Langue(s) : anglais
Auteur(s) : Gabi Witthaus, Andreia Inamorato dos Santos, Mark Childs, Anne-Christin Tannhäuser, Grainne Conole, Bernard Nkuyubwatsi, Yves Punie
Editeur(s) : European Commission (EC)JRC Science Hub ;
Date : 02/2016
This report presents the outcomes of research, conducted between May 2014 and November 2015, into emerging practices in assessment, credentialisation and recognition in Massive Open Online Courses (MOOCs). Following extensive research on MOOCs in European Member States, it provides a snapshot of how European Higher Education Institutions (HEIs) recognise (or not) non-formal learning (particularly MOOC-based), and how some employers recognise open badges and MOOC certificates for continuing professional development. We analyse the relationship between forms of assessment used and credentials awarded, from badges for self-assessment to ECTS credits for on-site examinations, and consider the implications for recognition. Case studies provide deeper insights into existing practices. The report introduces a model which guides MOOC conveners in positioning and shaping their offers, and also helps institutions and employers to make recognition decisions. It concludes with a set of recommendations to European HEIs and policy makers to enable wider recognition of open learning in higher education and at the workplace.
(pdf, 105 pages)
Télécharger le document : http://publications.jrc.ec.europa.eu/.../lfna27660enn.pdf
mot(s) clé(s) : enseignement et formation à distance, formation continue, test, examen et concours
Validation of Non-formal MOOC-based Learning: An Analysis of Assessment and Recognition Practices in Europe
Auteur(s) : Gabi Witthaus, Andreia Inamorato dos Santos, Mark Childs, Anne-Christin Tannhäuser, Grainne Conole, Bernard Nkuyubwatsi, Yves Punie
Editeur(s) : European Commission (EC)JRC Science Hub ;
Date : 02/2016
This report presents the outcomes of research, conducted between May 2014 and November 2015, into emerging practices in assessment, credentialisation and recognition in Massive Open Online Courses (MOOCs). Following extensive research on MOOCs in European Member States, it provides a snapshot of how European Higher Education Institutions (HEIs) recognise (or not) non-formal learning (particularly MOOC-based), and how some employers recognise open badges and MOOC certificates for continuing professional development. We analyse the relationship between forms of assessment used and credentials awarded, from badges for self-assessment to ECTS credits for on-site examinations, and consider the implications for recognition. Case studies provide deeper insights into existing practices. The report introduces a model which guides MOOC conveners in positioning and shaping their offers, and also helps institutions and employers to make recognition decisions. It concludes with a set of recommendations to European HEIs and policy makers to enable wider recognition of open learning in higher education and at the workplace.
(pdf, 105 pages)
Télécharger le document : http://publications.jrc.ec.europa.eu/.../lfna27660enn.pdf
mot(s) clé(s) : enseignement et formation à distance, formation continue, test, examen et concours
