From Open Educational Resources to College Credit: The Approaches of
                        Saylor Academy

Hilton, John; Murphy, Lindsay; Ritter, Devon

doi:10.5944/openpraxis.6.4.140

Cited by 7 publications

(6 citation statements)

References 17 publications

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“…The COUP framework stands for cost, which measures financial metrics for students and institutions; outcomes, which seeks to measure student outcomes in terms of course performance and persistence; use, which measures and identifies patterns in how faculty and students use existing OER, especially in terms of revising, remixing, and redistributing the resource; and perceptions, which measures how students and faculty think and feel about OER with a particular focus on quality and effectiveness. The COUP framework has been successfully referenced in past studies that have examined these different aspects of OER (Hassler et al 2014;Hilton, Murphy, and Ritter 2014). We will address all four measures of the COUP framework in our study, but we were primarily interested in outcomes and perceptions as cost was easily measured by the removal of the textbook cost and instructor usage was not rigorously tracked.…”

Section: The Coup Frameworkmentioning

confidence: 99%

Rethinking the Traditional Textbook

Cozart¹,

Horan

Frome

2021

TLI

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As college costs have continued to rise, textbooks now average more than $1,200 per student per academic year as of 2020. Traditional textbooks are not only expensive, but also have fixed and frequently outdated content. In this study, we compared pre-service teacher-student outcomes and perceptions of a traditional textbook versus no-cost, online materials such as open educational resources (OER) in an undergraduate Foundations of Education course. Outcomes were measured by comparison of final course grades. Perceptions were determined through quantitative and qualitative survey questions added to existing end-of-course evaluations. Results revealed students found OER and no-cost online materials more useful to their success in the course and more engaging than a traditional textbook. Qualitative analysis further revealed that while students appreciated there was no cost for the online materials, they preferred them to a traditional textbook because of the customized content. Results suggest students find instructor-curated, no-cost online readings more useful and preferable to a traditional textbook without compromising student academic performance.

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Section: The Coup Frameworkmentioning

confidence: 99%

Rethinking the Traditional Textbook

Cozart¹,

Horan

Frome

2021

TLI

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“…When Colorado State University-Global Campus became the first college in the United States to allow students who passed a MOOC course to take an exam to obtain formal credit but after a year no one had (Kolowich 2013b). Similarly LearningCounts, which advises students on how to convert learning into credit reported very little interest from students (Hilton, Murphy and Ritter 2014). In the UK the same report which foresaw a need for the accreditation of MOOC courses found little interest from those undertaking courses (Department for Business Innovation and Skills 2013, p. 5).…”

Section: Discussionmentioning

confidence: 99%

“…The Saylor Foundation now offers three routes to accreditation from its programmes-either by exam facilitated by Saylor, alignment of Saylor courses with existing credit rated exams or accredited exams elsewhere aligning themselves with Saylor programmes. (Hilton, Murphy and Ritter 2014). Similarly Udacity offers the opportunity for accreditation by exam through Georgia Tech (Udacity 2016).…”

Section: The Rise Of Moocsmentioning

confidence: 99%

Repurposing MOOC learning for academic credit: A survey of practice in University Work Based Learning departments in England and Wales

Talbot¹

2017

wide particip lifelong learn

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This small study is an investigation into the potential for converting learning from MOOCs into credit bearing qualifications in universities. The mechanism for achieving such conversion is the use of what is variously known as the Accreditation or Recognition of Prior Learning (A/RPL). The evidence suggests such practices in the UK are heavily concentrated in Work Based Learning (WBL) departments. This study investigated practices in 26 WBL departments in England and Wales. The results indicate there is very little awareness of the potential of MOOC learning as the basis for A/RPL claims among tutors in WBL departments. Moreover there are relatively few departments which have sufficiently flexible procedures to integrate MOOC learning into curricula. At a time when policy makers are seeking the removal of barriers to the recognition of informal and nonformal learning it seems there are few opportunities for those completing MOOC courses in England and Wales to convert them into recognised qualifications. The study provides evidence that in the UK completion of MOOC courses is unlikely to result in accredited qualifications.

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“…The emerging trend of integration of online and offline courses in higher education is noteworthy. Profit and nonprofit MOOC service providers, such as edX (edx.org), Coursera (coursera.org), Udacity (udacity.com), and Saylor Academy (saylor.org), and so on, have been partnering with domestic or international colleges and universities for accessible, affordable, alternative credentialing pathways [9,18,23,28,31]. The trend is expected to be expedited through the rapidly increasing demand on online learning and the development of technology and pedagogy for online teaching.…”

Section: Literature Reviewmentioning

confidence: 99%

Prerequisite knowledge‐based automated course planning with semantics consideration

Yoo,

Balachandranath,

Saboury

2024

Comp Applic In Engineering

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The knowledge‐based prerequisite framework (KPF) is an alternative to the course‐based prerequisite framework (CPF), which is widely used for curriculum design. The KPF is more flexible because it only requires essential prerequisite knowledge, while the CPF is more rigid and requires students to take all prerequisite courses. Since the number of prerequisite knowledge terms is, in general, much greater than the number of prerequisite courses, flexibility can cause additional complexity. Furthermore, the KPF inevitably requires handling semantics of defined knowledge terms. This work presents a novel Artificial Intelligence (AI) Planning mathematical model that enables the KPF by automatically verifying prerequisite knowledge and incorporating hierarchical semantic relationships among knowledge terms into the model. The proposed model significantly improves the quality of course planning solutions by finding hidden or better solutions that could not be obtained without semantics consideration. The results of the comprehensive experiments show the optimality of the solutions obtained by the mathematical model and demonstrate the outperformance of incorporation of the semantics into the mathematical model, in terms of the quality of solutions. Finally, the experimental results on scalability show the necessity of the development of efficient heuristic algorithms.

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From Open Educational Resources to College Credit: The Approaches of Saylor Academy

Cited by 7 publications

References 17 publications

Rethinking the Traditional Textbook

Rethinking the Traditional Textbook

Repurposing MOOC learning for academic credit: A survey of practice in University Work Based Learning departments in England and Wales

Prerequisite knowledge‐based automated course planning with semantics consideration

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