The Tolerable Contradictions of Massive Open Online Courses (MOOCs) and the Potential Role of Prior Learning Assessment (PLA)

Authors

  • Leah Moss Unaffiliated at the moment

Abstract

In tribute to Alan M. Thomas (1998) and his book chapter entitled “The Tolerable Contradictions of Prior Learning Assessment,” this article explores the tolerable contradictions of the explosive trend in open learning: Massive Open Online Course (MOOC). There is significant potential in synergies that can be made between MOOCs and the PLA community. This article explores the potential role of prior learning assessment as a mechanism to recognize formal academic credit from MOOCs and the implications for practice.

Keywords: Massive Open Online Courses (MOOCs); Prior Learning Assessment (PLA), Prior Learning Assessment and Recognition (PLAR); Disruptive Innovation; Open Education Resource (OER)

Author Biography

  • Leah Moss, Unaffiliated at the moment
    Former Director of Faculty Partnerships and Summer Studies, McGill University and former Coordinator of the Recognition of Acquired Competencies (RAC) program for the English sector of the Province of Quebec.
Leah Moss

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Published

2013-06-11

Issue

No. 3 (2013): Open Learning, Open Educational Resources and PLA

Section

Practice Today

License

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How to Cite

The Tolerable Contradictions of Massive Open Online Courses (MOOCs) and the Potential Role of Prior Learning Assessment (PLA). (2013). PLA Inside Out: An International Journal on Theory, Research and Practice in Prior Learning Assessment, 3(3). https://plaio.org/index.php/home/article/view/44