1. The Learning Passport
SECTION 1: Information to come from Institution which produced the open
learning offer
INFORMATION ABOUT THE INSTITUTION and Credit
Name of Institution producing credit: EMMA project consortium
Type of the Institution:
public institution
private institution
Higher Education Institution
Vocational Education and
Training Institute
Adult Learning Institution
Professional Body
officially accredited/
registered
non-registered/ accredited
Name of Course
Designer:
Professor Gráinne Conole
Name of Credit: Technology Enhanced Learning (TEL)
Subject Field/s
Use of technologies for education
addressed:
Context of Offering:
Is this a stand-alone credit, was it offered as part of a course (which course?), is it an essential or
optional model, etc.
This is a stand-along credit, which is made available as a Massive Open Online Course (MOOC) on
the EMMA MOOC aggregator platform, which provides courses in five European languages
(http://platform.europeanmoocs.eu/course_technology_enhanced_learning).
Quality Procedures Applied:
Nature of the content
Professional content (e.g. fully reviewed open learning resources, created through
experts)

2. Authorative content (e.g. any other scholarly open learning resources produced by
professionals)
Student “professional” content (e.g. exam papers, reviewed through professors)
Non professional content (e.g. student generated learning materials , no review)
The open learning offer is part of an officially accredited course/ programme/ qualification
of the HEI
Any kind of official quality standard/ label or methodology has been applied to evaluate/
validate the open learning offer:
(state name and awarding organisation here)
Any kind of official accreditation, certification or quality award has been given to the open
learning provider issuing the OER module/open learning offer:
(state name and awarding organization of accreditation, certification, award)
Estimated Hours of Workload: The TEL MOOC runs for eight weeks starting in October
2014. There are an estimated 3 - 4 hours of learning per
week required by the learner
INFORMATION ABOUT THE CONTENT OF THE MODULE
Learning Outcomes – Knowledge
List and describe learning outcomes
By the end of this course, successful participants will have:
1. Evaluated a range of technologies and discussed their implications for learning
2. Demonstrated skills in searching for, critical analysis of and collation of academic
resources
3. Critiqued the use of technologies in a variety of learning contexts
4. Reflected on the wider issues surrounding the use of technology in learning and teaching

3. Learning Outcomes – Skills
List and describe learning outcomes
By the end of the MOOC learners will be able to:
1. critically evaluate technologies and consider their implications for education
2. Use a range of technologies for communication and collaboration
Learning Outcomes - Attitudes
List and describe learning outcomes
By the end of the MOOC learners will
1. Have an increased understanding of the implications of technologies for their own practice
2. Have developed their own prespective on the advantages and disadvantages of different
technologies and how theiy can be used in education
Module Composition by Learning Activity-Type
Ref Type of Activity Required Activity from Learner Approx. Percentage
of Workload
LA1
Participation in the
discussion forum
Throughout the MOOC there are ample
opportunities for learners to contribute
to discussions around the topics
associated with each set of MOOC
concepts. They can contribute their
views, as well as reply to comments
made by other learners
10
LA2
Writing blog posts
Learners are encouraged to keep a
reflective blog to articulate what they
have learnt from the materials
dellivered by the MOOC and their
15

4. perceptions of these in terms of the
relevance for their own practice
LA3
Working through the
MOOC course materials,
which consists of text,
audio, images and video
The learners are expected to work
through the materials sequentially
50
LA4
Participation in social
media
Learners are encouraged to use a range
of social media (such as Twiiter and
facebook) to express their own views
on the MOOC materials and activities,
and to therefore create their own
Personal Learning Environment (PLE)
5
LA5
Complete specific
activities associated with
each weeks content,
such as completion of a
timeline of key e-learning
technologies
and drawing their
Personal Learning
Environment (PLE)
Learners are guided through the
activities they need to complete, in
addition to working through the MOOC
content. They are encouraged to share
these with others, to reflect on them in
their blog and to provide comments on
other participants outputs
20.
Type of Activity: Outline the overall type of learning activity-types addressed, such as problem
based learning, lectures, self-motivated study, practical work, apprenticeship etc.
Required Activity from User: Explain the input required from the user to successfully complete the
task, e.g. watching video-lectures, contributing to a wiki, studying etc.
Approx. Percentage of Workload: Outline the time which will be spent on this type of learning
activity as percentage of the entire workload of the module.
Nature of the open learning offer
Level of Pedagogical Openness:

5. Low Medium High
“Low” if objectives as well as methods of learning and/ or teaching are rooted in “closed” one way,
transmissive and reproductive approaches to teaching and learning. In these contexts, teachers know what
learners have to learn and transfer mainly knowledge.
“Medium” represents a stage in which objectives are still pre-determined and given but methods of teaching
and learning are representing more open pedagogical models which encourage dialogue oriented forms of
learning or problem based learning focusing on dealing with developing “Know how”.
“High” degrees of freedom and openness in pedagogical models are represented if objectives of learning
such as question or problems around which learning is ensuing are determined by learners, and teachers
facilitate through open and experience oriented methods which accommodate different learning pathways.
Individual Freedom to Practice Open Education:
Low Medium High
“Low” –within a given learning/ teaching context no open educational practices are encouraged
“Medium” –within a given learning/ teaching context islands of open educational practices exist but are not
a shared and common reality
“high” – within a given learning/ teaching context open educational practices are embedded into the reality
of all learning and teaching.
Credit Intended for Use in: OER traditional
OER Erasmus
OER Summer School
OER Credit Market
OER Anywhere
OER RPL (Recognition of Prior Learning)
Please see details on scenario in short screencasts
http://www.oer-europe.net/advocacy_pack?qt-the_advocacy_pack=1#qt-

