Peer-To-Peer Recognition of Learning in Open Education

Recognition in education is the acknowledgment of learning achievements. Accreditation is certification of such recognition by an institution, an organization, a government, a community, etc. There are a number of assessment methods by which learning can be evaluated (exam, practicum, etc.) for the...

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Autores principales:	Jan Philipp Schmidt, Christine Geith, Stian Håklev, Joel Thierstein
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2009
Materias:	open learning online learning open universities Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/5e206db053334225a286f445dcfec4b7
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spelling	oai:doaj.org-article:5e206db053334225a286f445dcfec4b72021-12-02T17:15:38ZPeer-To-Peer Recognition of Learning in Open Education10.19173/irrodl.v10i5.6411492-3831https://doaj.org/article/5e206db053334225a286f445dcfec4b72009-11-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/641https://doaj.org/toc/1492-3831Recognition in education is the acknowledgment of learning achievements. Accreditation is certification of such recognition by an institution, an organization, a government, a community, etc. There are a number of assessment methods by which learning can be evaluated (exam, practicum, etc.) for the purpose of recognition and accreditation, and there are a number of different purposes for the accreditation itself (i.e., job, social recognition, membership in a group, etc). As our world moves from an industrial to a knowledge society, new skills are needed. Social web technologies offer opportunities for learning, which build these skills and allow new ways to assess them. This paper makes the case for a peer-based method of assessment and recognition as a feasible option for accreditation purposes. The peer-based method would leverage online communities and tools, for example digital portfolios, digital trails, and aggregations of individual opinions and ratings into a reliable assessment of quality. Recognition by peers can have a similar function as formal accreditation, and pathways to turn peer recognition into formal credits are outlined. The authors conclude by presenting an open education assessment and accreditation scenario, which draws upon the attributes of open source software communities: trust, relevance, scalability, and transparency.Jan Philipp SchmidtChristine GeithStian HåklevJoel ThiersteinAthabasca University Pressarticleopen learningonline learningopen universitiesSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 10, Iss 5 (2009)
institution	DOAJ
collection	DOAJ
language	EN
topic	open learning online learning open universities Special aspects of education LC8-6691
spellingShingle	open learning online learning open universities Special aspects of education LC8-6691 Jan Philipp Schmidt Christine Geith Stian Håklev Joel Thierstein Peer-To-Peer Recognition of Learning in Open Education
description	Recognition in education is the acknowledgment of learning achievements. Accreditation is certification of such recognition by an institution, an organization, a government, a community, etc. There are a number of assessment methods by which learning can be evaluated (exam, practicum, etc.) for the purpose of recognition and accreditation, and there are a number of different purposes for the accreditation itself (i.e., job, social recognition, membership in a group, etc). As our world moves from an industrial to a knowledge society, new skills are needed. Social web technologies offer opportunities for learning, which build these skills and allow new ways to assess them. This paper makes the case for a peer-based method of assessment and recognition as a feasible option for accreditation purposes. The peer-based method would leverage online communities and tools, for example digital portfolios, digital trails, and aggregations of individual opinions and ratings into a reliable assessment of quality. Recognition by peers can have a similar function as formal accreditation, and pathways to turn peer recognition into formal credits are outlined. The authors conclude by presenting an open education assessment and accreditation scenario, which draws upon the attributes of open source software communities: trust, relevance, scalability, and transparency.
format	article
author	Jan Philipp Schmidt Christine Geith Stian Håklev Joel Thierstein
author_facet	Jan Philipp Schmidt Christine Geith Stian Håklev Joel Thierstein
author_sort	Jan Philipp Schmidt
title	Peer-To-Peer Recognition of Learning in Open Education
title_short	Peer-To-Peer Recognition of Learning in Open Education
title_full	Peer-To-Peer Recognition of Learning in Open Education
title_fullStr	Peer-To-Peer Recognition of Learning in Open Education
title_full_unstemmed	Peer-To-Peer Recognition of Learning in Open Education
title_sort	peer-to-peer recognition of learning in open education
publisher	Athabasca University Press
publishDate	2009
url	https://doaj.org/article/5e206db053334225a286f445dcfec4b7
work_keys_str_mv	AT janphilippschmidt peertopeerrecognitionoflearninginopeneducation AT christinegeith peertopeerrecognitionoflearninginopeneducation AT stianhaklev peertopeerrecognitionoflearninginopeneducation AT joelthierstein peertopeerrecognitionoflearninginopeneducation
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Peer-To-Peer Recognition of Learning in Open Education

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