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This presentation was given by Andrea Ross at an ICSTI event in Denver - September 10, 2016. The presentation as given had many images and stories that wouldn't come across unless you hear her give the talk or a video recording. This pdf shared via. slideshare is a very trimmed down version.
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\\stud-home.icts.kuleuven.be\r0296483\Desktop\work\site\index.htm
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This presentation was given by Andrea Ross at an ICSTI event in Denver - September 10, 2016. The presentation as given had many images and stories that wouldn't come across unless you hear her give the talk or a video recording. This pdf shared via. slideshare is a very trimmed down version.
A Symphony of R&D Collaboration
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Andrea Ross
\\stud-home.icts.kuleuven.be\r0296483\Desktop\work\site\index.htm
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A whistlestop tour through the provision of free learning by the OU (UK), its application of digital badges to informal learners and students, and the potential of digital badges for HE transcripts and blockchain.
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Ten years of open practice: a reflection on the impact of OpenLearn. Presented at OE Global, Krakow, April 2016.
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Awarding badges to recognise achievement is not a new development. Digital badging now offers new ways to recognise learning and motivate learners, providing evidence of skills and achievements in a variety of formal and informal settings. Badged Open Courses (BOCs) were piloted in various forms by the Open University (OU) in 2013 to provide a digital acknowledgement for learners’ participation in three entry-level, unsupported courses: Learning to Learn and Succeed with Maths Parts 1 and 2. The desire to build on the OU’s badging pilots is informed by research (Perryman et al., 2013; Law et al., 2013) into the motivations and demographic profiles of learners using the free educational resources which The OU makes available through its OpenLearn platform. This research activity was repeated in 2014 and found that an increasing proportion of informal learners are keen to have their informal learning achievements recognised. This presentation outlines how the evaluation of the 2013 pilots has informed the development of a suite of free employability and skills BOCs in 2014 that are assessed through the deployment of Moodle quizzes. It also discusses why the University sees the growth in free, ‘soft’ accreditation to be of strategic importance against a backdrop of MOOC providers issuing certification for fee. The BOC project, which aligns with the University’s Journeys from Informal to Formal Learning strategy, will help to provide accessible routes into the University for students who might not otherwise have the opportunity to participate and supports The OU Charter to promote the educational well-being of the community.
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