect of the Accreditation of Prior Learning and their use in awarding credit for students who complete an automated assessment from a Massive Online Learning Course (MOOC). The presentation tells the story of how this was achieved for the first time from the perspective of the tutor and student. Some preliminary research findings indicate that this is probably unique in the UK.
dc.language.isoenen
dc.rightsAn error occurred on the license name.*
dc.rights.uriAn error occurred getting the license - uri.*
dc.subjectAccreditation of Prior Learning
dc.subjectMOOCs
dc.subjectwork based learning
dc.subjectWork based and Integrative Studies
dc.titleRe-purposing MOOCs for academic credit: a student and tutor perspective
dc.typePresentation
dc.contributor.departmentUniversity of Chesteren
html.description.abstractThe presentation briefly outlines practices in respect of the Accreditation of Prior Learning and their use in awarding credit for students who complete an automated assessment from a Massive Online Learning Course (MOOC). The presentation tells the story of how this was achieved for the first time from the perspective of the tutor and student. Some preliminary research findings indicate that this is probably unique in the UK.


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