Comments on: Open Accreditation – a model http://www.pontydysgu.org/2008/10/open-accreditation-a-model/ Pontydysgu.org Tue, 09 Mar 2010 18:54:11 +0100 http://wordpress.org/?v=2.8.6 hourly 1 By: Open Accreditation- a Model « Open Education News http://www.pontydysgu.org/2008/10/open-accreditation-a-model/comment-page-1/#comment-9971 Open Accreditation- a Model « Open Education News Wed, 15 Oct 2008 19:48:24 +0000 http://www.pontydysgu.org/?p=720#comment-9971 [...] Reflecting on the possibility of initiating an Open Accreditation System, Jenny Hughes, Pontydysgu-Bridge to Learning, outlines the characteristic features of such a system. Snippets: Reliability- it should be based [...] [...] Reflecting on the possibility of initiating an Open Accreditation System, Jenny Hughes, Pontydysgu-Bridge to Learning, outlines the characteristic features of such a system. Snippets: Reliability- it should be based [...]

]]> By: jen hughes http://www.pontydysgu.org/2008/10/open-accreditation-a-model/comment-page-1/#comment-9923 jen hughes Wed, 15 Oct 2008 00:26:35 +0000 http://www.pontydysgu.org/?p=720#comment-9923 I think I might want to add 'scale-ability' - a bit like a sub division of transferability but meaning a system which can cope with 'big bits' of learning and also 'small bits' of learning. Am also thinking about flexibility as another sub-division just meaning the extent to which you can stretch the system without breaking it. If anyone has any more '-bilities', let me know. Also, I am using the word 'accreditation' strictly in the sense of systems for recognition of learning NOT in the sense of programme or course accreditation i.e individual (...does it need to be individual?) achievement not institutional licence to practice. 'Assessment' is also used in its broadest sense to include a wide range of strategies not simply end-testing. Just as an aside....not many people know this...but I first met Graham when he was one of my students on an initial training course for adult education teachers. On the first day of that course, every year, I used to ask the students what things were likely to act as barriers to their learning. Almost without exception people used to say 'worrying about whether I pass or fail'. The solution was really easy - the first thing I used to do on the first morning was to present them with their signed certificates and then tell them to stop worrying. It did actually work. I also told them they could give it back at the end if they thought they didn't deserve it. (One woman did - and came back the next year. Coral...if you ever read this, that was awesome!) The moderators had a bit of a problem with it but couldn't really argue their point unless they had 'evidence' that the students were not competent at the end of the course. They are probably still looking for Graham..... I think I might want to add ’scale-ability’ – a bit like a sub division of transferability but meaning a system which can cope with ‘big bits’ of learning and also ’small bits’ of learning. Am also thinking about flexibility as another sub-division just meaning the extent to which you can stretch the system without breaking it. If anyone has any more ‘-bilities’, let me know.

Also, I am using the word ‘accreditation’ strictly in the sense of systems for recognition of learning NOT in the sense of programme or course accreditation i.e individual (…does it need to be individual?) achievement not institutional licence to practice. ‘Assessment’ is also used in its broadest sense to include a wide range of strategies not simply end-testing.

Just as an aside….not many people know this…but I first met Graham when he was one of my students on an initial training course for adult education teachers. On the first day of that course, every year, I used to ask the students what things were likely to act as barriers to their learning. Almost without exception people used to say ‘worrying about whether I pass or fail’. The solution was really easy – the first thing I used to do on the first morning was to present them with their signed certificates and then tell them to stop worrying. It did actually work.

I also told them they could give it back at the end if they thought they didn’t deserve it. (One woman did – and came back the next year. Coral…if you ever read this, that was awesome!)

The moderators had a bit of a problem with it but couldn’t really argue their point unless they had ‘evidence’ that the students were not competent at the end of the course. They are probably still looking for Graham…..

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