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Validation of Non-formal MOOC-based Learning: An Analysis of Assessment and Recognition Practices in Europe (OpenCred)

Gabi Witthaus (), Andreia Santos, Mark Childs (), Anne-Christin Tannhäuser (), Grainne Conole (), Bernard Nkuyubwatsi () and Yves Punie
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Gabi Witthaus: University of Leicester
Mark Childs: University of Leicester
Anne-Christin Tannhäuser: ESCP Europe
Grainne Conole: University of Leicester
Bernard Nkuyubwatsi: University of Leicester

No JRC96968, JRC Working Papers from Joint Research Centre (Seville site)

Abstract: 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.

Keywords: MOOC; non-formal learning; recognition of learning; online courses; open education; OER; higher education; open educational resources (search for similar items in EconPapers)
New Economics Papers: this item is included in nep-edu
Date: 2016-02
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