Open-sourced personal, networked learning and higher education credentials

Merilyn Childs*, Regine Wagner

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

2 Citations (Scopus)


Much has been made about the "disruption" afforded by open learning to higher education. While it is the case that open learning offers opportunities for free content and courses within university studies, self-determined student-generated learning has yet to create meaningful pathways towards credentialing in higher education. In this chapter we explore open learning and a learning journey through an Imaginarium from the perspective of a citizen in the context of a global human rights campaign. The chapter speculates the possibilities for gaining recognition of graduate attributes developed informally outside the institution, yet weaving through open education resources, when the citizen applies to study in an Australian University. We conclude by arguing the importance of seeing emerging developments in Australia related to open learning, micro-credentials, aligned learning outcomes (ALOs) and criterion referenced assessments (CRAs) through a recognition lens.

Original languageEnglish
Title of host publicationOpen Learning and Formal Credentialing in Higher Education
Subtitle of host publicationCurriculum Models and Institutional Policies
EditorsShirley Reushle, Amy Antonio, Mike Keppell
Place of PublicationHershey PA
PublisherIGI Global
Number of pages22
ISBN (Electronic)9781466688575
ISBN (Print)1466688564, 9781466688568
Publication statusPublished - 2016


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