Browsing by Author "Cox, Glenda"
Now showing 1 - 20 of 64
Results Per Page
Sort Options
- ItemOpen Access365 days of openness: The emergence of OER at the University of Cape Town(Athabasca University Press, 2013) Hodgkinson-Williams, Cheryl; Paskevicius, Michael; Cox, Glenda; Shaikh, Shihaam; Czerniewicz, Laura; Lee-Pan, Samantha; McGreal, R; Kinuthia, W; Marshall, S; McNamara, THistorically, resources such as books, journals, newspapers, audio and video recordings have been fairly well curated in university libraries. However, the same cannot be said for teaching and learning materials, unless they have been included in a textbook or study guide. With the growth in digital media, libraries have been extending their curation of scholarly resources to include electronic journals, digital books and reference guides, broadening access to these beyond the physical walls of the library. While the growth in digital technology has prompted academics to create their own customised and contextually specific digital media for use in their teaching in the form of PowerPoint presentations, manuals, handbooks, guides, media resources and websites, these resources are most often stored on personal hard drives, on departmental servers or within password-protected institutional learning management systems. Access to these digital materials is usually limited to registered students undertaking specific courses within specific institutions and usually only disseminated by individual academics or departments.
- ItemOpen AccessCobern Street burial ground : investigating the identity and life histories of the underclass of eighteenth century Cape Town(1999) Cox, Glenda; Sealy, JudithThe Cobern Street site was shown to be a burial ground only in 1994, when a number of skeletons were disinterred prior to building operations. Attempts to locate documentary records of the burials have been unsuccessful, and we do not know who these people were. The lack of documentary records is unusual, and suggests that Cobern Street may have been the burial ground for lower-class citizens. From the history of the site, and the few items buried with the bodies, we can deduce that they are eighteenth century burials. As part of the investigation into the identity of these people five techniques of dietary tracing have been applied to 53 of the excavated skeletons, and are reported in this thesis. Analysis of different skeletal elements has allowed us to reconstruct the life histories of some of these people. Of particular interest are several skeletons with filed teeth. This practice is not known from the Cape, but is common further north in Africa. Isotopic analysis of teeth and long bones from the skeletons with decorated teeth show that these individuals were of tropical origin, from diverse areas, and are likely to be slaves brought to the Cape.
- ItemOpen AccessCollaborative open textbook creation: Perspectives on student involvement(Digital Open Textbooks for Development, 2022-11) Cox, Glenda; Lapperman, James; Malandu, Vimbai; Phala, GiftThis is a presentation given by the PI of the Digital Open Textbooks for Development (DOT4D) initiative, Dr. Glenda Cox, alongside Dr James Lapperman and two student collaborators at the UCT Teaching and Learning Conference (TLC) in November 2022.
- ItemOpen AccessCollaborative open textbook creation: Perspectives on student involvement(Digital Open Textbooks for Development, 2022-10) Cox, Glenda; Willmers, Michelle; Masuku, BiancaThis is a presentation given by members of the Digital Open Textbooks for Development (DOT4D) initiative at the Open Education Conference in October 2022.
- ItemOpen AccessDecolonizing Learning in the Global South: Opportunities and Challenges in Higher Education(Digital Open Textbooks for Development, 2022-10) Cox, Glenda; Masuku, Bianca; Willmers, MichelleA panel presentation for the Open Education Conference 2022 by the Digital Open Textbooks for Development (DOT4D) team at UCT with collaborators from Yusuf Maitama Sule University in Kano, Nigeria and Chinoyi University of Technology in Zimbabwe.
- ItemOpen AccessDefining innovation: using soft systems methodology to approach the complexity of innovation in educational technology(University of the West Indies, 2010) Cox, GlendaThis paper explores what educational technologists in one South African Institution consider innovation to be. Ten educational technologists in various faculties across the university were interviewed and asked to define and answer questions about innovation. Their answers were coded and the results of the overlaps in coding have been assimilated into a definition. Soft systems methodology (SSM) was used as a method to make visible the complex nature of innovation in educational technology in one setting. The initial definition formed the 'situation definition' in SSM terms. The method proved useful in producing a picture (based on rich pictures drawn by each person) and a root definition (based on CATWOE, a mnemonic that enables the interviewer to ask each participant to identify processes and role players). Participants discussed changes in processes, structures and attitudes at the institution.
- ItemOpen AccessDigital Open Textbooks for Development OER19(2019-04) Cox, Glenda; Willmers, Michelle; Masuku, BiancaThis presentation reports on preliminary findings from DOT4D research, providing an overview of the project’s working conceptual framework which draws upon Nancy Fraser’s theorising on social justice (2005) and Margaret Archer’s (2000) conceptualisation of agency. It will also provide early insights gained from the project’s grants initiative and advocacy interactions, addressing the question of what interventions are required within the South African higher education system to promote open textbook production that supports curriculum transformation, intersectionality, affordable access and long-term sustainability.
