Browsing by Subject "open education"

Now showing 1 - 20 of 34
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    Open Access
    Adoption and Impact of OER in the Global South
    (African Minds, International Development Research Centre & Research on Open Educational Resources for Development, 2017-12-22) Hodgkinson-Williams, Cheryl; Arinto, Patricia
    Education in the Global South faces several key interrelated challenges, for which Open Educational Resources (OER) are seen to be part of the solution. These challenges include: unequal access to education; variable quality of educational resources, teaching, and student performance; and increasing cost and concern about the sustainability of education. The Research on Open Educational Resources for Development (ROER4D) project seeks to build on and contribute to the body of research on how OER can help to improve access, enhance quality and reduce the cost of education in the Global South. This volume examines aspects of educator and student adoption of OER and engagement in Open Educational Practices (OEP) in secondary and tertiary education as well as teacher professional development in 21 countries in South America, Sub-Saharan Africa and South and Southeast Asia. The ROER4D studies and syntheses presented here aim to help inform Open Education advocacy, policy, practice and research in developing countries.
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    Open Access
    Advanced internet searching to find Open Educational Resources and Creative Commons
    (2012) Southgate, Nicole
    Open Educational Resources are resources which are accessed freely and can be used for teaching, learning and research. This resource is aimed at teaching second year medical students how to do an advanced search for open educational resources (OER) and images, videos and audio clips with a Creative Commons license. It also provides a list of links to useful online resources.
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    Open Access
    Challenging Open Education
    (Asian Association of Open Universities, 2016) Czerniewicz, Laura
    This presentation focuses on critiquing some of the assumptions about Open Education as a response to global educational challenges. It was presented at the 30th Annual Conference of the Asian Association of Open Universities in Manila, Philippines.
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    Open Access
    Degrees of openness: the emergence of open educational resources at the University of Cape Town
    (University of the West Indies, 2009) Hodgkinson-Williams, Cheryl; Gray, Eve
    Information and communication technologies (ICTs) provide a range of opportunities to share educational materials and processes in ways that are not yet fully understood. In an extraordinary development, increasing numbers of traditional and distance universities are using ICTs to make a selection of their teaching resources freely available as 'open education resources' (OER). The University of Cape Town recently signed the Cape Town Open Education Declaration signalling some senior level support for the notion of OER. In anticipation of an institution-wide roll-out, lecturers and educational technologists at UCT are grappling with the issues that need to be addressed to meet this intent. This paper suggests that careful analysis of existing educational materials and processes is necessary to provide an indication of what can be done to make them more openly available beyond the confines of an individual teaching and learning space. However, the deceptively simple term “open” hides a reef of complexity. This paper endeavours to unravel the degrees of openness with respect to key attributes of OER, namely social, technical, legal and financial openness in an attempt to make the task of identifying where changes could be made to existing teaching materials or processes a little easier for the lecturer and the educational technologist alike. While acknowledging the potential value of content, we contend, however, that it is the opening up of educational processes, which we are calling Open Pedagogy (OP) enabled by the Web 2.0 technologies that are set to play the more transformational role in the collaboration between students and lecturers.
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    Open Access
    Digital open textbooks for social justice: Collaboration and student co-creation
    (Digital Open Textbooks for Development, 2023-03) Cox, Glenda; Masuku, Bianca; Willmers, Michelle
    This 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.
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    Inclusivity, collaboration and student co-creation: Open textbook production models for social justice
    (2022-02) Cox, Glenda; Masuku, Bianca; Willmers, Michelle
    Presentation from the Open Textbook Conversation event hosted by the Digital Open Textbooks for Development initiative at the University of Cape Town on 10 March 2022 as part of international Open Education Week. The event was focused on launching the UCT UNESCO Chair in Open Education and Social Justice, profiling the UCT Open Textbook Award, addressing issues related to institutional support and the transformation agenda, and sharing findings from the DOT4D open textbook models for social justice articulation process.
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    Open Access
    Introduction to Open Educational Resources 2012
    (2012) Paskevicius, Michael
    This screencast provides an introduction to Open Educational Resources originally delivered to coursework masters students at the University of Cape Town March 29, 2012. May be useful to educators intrested in engaging in open education or students exploring avenues for informal study.
