Repurposing MOOCs for the Accreditation of Prior Learning: A survey of practice in university Work Based Learning departments
AffiliationUniversity of Chester
MetadataShow full item record
AbstractThe presentation summarises a small survey of APL practices in work based learning departments in universities in England and Wales in respect of willingness to accept completion of a MOOC learning programme. The study found few students with MOOC certificates approached universities for accreditation and that few were likely to accept them in any case. The study highlights how many students are now engaged in work based learning and the varieties of practice associated with the Accreditation/ Recognition of Prior Learning.
CitationTalbot, J. (2016). Re-purposing MOOCs for the accreditation of prior learning: A survey of practice in university Work Based Learning departments, Universities Association for Lifelong Learning (UALL) annual conference, University of Oxford, Oxford, 18 March
The following license files are associated with this item:
Except where otherwise noted, this item's license is described as http://creativecommons.org/licenses/by-nc-nd/4.0/
Showing items related by title, author, creator and subject.
Repurposing MOOC learning for academic credit: A survey of practice in University Work Based Learning departments in England and WalesTalbot, Jon; University of Chester (2017-11-30)This small study is an investigation into the potential for converting learning from MOOCs into credit bearing qualifications in universities. The mechanism for achieving such conversion is the use of what is variously known as the Accreditation or Recognition of Prior Learning (A/RPL). The evidence suggests such practices in the UK are heavily concentrated in Work Based Learning (WBL) departments. This study investigated practices in 26 WBL departments in England and Wales. The results indicate there is very little awareness of the potential of MOOC learning as the basis for A/RPL claims among tutors in WBL departments. Moreover there are relatively few departments which have sufficiently flexible procedures to integrate MOOC learning into curricula. At a time when policy makers are seeking the removal of barriers to the recognition of informal and non-formal learning it seems there are few opportunities for those completing MOOC courses in England and Wales to convert them into recognised qualifications. The study provides evidence that in the UK completion of MOOC courses is unlikely to result in accredited qualifications.
Who will accredit MOOC learning? a survey of work based learning departments in English and Welsh universitiesTalbot, Jon; University of Chester (The Open University, 2016-02-26)The presentation is of a small survey to determine whether Work based learning departments have sufficient flexibility to admit MOOC certificates as the basis for APL/RPL claims. The main finding is that there is low awareness of MOOCs among tutors such that is unlikely many would recognise the value of a MOOC certificate as the basis for a claim for past learning.
Delivering distance education for modern government: The F4Gov programmeTalbot, Jon; University of Chester (2007)This article discusses the development and operation of an innovative, work based, distance delivered foundation degree developed by the University of Chester and the British Civil Service. Three areas for formal evaluation are identified - the implications of employer involvement in the design and management of the programme, the differential nature of the learning experience and factors underlying performance, and the impact of the programme in meeting employer goals.