- ItemOpen AccessDigital Open Textbooks for Development: Broadening access and supporting curriculum transformation at UCT(Digital Open Textbooks for Development, 2018-07) Cox, Glenda; Willmers, MichelleA presentation by Digital Open Textbooks for Development (DOT4D) Principal Investigator, Glenda Cox, and Publishing and Implementation Manager, Michelle Willmers, at the UCT Teaching and Learning Conference in July 2018.
- ItemOpen AccessDigital Open Textbooks for Development: Collaborative, sustainable models for transformation and student involvement(Digital Open Textbooks for Development, 2022-06) Cox, Glenda; Willmers, MichelleThis is a panel presentation from the Siyaphumelela Conference that took place in June 2022 titled “All About OER Textbooks”
- ItemOpen AccessDigital Open Textbooks for Development: Collaborative, sustainable models for transformation and student involvement(Digital Open Textbooks for Development, 2022-06) Cox, Glenda; Willmers, MichelleThis is a panel presentation by the Digital Open Textbook for Development (DOT4D) initiative members Dr Glenda Cox and Michelle Willmers at the Siyaphumelela Conference in June 2022.
- ItemOpen AccessDigital Open Textbooks for Development: Research and implementation to advance equitable access at UCT(2018-11-07) Cox, Glenda; Willmers, MichelleOpen access enables a freer exchange of how learning and teaching materials are developed and shared. Open access is about opening up access not only culturally and politically, but also to differently abled students. It has huge potential for saving costs and for transforming the curriculum.
- ItemOpen AccessDigital open textbooks for social justice: Collaboration and student co-creation(Digital Open Textbooks for Development, 2023-03) Cox, Glenda; Masuku, Bianca; Willmers, MichelleThis is a presentation by members of the Digital Open Textbooks for Development (DOT4D) initiative, Dr Glenda Cox, Bianca Masuku and Michelle Willmers, at the UCT Open Textbook Conversation event as part of Open Education Week in March 2023.
- ItemRestrictedDOT4D UCT Open Textbook Conversation: Part 1(Digital Open Textbooks for Development, 2019-08) Cox, Glenda; Willmers, Michelle; Masuku, BiancaAt the University of Cape Town (UCT), an institution which is grappling with decolonisation and transformation of the curriculum, there is an array of imperatives which is driving academics to produce open textbooks – an activity which appears to be on the increase despite current challenges related to lack of institutional reward, pressures related to time constraints and the need for better articulated quality assurance mechanisms. In order to address the issue of institutional support for open textbook publishing, surface current models of open textbook production and contribute towards the development of a community of practice, the DOT4D project hosted the UCT Open Textbook Conversation event with academics, students and institutional managers with an interest in open textbook production.
- ItemOpen AccessDOT4D UCT Open Textbook Conversation: Part 2(Digital Open Textbooks for Development, 2020-12) Cox, Glenda; Willmers, Michelle; Masuku, BiancaIn this presentation, the DOT4D team presents an informal webinar in which it shares insights gained relating to the project’s social justice research focus and the trends emerging in the various open textbook development and publishing processes undertaken by lecturers and students at UCT.
- ItemOpen AccessEDN 5510 - Advanced Research Design(2016-07-01) Brown, Cheryl; Hodgkinson-Williams, Cheryl; Ng'ambi, Dick; Cox, GlendaAdvanced research design is a compulsory module offered to Masters in Education (MEd) in Information Communication Technology (ICT) students embarking on a minor dissertation. The Centre for Innovation in Learning and Teaching (CILT) at the University of Cape Town offers the course in blended (hybrid) mode for students in their ICTs in Education stream. The hybrid module involves pre-course work, a 6 day face-to-face block component where students develop and get feedback on an initial research design, followed by post-course proposal development with lecturers and peer feedback. This record contains a selection of materials from the course, named according to the dominant theme explored in each resource, namely: 1 - Research Topic and Problem; 2 - Context and rationale; 3 - Concepts, empirical research and literature review; 4 - Conceptual frameworks and theories; 5 - Research questions; 6 - Data collection and data analysis; 7 - Ethics; and 9 - Validity. These materials were last updated July 2017.
