Show simple item record

dc.contributor.authorMcGreal, Rory
dc.contributor.authorConrad, Dianne
dc.contributor.authorMurphy, A.
dc.contributor.authorWitthaus, G.
dc.contributor.authorMackintosh, W.
dc.identifier.citationMcGreal, R., Conrad, D., Murphy, A., Witthaus, G., & Mackintosh, W. (2014). Formalising informal learning: Assessment and accreditation challenges within disaggregated systems. Open Praxis, 6(2). Retrieved from
dc.descriptionThis article is based on a report published by the Commmonwealth of Learning and available at <>en_US
dc.description.abstractThis paper shares the findings and lessons learned from an investigation into the economics of disaggregated models for assessing and accrediting informal learners, with particular attention to the OER universitas (OERu) consortium. It also relies on data 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 (Author, 2012). These investigations include the perceptions of stakeholders in post secondary education of the OERu concept and a look at economic and governance challenges for universities to consider in implementing OER assessment and accreditation policies.en_US
dc.description.sponsorshipCommonwealth of Learning, Social Sciences and Humanities Research Council, OER Foundation, Athabasca University (TEKRI)en_US
dc.publisherOpen Praxisen_US
dc.rightsAn error occurred on the license name.*
dc.rights.uriAn error occurred getting the license - uri.*
dc.subjectinformal learningen_US
dc.titleFormalising informal learning: Assessment and accreditation challenges within disaggregated systemsen_US

Files in this item


This item appears in the following Collection(s)

Show simple item record

AU logo
Athabasca University Library & Scholarly Resources
Phone: (800) 788-9041 ext 6254 | Email:
Fax: (780) 675-6477 | Hours: Monday-Friday 8:30am - 4:30pm (MT) | Privacy
Focused on the future of learning.