I'm reviewing the open textbook The Theory and Practice of Online Learning (2nd ed.) Interesting reading. It is pretty academic - lots of citations. But it is reminding me how hard it is for someone without much formal training to understand and practice good teaching and learning support. Credential requirements should cover the basics without placing too big a burden on either the institution or the faculty members.
Sure, everyone is busy. Making everyone attend two-day training sessions is very expensive. Some of the learning is best acquired in an informal community of practice setting. Online classes, seminars, conferences can be "attended" anytime, anywhere. Mentors and instructional development resource people can provide targeted hands-on direction. Acquiring the knowledge and skills needs to be flexible and take advantage of all these learning opportunities.
It would be great if credentials could be awarded on the basis of a "challenge-for-credit." "Theory and Practice" includes some discussion of the Athabasca model. The real trick will be how to determine if the criteria for the credential have been met. Worth considering.
These are very good points. There is a wealth of information available about teaching practices, both online and print. The way this can be accommodated in an expectations framework is through what we call in BC, PLAR--prior learning assessment and recognition.
The critical detail, as you say, is aligning this prior learning with elements in the expectations framework and determining equivalence. We do a lot of this kind of alignment in assessing student prior learning in the context of course learning outcomes. It can be done.
The critical detail, as you say, is aligning this prior learning with elements in the expectations framework and determining equivalence. We do a lot of this kind of alignment in assessing student prior learning in the context of course learning outcomes. It can be done.