- ItemOpen AccessEducators' challenges and behavioural intention to adopt open educational resources : the case of Africa University, Zimbabwe(2015) Kandiero, Agripah; Hodgkinson-Williams, Cheryl; Cox, GlendaA review of the literature confirms that Open Educational Resources (OER) initiatives have created free, openly licenced and high quality educational resources for anyone to use. However, these free, openly licensed and high quality educational resources appear to remain largely unused by Africa University academics in the educationally resource-impoverished Zimbabwe. The objectives of this research study are to explore the challenges and enablers experienced by Africa University educators who may potentially adopt OER, and ascertain barriers preventing them from adopting OER in mainstream teaching. The sample consists of 45 full time educators from Africa University. Data was gathered by means of a survey questionnaire administered by the researcher. A modified version of the Unified Theory of Acceptance and Use of Technology (UTAUT) model developed by Venkatesh et al. (2003) was used. The UTAUT model was created from a fusion of eight diffusion of innovation models, and this gave it conceptual superiority over other candidate models. Key findings indicate that the extent to which educators believe that using OER will help them to enhance their teaching performance (Performance Expectancy),the extent of perceived easiness associated with finding, customising, and using OER (Effort Expectancy) and the extent to which educators perceive how important the opinion of their peer educators if they adopt OER or not (Social Influence)have a statistically significant positive influence on the educators' Behavioural Intention to adopt and use OER. The extent to which an individual is satisfied with the institutional framework, policies and technical infrastructure to support the use of the innovation (Facilitating Conditions) did not yield a statistically significant influence on the Behavioural Intention and this was interpreted to mean Africa University educators are satisfied with the current resources and infrastructure in place. However educators felt Institutional Support in the form of institutional OER supportive policies, official OER project enactment, and OER related incentives needed attention. Also, significant differences were found in the barriers which potential users of OER identified as either limiting to potential use of OER, or negatively affecting their intention to use OER. These barriers include open licensing knowledge; institutional support; follow up training sessions; relevance, reliability and adaptability of OER. Addressing these factors could lead to a more widespread adoption of OER, at Africa University and help address the prevalent educational resource challenge.
- ItemOpen AccessExplaining the relations between culture, structure and agency in lecturers' contribution and non-contribution to Open Educational Resources in a higher education institution(2016) Cox, Glenda; Hodgkinson-Williams, Cheryl; Luckett, KathyDespite the existence of many successful initiatives to promote the sharing and use of Open Educational Resources (OER), sharing and use of OER is not a widely accepted practice in higher education. The reasons for lecturers' choices on whether or not to contribute OER are poorly understood. This thesis develops a theoretically-based explanation of both why lecturers contribute and why they do not. The thesis addresses the question: How do the relations between culture, structure and agency influence lecturers' contribution and non-contribution of OER in a higher education institution? A mixed methods approach was used to gather quantitative (questionnaires) and qualitative (interviews) data. Fourteen lecturers from the University of Cape Town (UCT) were interviewed (two from each of its seven faculties), seven who had contributed OER and seven who had not. The analysis adopted an Activity Theory framework to highlight the enablers and barriers to contribution present in the institutional system. The Social Realism of Margaret Archer (1995, 2003, 2007a, 2012) was used to explore the power of academics' agency and their internal conversations arising from their personal concerns in deciding on their courses of action. This study illustrates how capturing lecturers' internal conversations and analysing how they think about their social contexts is valuable not only in the context of OER but also as a way of understanding their role as social actors more generally. Analysing the relations between culture, structure and agency in institutions explains why some institutions are slow to change and/or prefer to maintain current practices. At UCT, where institutional culture allows academic freedom of choice and structure supports that choice, it is the academic agents themselves who hold the power of action to contribute or not to contribute OER. Academics have the power to change their practice if it makes sense in terms of their projects, the activities that they are involved in and their concerns. Thus in this context, the long term sustainability of the OER movement rests firmly on the willingness of individual lecturers to share and use OER. By understanding the institutional context in which the individual is placed, OER can be encouraged appropriately
- ItemOpen AccessFactors shaping lecturers’ adoption of OER at three South African universities(African Minds, International Development Research Centre & Research on Open Educational Resources for Development, 2017-08-18) Cox, Glenda; Trotter, Henry; Cheryl Hodgkinson-Williams; Patricia ArintoThe research presented here focuses on understanding the obstacles, opportunities and practices associated with Open Educational Resources (OER) adoption at three South African universities. It addresses the question: Why do South African lecturers adopt – or not adopt – OER? In trying to answer this, the authors also attempt to identify which factors shape lecturers’ OER adoption decisions, and how lecturers’ institutional cultures influence their OER use and creation choices. This study employed a qualitative research approach through in-depth personal interviews with 18 respondents at three different universities which together broadly represent the characteristics of South Africa’s university sector. Unique analytical tools – the OER adoption pyramid and OER adoption readiness tables – were developed to help with analysing and synthesising the data. Findings indicate that whether and how OER adoption takes place at an institution is shaped by a layered sequence of factors – infrastructural access, legal permission, conceptual awareness, technical capacity, material availability, and individual or institutional volition – which are further influenced by prevailing cultural and social variables. This study has value and application for researchers and institutions pursuing an OER agenda, policy-makers seeking tools to assess OER readiness in institutional contexts, and funding agencies aiming to boost institutional OER engagement. The dataset arising from this study can be accessed at: https://www.datafirst.uct.ac.za/dataportal/index.php/catalog/555
- ItemOpen AccessFrom Project to Mainstream in a constrained environment: Towards openness at the University of Cape Town(2012-04) Czerniewicz, Laura; Doyle, Greg; Cox, Glenda; Hodgkinson-Williams, CherylPanel presentation from the University of Cape Town at Cambridge 2012: Innovation and Impact - Openly Collaborating to Enhance Education.
- ItemOpen Access