Deakin University
Browse

File(s) under permanent embargo

Imagining the future of assessment: for evidence, for credit and for payment

conference contribution
posted on 2013-01-01, 00:00 authored by Beverley OliverBeverley Oliver, K Souter
MOOCs are beginning to affect the business models of higher education providers by hastening the ‘unbundling’ of some of the central functions of higher education, particularly formal credit for learning and providing pathways to further study. This paper reports on Deakin University’s work in this sphere in a newly launched MOOC, Humanitarian Responses to 21st Century Disasters. In this course, assessment has been ‘flipped’, so that instead of being examined, students are invited to demonstrate their achievements against learning outcomes and achieve peer credit badges that can be shared on LinkedIn and Facebook. If they choose, up to 100 students can also pay $495 for formal assessment. Those whose learning evidence is assessed as meeting all the requirements will be granted the equivalent of one subject credit when applying for entry to particular degree courses. This developing model may extend the benefits of higher education.

History

Event

Australasian Society for Computers in Learning in Tertiary Education. Conference (30th : 2013 : Sydney, N.S.W.)

Pagination

657 - 660

Publisher

ASCILITE

Location

Sydney, N.S.W.

Place of publication

[Sydney, N.S.W.]

Start date

2013-12-01

End date

2013-12-04

ISBN-13

9781741384031

Language

eng

Publication classification

E1.1 Full written paper - refereed

Copyright notice

2013, Beverley Oliver, Kay Souter

Title of proceedings

ASCILITE 2013 : Electric Dreams : Proceedings of the Australasian Society for Computers in Learning in Tertiary Education 2013 conference

Usage metrics

    Research Publications

    Categories

    No categories selected

    Exports

    RefWorks
    BibTeX
    Ref. manager
    Endnote
    DataCite
    NLM
    DC