User:Wfountain

Wendy Fountain
Employer:	University of Tasmania
Occupation:	Educational Designer & PhD Candidate
Nationality:	Australian
Languages:	English, Swedish
Country:	Australia

Introduction	Learning outcome frameworks	Learner contexts	Learning design for open education	Resources and technologies	Assessment and OEP
Openness and open educational practices (OEP)	Socially networked learners, formal and informal learning, digital literacies	Connectivism, rhizomatic learning, transformative pedagogy	Open design, sequence or sample, facilitated or self-directed, self-paced	The OER movement, ‘native’ and open source technologies	Open education and assessment
Open learning pedagogies		Qualification frameworks, nested learning outcomes e.g. course/program, unit/subject, module	Learner-led pathways, curating OER	Authentic activities, abundant content, resources and tools	Emerging assessment strategies
Locating open educational resources (OER)			Evaluating, integrating and adapting resources	Search strategies, repositories, licences
Creating OER			Co-creating OER via learning activities	Reuse, reworking, remixing, redistributing
Gaining credit for learning	Accrediting learners		Credit and non-credit options		Prior learning assessment and recognition (PLAR), challenge-for-credit