• Open Educational Resources for Higher Education: A global revolution

      Talbot, Jon (University of Chester, 2012-09-14)
      The paper summarises the development of Massive Open Online Courses (MOOCs) and lists the main providers along with an analysis of their potential value for re-purposing
    • Re-purposing MOOCs for academic credit: a student and tutor perspective

      Talbot, Jon; Christensen, Tim; University of Chester (2015-09-10)
      The 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.
    • Repurposing MOOC learning for academic credit: A survey of practice in University Work Based Learning departments in England and Wales

      Talbot, 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.
    • Repurposing MOOCs for the Accreditation of Prior Learning: A survey of practice in university Work Based Learning departments

      Talbot, Jon; University of Chester (Universities Association for Lifelong Learning, 2016-03-18)
      The 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.
    • Who will accredit MOOC learning? a survey of work based learning departments in English and Welsh universities

      Talbot, 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.