This report presents the outcomes of research, conducted between May 2014 and November 2015, into emerging practices in assessment, credentialisation and recognition in Massive Open Online Courses (MOOCs). Following extensive research on MOOCs in European Member States, it provides a snapshot of how European Higher Education Institutions (HEIs) recognise (or not) non-formal learning (particularly MOOC-based), and how some employers recognise open badges and MOOC certificates for continuing professional development. We analyse the relationship between forms of assessment used and credentials awarded, from badges for self-assessment to ECTS credits for on-site examinations, and consider the implications for recognition. Case studies provide deeper insights into existing practices. The report introduces a model which guides MOOC conveners in positioning and shaping their offers, and also helps institutions and employers to make recognition decisions. It concludes with a set of recommendations to European HEIs and policy makers to enable wider recognition of open learning in higher education and at the workplace.

Keywords

case studies · education · higher education · ICT · MOOC · MOOC assessment · MOOC credentials · non-formal learning · open learning · recognition of MOOC-based learning