Abstract
Navigating learning, formal or informal, can be overwhelming, confusing, and impersonal. With more options than ever, the process of deciding what, where, and when can be overwhelming to a learner. The concept of Open College at Kaplan University (OC@KU) was to bring organization, purpose, and personalization of learning caused by vast resources and numerous options. Focused on organizing, supporting and providing a personalized education experience using open courses, an innovative higher education model was conceived and created. As the concept of developing a college that adapted its resources and services to the needs of the learner emerged so did the idea of integrating open courses into a formal higher education model to award college credit for open courses as well as inclusion in a degree program.
Highlights
Navigating learning, formal or informal, can be overwhelming, confusing, and impersonal
As the first open course developed by Open College at Kaplan University (OC@KU), the LRC100 guides individuals through the process of documenting their training and experience in a portfolio which is evaluated by university faculty for college-level credit
The open, self-paced course, the Learning Recognition Course (LRC) guides learners through the development of a rigorous leaning portfolio which is assessed by faculty subject-matter experts
Summary
Navigating learning, formal or informal, can be overwhelming, confusing, and impersonal. As the concept was developed, we found ourselves imagining a college that adapted its resources and services to the needs of the learner, whether the needs included a degree, informal learning, assessments or some combination of all three. When they are coupled with a curation of services, technologies, and assessments, open educational resources are the springboard to organized high quality learning that meets the personal needs of the individual learner.
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