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    Open Access
    MOOCs, openness and changing educator practices: an Activity Theory case study
    (International Council on Distance Education, 2017-03-15) Czerniewicz, Laura; Glover, Michael; Deacon, Andrew; Walji, Sukaina
    The practices and perceptions of educators formed through the creation and running of a Massive Open Online Course (MOOC) provide a case study of how educators understandings of ‘openness’ change (Beetham et al 2012, p 3). We are interested in how educators engage with open education resources (OER) and openness as part of developing open online courses, and how this informs their practices and attitudes afterwards. Deepening understandings of these changes is important for informing strategies involving helping educators in adopting productive open educational practices. Our research question is how do educators’ practices change or not change when using - or not using - OER in and as a MOOC? We are interested in whether and why educators adopt open practices in their MOOCs. We employ an Activity Theory (AT) conceptual framework as a heuristic tool to track and thickly describe educators’ practices and perceptions. This frame enables us to locate educators’ practices - in a context of mediating nodes, i.e., tools/artefacts, rules, divisions of labour, and community – as they strive towards and consider their object. The object upon which the educators act is the development of a new interdisciplinary field. We focus on the role of two mediating artefacts introduced into the activity system, namely Creative Commons (CC) licenses and the ‘MOOC design’. We describe how the open aspect of these artefacts mediate and affect educator’s perceptions, attitudes and educational practices in the context of their object-directed activity system. We draw predominantly on semi-structured interviews with the MOOC lead educators and the MOOC learning designers. Interviews were conducted at two time intervals, before and after the MOOC has run. From this we craft two activity systems. We have categorised our findings according to Beetham et al’s dimensions of open practices. Further, two broad themes emerged from the data analysis. These are Affordances of the MOOC and Reflection on educational practices.
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    Open Access
    Open access week at Walter Sisulu
    (Digital Open Textbooks for Development, 2024-10) Cox, Glenda
    This is a presentation by the PI of the Digital Open Textbooks for Development (DOT4D) initiative, Glenda Cox, as part of Oepn Access Week at Walter Sisulu University in October 2024.
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    Open Access
    Open education and social justice: Collaboration and student co-creation at the University of Cape Town
    (Digital Open Textbooks for Development, 2023-01) Cox, Glenda
    This is a presentation by the Digital Open Textbooks for Development (DOT4D) initiative's PI, Dr Glenda Cox, at the Worcester Polytechnic Institute in January 2023.
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    Open Access
    Open education and social justice: Future imperatives
    (Digital Open Textbooks for Development, 2023-05) Cox, Glenda
    This is a presentation by Digital Open Textbooks for Development (DOT4D) PI, Dr Glenda Cox, at the Future of Open Education in May 2023.
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    Open Access
    Open Education and the Open Scholarship Agenda, a University of Cape Town Perspective
    (University of Cape Town, 2014-09) Czerniewicz, Laura; Cox, Glenda; Hodgkinson-Williams, Cheryl; Willmers, Michelle
    At the University of Cape Town open education and open scholarship activities and projects have taken place in several guises over the past seven years. They have been loosely connected, driven by champions and enabled by external grant funding. Open education practices and advocacy work has been firmly grounded in a collegial institutional culture, with the concomitant implications. The year 2014 saw the organic growth come together in an institutional commitment expressed in a Council-approved holistic open access policy, in the Launch of a repository curating both open education resources and research, and through a decision by the Library to provide a home for much of the work, partnered by the Centre for Innovation in Learning and Teaching. The work has been accompanied by a commitment to researching practice, and has seen a number of studies completed, with a large scale research project on OERs across the global south underway. The open education agenda has been driven by a commitment to high quality education, by a belief in access to knowledge, by the hope for economies in the system, and through the Internet enabling the collaboration already woven into the academy to take a new networked and transparent form. Given its location, there has also been an acknowledgement of the need to make openly available locally developed teaching resources and research scholarly content from the global south. This bookchapter is a post-print. It is made available according to the terms of agreement between the author and the journal, and in accordance with UCT’s open access policy available: http://www.openuct.uct.ac.za/sites/default/files/UCTOpenAccessPolicy.pdf for the purposes of research, teaching and private study.
