Imagining the future of assessment: for evidence, for credit and for payment
Beverley Oliver, Kay Souter, Deakin University
ASCILITE - Australian Society for Computers in Learning in Tertiary Education Annual Conference, ISBN 978-1-74138-403-1 Publisher: Australasian Society for Computers in Learning in Tertiary Education
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.
Oliver, B. & Souter, K. (2013). Imagining the future of assessment: for evidence, for credit and for payment. In Proceedings of Electric Dreams. Proceedings ascilite 2013 Sydney (pp. 657-660). Australasian Society for Computers in Learning in Tertiary Education.
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