Degrees of ease: adoption of OER, open textbooks and MOOCs in the Global South

 

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dc.contributor.author Hodgkinson-Williams, Cheryl
dc.date 2014-06-26
dc.date.accessioned 2014-06-25T08:55:53Z
dc.date.available 2014-06-25T08:55:53Z
dc.date.issued 2014-06-25
dc.identifier.citation Hodgkinson-Williams, C. 2014-06-25. Degrees of ease: adoption of OER, open textbooks and MOOCs in the Global South. Regional Symposium on Open Educational Resources (2nd : 2014 : Wawasan Open University, Malaysia). University of Cape Town. en_ZA
dc.identifier.uri http://hdl.handle.net/11427/1188
dc.description.abstract Internationally, education institutions are under a great deal of pressure to provide rising numbers of students with access to quality education in increasingly economically constrained environments. For some time now, the affordances provided by the internet have enabled a range of educational activities to be supported digitally or conducted online. Three fairly new forms of web-enabled activities that are receiving attention are Open Educational Resources (OER), Open Textbooks, and Massive Open Online Courses (MOOCs). OERs and Open Textbooks have been hailed as a response to the demand for provision of flexible and cost-effective learning materials, while MOOCs have been touted as an answer to the provision of up-to-date and cost-effective tuition for growing numbers of students in so-called ‘developing countries’, or what I shall refer to as the Global South. This paper will offer a definition of these forms of teaching provision and learning support within the context of “Open Education” and identify the key activities underlying OER, Open Textbooks and MOOCs. It will interrogate the factors that seem to influence the ease with which educators and students in the Global South can contribute to or adapt existing materials and/or tuition to suit their contexts as a way to avoid any possible “neo-colonization and one-way flow of content based on the massive amount of content published by those in richer nations” (Amiel 2013: 127). en_ZA
dc.language eng en_ZA
dc.publisher University of Cape Town en_ZA
dc.relation.ispartofseries Regional Symposium on Open Educational Resources (2nd : 2014 : Wawasan Open University, Malaysia) en_ZA
dc.rights Attribution 3.0 United States *
dc.rights.uri http://creativecommons.org/licenses/by/3.0/us/ *
dc.subject open educational resources en_ZA
dc.subject open textbooks en_ZA
dc.subject cost-effective education en_ZA
dc.subject MOOCs (Web-based instruction) en_ZA
dc.subject Global South en_ZA
dc.title Degrees of ease: adoption of OER, open textbooks and MOOCs in the Global South en_ZA
dc.type Conference Paper en_ZA
uct.type.publication Research en_ZA
uct.type.resource Conference paper en_ZA
dc.publisher.institution University of Cape Town
dc.publisher.location Cape Town en_ZA
uct.type.filetype Dataset
uct.type.filetype Image
uct.type.filetype Interactive Resource
dc.identifier.apacitation Hodgkinson-Williams, C. (2014). <i>Degrees of ease: adoption of OER, open textbooks and MOOCs in the Global South</i>. Cape Town, University of Cape Town. http://hdl.handle.net/11427/1188 en_ZA
dc.identifier.chicagocitation Hodgkinson-Williams, Cheryl. "Degrees of ease: adoption of OER, open textbooks and MOOCs in the Global South." 2014-06-26, Cape Town. University of Cape Town. http://hdl.handle.net/11427/1188. en_ZA
dc.identifier.vancouvercitation Hodgkinson-Williams C, Degrees of ease: adoption of OER, open textbooks and MOOCs in the Global South. ; 2014-06-26; Cape Town. University of Cape Town; 2014. http://hdl.handle.net/11427/1188 . en_ZA
dc.identifier.ris TY - Conference Paper AU - Hodgkinson-Williams, Cheryl AB - Internationally, education institutions are under a great deal of pressure to provide rising numbers of students with access to quality education in increasingly economically constrained environments. For some time now, the affordances provided by the internet have enabled a range of educational activities to be supported digitally or conducted online. Three fairly new forms of web-enabled activities that are receiving attention are Open Educational Resources (OER), Open Textbooks, and Massive Open Online Courses (MOOCs). OERs and Open Textbooks have been hailed as a response to the demand for provision of flexible and cost-effective learning materials, while MOOCs have been touted as an answer to the provision of up-to-date and cost-effective tuition for growing numbers of students in so-called ‘developing countries’, or what I shall refer to as the Global South. This paper will offer a definition of these forms of teaching provision and learning support within the context of “Open Education” and identify the key activities underlying OER, Open Textbooks and MOOCs. It will interrogate the factors that seem to influence the ease with which educators and students in the Global South can contribute to or adapt existing materials and/or tuition to suit their contexts as a way to avoid any possible “neo-colonization and one-way flow of content based on the massive amount of content published by those in richer nations” (Amiel 2013: 127). CY - Cape Town DA - 2014-06-25 DB - OpenUCT DP - University of Cape Town KW - open educational resources KW - open textbooks KW - cost-effective education KW - MOOCs (Web-based instruction) KW - Global South LK - https://open.uct.ac.za PB - University of Cape Town PP - Cape Town PY - 2014 T1 - Degrees of ease: adoption of OER, open textbooks and MOOCs in the Global South TI - Degrees of ease: adoption of OER, open textbooks and MOOCs in the Global South UR - http://hdl.handle.net/11427/1188 ER - en_ZA


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