Formalising informal learning: Assessment and accreditation challenges within disaggregated systems

Rory McGreal, Dianne Conrad, Angela Murphy, Gabi Witthaus, Wayne Mackintosh


This report shares the findings and lessons learned from an investigation into the economics of disaggregated models for assessing and accrediting informal learners undertaking post secondary education. It presents some key economic and governance challenges for universities to consider in implementing OER assessment and accreditation policies. It also includes discussion of findings from a small-scale survey conducted by two of the authors on perceptions, practices and policies relating to openness in assessment and accreditation in post secondary institutions, with a particular focus on the OER universitas (OERu) concept.


Open Educational Resource (OER), disaggregation, assessment, accreditation, open learning, recognition of prior learning

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