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    Open Access
    Open education for social justice: Students as partners in transdisciplinary research
    (Digital Open Textbooks for Development, 2022-11) Cox, Glenda; David, Tom
    This is a presentation given by the PI of the Digital Open Textbooks for Development (DOT4D) initiative, Dr Glenda Cox and a collaborator, Tom David, at the UNITWIN/ UNESCO Chairs Programme in November 2022.
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    Open education week seminar
    (2019) Nyahodza, Lena
    The video is part of the open education week seminar.
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    Open Access
    Open Educational Resources at the University of Cape Town: introducing copyright and Creative Commons
    (2014-11-04) King, Thomas
    On 13 March 2014, OpenUCT and the Centre for Innovation in Learning and Teaching (CILT) held a workshop day with UCT Libraries on open educational resources (OERs) at UCT. Thomas King's presentation covered open educational resources and open licensing.
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    Open Access
    Open textbook case studies: social justice, agency and intersectionality
    (2019-11) Cox, Glenda; Willmers, Michelle; Masuku, Bianca
    Open textbook initiatives have been successful in the United States and Canada as a means to save money for students. At the University of Cape Town (UCT), the Digital Open Textbooks for Development (DOT4D) project, which began in July 2018, has also looked at cost savings. However, the impetus for this project is premised on the potential for open textbooks to transform curriculum, a current imperative in the South African higher education system. This presentation, delivered at the OE Global 2019 Conference, outlines the application of the DOT4D project social justice, social realist and intersectional approach.
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    Open Textbooks and Social Justice: Open Educational Practices to Address Economic, Cultural and Political Injustice at the University of Cape Town
    (2020-05) Cox, Glenda; Masuku, Bianca; Willmers, Michelle
    This paper provides evidence from the Digital Open Textbooks for Development (DOT4D) project at the University of Cape Town (UCT), on the potential of open textbooks to address social injustice in South African higher education and the practices utilised by UCT staff to address these challenges. The paper uses Nancy Fraser’s (2005) trivalent lens to examine inequality, specifically as relates to the following dimensions: economic (maldistribution of resources); cultural (misrecognition of culture and identities); and political (misrepresentation or exclusion of voice). The findings demonstrate that open textbooks have the potential to disrupt histories of exclusion in South African higher education institutions by addressing issues of cost and marginalisation through the creation of affordable, contextually-relevant learning resources. In addition to this, they provide affordances which enable lecturers to change the way they teach, include student voices and create innovative pedagogical strategies.
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    Openness at UCT - A brief history about OpenUCT
    (2014-11-04) Czerniewicz, Laura
    On 13 March 2014, OpenUCT and the Centre for Innovation in Learning and Teaching (CILT) held a workshop day with UCT Libraries on open educational resources (OERs) at UCT. Laura Czerniewicz's presentation covered the history of openness here at the University of Cape Town.
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    Open Access
    Openness in Higher Education - Open Educational Resources
    (2014-11-04) Cox, Glenda
    On 13 March 2014, OpenUCT and the Centre for Innovation in Learning and Teaching (CILT) held a workshop day with UCT Libraries on open educational resources (OERs) at UCT. Glenda Cox's presentation covered open educational resources and UCT's OpenContent repository.
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    Open Access
    Participatory Pedagogy and Open Textbook Publishing Journeys: Emerging Models at the University of Cape Town
    (2020) Cox, Glenda; Willmers, Michelle; Masuku, Bianca
    The presentation gives insight into the emerging models of open textbook production employed by lecturers in the DOT4D grants programme at UCT and describes the journeys these authors have embarked on in collaboration with students, academics and practitioners in their various fields. It also provides insight into emerging open textbook publishing models and the various formats and genres of open textbooks currently being produced at UCT. The discussion on publishing models addresses the partnerships for publishing required in the new open textbook production landscape in which academics and institutions take on the role of publisher in order to drive institutional transformation and alleviate injustices inherent in the South African higher education system.