Here is a question I'm trying to work out on my blog today. Academic institutes and Continuing education demands a outcome record of student learning, but much of open and online eduction is about the learning process (which is the critical element). So, in an online course, how do you manage the dichotomy of outcome and process?

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Here is a question I'm trying to work out on my blog today. Academic institutes and Continuing education demands a outcome record of student learning, but much of open and online eduction is about the learning process (which is the critical element). So, in an online course, how do you manage the dichotomy of outcome and process?

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credentialling requires assessing competencies or outcomes; it shouldn't matter how it was learned. The use of open learning decouples learning and credentionalling. Western Govenenor's University is using this decoupling approach and focuses on assessing learning and mentoring students. Online learning can be open or not.
This is an important question and I think will come up a lot during the course of the MOOC. We plan to cover it during Week 20 in the social networking discussion.
I am very interested in this discussion. How do you decouple learning and credentialling?

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How is GT handling openness and credits for the course for its two populations?
@Taiarnold: Thanks for your answer. The decoupling is the idea that I'm struggling with right now. The model that I am currently looking at is building course goals that reference Bloom's Taxonomy levels, so students understand where they should be after the course. Then building assessments to see if they have reached the established levels of competency. The first part is at first easy; the challenge is making the goals clear and not burdensome. The assessments though are a challenge. I think I need some inspiration on the assessment front (I have a lot of assessment types that I use right now). I guess I would also like to get a snap shot of their knowledge before they enter the course and afterwards.
I should put down my blog info since I referenced it in the question: http://bioram-changemoocresponse.blogspot.com/
Another approach to assessing learning is one originally defined in the US by the Council on Adult and Experiential Learning (http://www.cael.org). Prior Learning Assessment (PLA) or Recognition of Prior Learning (RPL), depending on where you live, is a retrospective analysis and demonstration of competency, where by the learner develops a claim for learning that is evaluated by an expert in the field for the award of college credit. Some institutions require a course match approach and demonstration of course outcomes, but others use a component approach that essentially permits the learner to define individualized course. This latter approach is often referred to as component based PLA and it supports learning that doesn't neatly line up with the limited offerings of an institution and emergent fields. I think the reflective process that is inherent in PLA can be used concurrently with any self-directed learning to create claim for knowledge that can then be evaluated for credit. It will take a big shift for most institutions to award a significant amount of credit this way. And it will take an even bigger shift for K-12 education to help students learn to learn and take control of their own learning.
Wow. I've never heard of this before. I'll look over the site you sent me. thanks again!
Hi Robert - good question and I'm following the answers. @tiaranold thank you for the link to cael.org
Assessment could be done by special assessment and testing factories. That would be the wrong way, because that fits in with the mechanical, and all students must be the same view of teaching and learning of these big universities and learning institutions.

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