Accreditation issues raised by the use of educational technology not being substantially different from those raised during the decade of the seventies by the nontraditional education movement, there are several lessons about accreditation issues which are applicable to both movements. For example, credentialing and accreditation issues are inseparable. The major concern of accrediting should address the question of whether the recognition conferred--a degree, certificate, or course credits--actually are a proxy for validated learning. If the educational outcomes of instruction by educational technology are intended to be credit applicable towards a degree, testing and certification should go hand-in-hand with course and curriculum design. This involves qualified faculty. However, assuming that not all instruction available through educational technology will be sponsored by colleges and universities, thought should be given to adapting the ACE credit equivalency recommendation process or the CLEP model to help the learners achieve recognition by accredited colleges and universities. The beneficial aspects of formal recognition for learning should not be overlooked. Degrees, and even course credits, are social accolades for learning which motivate people to learn. (Author/LLS)