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dc.contributor.authorTalbot, Jon*
dc.date.accessioned2016-03-17T11:37:08Z
dc.date.available2016-03-17T11:37:08Z
dc.date.issued2015-08-17
dc.identifier.citationTalbot, J. (2015). Re-purposing MOOCs and OER for academic credit in the UK using the Work Based and Integrated Studies programme at the University of Chester. In S. Reushle, A. Antonio, & M. Keppell (Eds.), Open Learning and Formal Credentialing in Higher Education: Curriculum Models and Institutional Policies (pp. 120-142). IG Global.
dc.identifier.isbn9781466688568en
dc.identifier.urihttp://hdl.handle.net/10034/601474
dc.description.abstractThe chapter reviews the development of MOOCs and their relationship with formal learning (ie accredited) frameworks and qualifications. It cites a case study where the use of a flexible Work based learning framework enables accreditation for MOOC learning.
dc.language.isoenen
dc.publisherIGI Global
dc.rightsAn error occurred on the license name.*
dc.rights.uriAn error occurred getting the license - uri.*
dc.subjectMOOC
dc.subjectwork based learning
dc.subjectaccrediation of prior learning
dc.subjectRecognition of Prior Learning
dc.titleRe-purposing MOOCs and OER for academic credit in the UK using the Work Based and Integrated Studies programme at the University of Chester
dc.typeBook chapter
dc.contributor.departmentUniversity of Chesteren
html.description.abstractThe chapter reviews the development of MOOCs and their relationship with formal learning (ie accredited) frameworks and qualifications. It cites a case study where the use of a flexible Work based learning framework enables accreditation for MOOC learning.


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