Designing OERu Credentials: Aug 29-Sept 13, 2011

Hi Stephen,

I see Christine Wihak from Thompson Rivers University (TRU) has confirmed that it is possible to obtain some degrees 100% via PLAR at their university. TRU have one of the most progressive and robust PLAR models I have seen -- Canada leading on this front again ;-).

TRU is a founding anchor partner of the OERu concept -therefore OERu learners would in theory be able gain selected credentials 100% through PLAR. Another example demonstrating how global networking can be more effective than institution-based approaches.

I share your reservations regarding the cost of PLAR (still too expensive) and I'm not sure that existing methods will scale very well for large numbers of learners.

However -- the BIG positive is that policy protocols for recognising alternate learning pathways outside the normal classroom do exist in our partner institutions which therefore makes it easier for policy recognition for OER learning. So not too much innovation needed on this front. We can move forward :-D.

We haven't planned the detail yet -- so this will need to be an agenda item for the planning meeting in November -- but I suspect it is conceivable that we could design e-portfolio like assessments to accompany OER courses offered through the OERu network. Should an OER learner decide to pursue formal accreditation at one of the OERu partners at some point in the future -- the "pre-design" of the portfolios within the OER courses mapped against the agreed competencies among OERu partners would be cheaper and more scalable than what we have at the moment.

Another possibility for the OERu model is how learners might be able to mix and match different methods of formal assessment for credentialing purposes. An OERu learner should be able to combine OER coursework, work-based learning, prior learning assessment, credit transfers from other institutions etc as options for earning a degree. We'll also need to think about these alternatives in our planning.

It's possible (although probably pretty impractical) to complete all of one's degree through PLA at Charter Oak State College in Connecticut. It may also be possible through Excelsior College in New York and Thomas Edison State College in New Jersey.

-=Steve=-

I too feel the burden of the many learners who need access (98 million) but I am also concerned about quality...for me prior learning assessment has to have a reflective component that allows the student to turn tacit learning ("stuff" they have learned from a variety of sources) into explicit learning that they can transfer and use. I will be very disappointed if in our push to grow we leave out this qualitative aspect. Dr. Joyce McKnight, Associate Professor in (among other things...adult education) SUNY/Empire State College

Paul West wrote,

Care needs to be taken to comply in each country and to be aware of the movements in QA circles.

Hi Paul, this is well founded advice on a number of important points and thanks for the contribution. Apology for the long response, but important issues we need to consider.

Judging by discussions from OERu anchor partners thus far - I think we are on track to ensuring that we will be able to comply to the QA requirements at national level. Our meeting of founding anchor partners in November will confirm these decisions. Sir John Daniel in his opening video at the inaugural open meeting advised the OERu that "students want credible credentials" and we aim to get this right. Quality assurance and institutional accreditation from duly registered and approved institutions is the foundation stone on which the OERu network is built.

With regards to the inaugural credential for piloting the OERu concept, we are erring on the conservative side and have established two baseline requirements at this time:

1. The qualification must be on the books of the anchor partner organisation and in countries where there is a National Qualifications Framework (NQF), like New Zealand, that the inaugural OERu qualification must be registered with the respective NQF.
2. The OER Tertiary Education network leading the implementation of the OERu will only accept organisations who are duly registered and legally entitled to operate within their national jurisdictions.
   

We're definitely not going to be breaking any rules here -- the future success of OERu is too important for the learners we will serve. I believe that we have the necessary checks and balances in place.

The work which you initiated at the Commonwealth of Learning to develop a Transnational Qualifications Framework for the Virtual University for Small States of the Commonwealth will be a valuable resource for planning cross-border recognition and course articulation among OERu anchor partners. So we have a good starting point here with thanks to your leadership on this front.

Paul West wrote,

Are there any global QA agencies that could be approached in addition to the national QA agencies? Accreditation from both national bodies and international ones may be a good path to take.

That's a good question -- to the best of my knowledge, I am not aware of a global Qualifications Authority as such. Prof Jim Taylor AM during his opening keynote introducing the OERu logic model suggested that we could approach the International Network for Quality Assurance Agencies in Higher Education (INQAAHE) for advice and direction here. Speaking personally, I think that Unesco is best positioned to play a leadership role in finding appropriate solutions for a global "OER Qualifications Authority" - there is a definite need here. I have been in communication with Unesco on this topic. As you know, quality is high on Unesco's agenda and the OER model provides significant opportunities for raising quality of post-secondary education on a global scale. The OER Foundation has extended formal invitations to UNESCO to join the planning meeting in November and I hope that they will be able to attend. The OER Foundation has also invited the Commonwealth of Learning to join us during the November meeting. COL can provide valuable guidance from their experiences in distance education, VUSSC and OER around the Commonwealth.

We will need to see how the global OER QA scenario matures -- in the absence of international agencies being able to assume this role -- perhaps this is something which the OER Foundation will need to consider?

Quality is of paramount importance to the future success of the OERu network and the learners we aim to serve.

At present, TRU - OL has criteria defined for the critical (generic) competencies defined at the lower level (1st and 2nd year) and upper level (3rd and 4th year). With certificate and diploma programs, the focus is on developing specific competencies (e.g. practical nursing), so these programs tend not to have much, if any, room for elective credits, where this type of PLAR credit can be used, within the structure.

We already mix those different types of learning within our credential structure and I think most "open" postsecondary institutions in Canada and the US do, too.

I think there are exciting futures here too...they just have to be managed country by country and in the US we will need to cope with accreditation bodies as well...but these are great ideas. J.McK

I like both of these Joyce,

1. economic development track (or community organizing)
2. I think a "track" that a student could take with emphasis on various web skills, e-learning, etc. would be a terrific idea
Conflate the two and you've got me, and I think a few thousand others. Sponsors?

N.B. "Track" is to "trash" as "Course" is to "garbage", depending what side of the Atlantic you're on

I don't have the time to set an ideascale box up. But maybe it would be useful here.