6. the_advocacy_pack
SECTION 2: Information to come from the Learner
INFORMATION ABOUT THE USER AND TYPE OF EXPERIENCE
Name of Learner: Josepihe Fynne
Contact Details:
Following credit as part of: OER traditional
OER Erasmus
OER Summer School
OER Credit Market
OER Anywhere
OER RPL (Recognition of Prior Learning)
Please see details on scenario in short screencasts
 http://www.oer-europe.net/advocacy_pack?qt-the_advocacy_pack=1#qt-the_
advocacy_pack
Period in which study occurred: Autumn 2014
INFORMATION ABOUT LEARNING ACTIVITIES ENGAGED IN
Please describe how the learning actually take place (and how the learning activities may have
differed from those above). Outline the sources where evidence can be obtained where applicable
(records from LMS, learning diary, letter from report etc).
REF Learner’s Engagement in the Learning
Activity
Evidence Source
LA1 Participation in the discussion forum Nicola introduced herself in the discussion
forum at the beginning of the MOOC and
described why she was interested in doing the
MOOC. She stated that she wanted to
experience online learning and in particular
learning through a MOOC, and that she
wanted to get an overview of Technology
Enhanced Learning. She stated that these
reasons were because she was a lecturer in
Higher Education, who had not experienced
online learning before. She wanted to include
more online learning in her own teaching and
felt that the TEL MOOC would provide her
with tips and hints on how to do this. During

7. the MOOC she contributed to a number of
specific forum discussions, particular to those
that were on topics of particular interest to
her.
LA2 Writing blog posts Josephine has kept at professional blog for
four years, which she uses to reflect on her
teaching practice. She wrote a weekly blog
post reflecting on the content and activities
that she had completed. She supplemented
this with a list of any additional resources
related to the topics covered that she had
found.
LA3 Working through the MOOC course
materials, which consists of text, audio,
images and video
Josephine completed all the course materials
and activities. She did not do any of the
extension activities, because she did not have
the time. She plans to return to these in the
near future.
LA4 Participation in social media Josephine had not used social media before.
She does not have a facebook page. However,
she did set up a Twitter account and tweeted
on a regular basis her thoughts on the MOOC
resources and activities. She also replied to or
retweeted many tweets posted by other
participants. She found this valuable and
intends to use Twitter more actively in the
future for her own professional practice. As a
result of tweeting about the MOOC she now
has 55 followers and is following 245 others,
both MOOC participants and some of the key
researchers in the field, including @gsiemens,
@mweller, @mbrownz and @downes
LA5 Complete specific activities associated
with each weeks content, such as
completion of a timeline of key e-learning
Josephine completed all the specific
activigties associated with each week's
content. This included conceptualising her

8. technologies and drawing their Personal
Learning Environment (PLE)
PLE, which consisted of the MOOC
environment, the MOOC discussion forum,
her blog, Twitter and a range of resources
related to the course that she found via
Google and other sources.

9. SECTION 3: Information to come from the Assessing / Certifying Institution
INFORMATION ABOUT THE INSTITUTION
Name of Institution assessing credit: University of Nether Hyford
Type of the Institution:
public institution
private institution
Higher Education Institution
Vocational Education and
Training Institute
Adult Learning Institution
Professional Body
officially accredited/
registered
non-registered/ accredited
Contact Information of Responsible person / department:
Dr. Patricia Greenford, Lecturer
INFORMATION ABOUT THE ASSESSMENT
Assessment
Components
The University of Nether Hyford has developed a HND level module on
Technology Enhanced Learning, which is designed as a professional
development course for teachers in teritiary education. The TEL MOOC
forms a slimmed down version of this module and hence it is possible to
obtain credit for completion of the MOOC to count towards the TEL
module. Assessment is via Accreditation of Prior Learning (APL). This
consists of two componets. The learner submits evidence of how they
have met the learning outcomes associated with the MOOC, as described
in Section 2. This is submitted to Dr Greenwood who then assesses the
evidence and then has a phone interview with the learner to clarify any
points.
An ‘assessment component’ is a specific form of assessment. It may
include:
- assessment of course-work

10. - written test conducted online
- written test conducted at test center
- supervised practical work,
- oral test
etc..
Learning Outcomes
Assessed
The learning outcomes 1 -5 outlined in the pervious sections are
assessed in tern. If the learner is deemed to have successfully met the
criteria set they are exempt from part of the HND level professional
development module. Dr Greenwood then provides a clear indication of
what the learner needs to complete to achieve full credit for the module.
Outline the Learning Outcomes which were verified through the
assessment, and making reference to Section 1 where appropriate.
Describe Quality Control Procedures for Assessment:
Who checks/regulates the assessment procedures, and how?
The TEL MOOC and TEL module are subject to the usual quality assurances processes for University
of Nether Hyford courses. This includes a rigourous course approval process through a number of
relevant committees and ongoing assessment of the quality of the courses through evaluation by
colleagues of the course materials and activities and through evaluation of student feedback.
INFORMATION ABOUT THE CERTIFICATION
Name of Certification Awarded, and Grade:
HND in professional development Masters level Technology Enhanced Learning module
Certification is Equivalent to (within institution):
Explain how (and if) the certification is equivalent to a normal certification of the institution. e.g.
“certification is equivalent to any other ECTS certified from institution”, “this is a special, RPL-only
type of certification, which is broadly equivalent to an ECTS, but not automatically convertible”, etc.
Sits within a suite of Continuing Professional Development courses for teachers in tertiary
education
Position of certification within qualification framework:

11. Please map the certification to the qualification framework in use by your institution / country.
Sits within the portofilo o f courses offered by the Nether Hyford University
Grading scheme:
Describe the levels and descriptions of the grading scheme used for this award. In particular, be
sure to indicate whether the grade awarded is a pass or fail grade.
Pass/Fail