The role of postgraduate students in co-authoring open educational resources to promote social inclusion: a case study at the University of Cape Town

 

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dc.contributor.author Hodgkinson-Williams, Cheryl en_ZA
dc.contributor.author Paskevicius, Michael en_ZA
dc.date.accessioned 2014-10-28T14:10:14Z
dc.date.available 2014-10-28T14:10:14Z
dc.date.issued 2012 en_ZA
dc.identifier.citation Hodgkinson-Williams, C., Paskevicius, M. 2012. The role of postgraduate students in co-authoring open educational resources to promote social inclusion: a case study at the University of Cape Town. Distance Education. en_ZA
dc.identifier.issn 0158-7919 en_ZA
dc.identifier.uri http://hdl.handle.net/11427/8872
dc.description This is an Accepted Manuscript of an article published by Taylor & Francis in Distance Education on 24 Jul 2012, available online: http://www.tandfonline.com/10.1080/01587919.2012.692052. en_ZA
dc.description.abstract Like many universities worldwide, the University of Cape Town (UCT) in South Africa has joined the open educational resources (OER) movement, making a selection of teaching and learning materials available through its OER directory, UCT OpenContent. However, persuading and then supporting busy academics to share their teaching materials as OER still remains a challenge. In this article, we report on an empirical study of how UCT postgraduate students have assisted in the process of reworking the academics' teaching materials as OER. Using the concept of contradictions (Engeström, 2001), we endeavor to surface the various disturbances or conflicts with which the postgraduate students had to engage to make OER socially inclusive, as well as Engeström's “layers of causality" (2011, p. 609) to explain postgraduate students' growing sense of agency as they experienced the OER development process as being socially inclusive. en_ZA
dc.language.iso eng en_ZA
dc.publisher Taylor & Francis en_ZA
dc.source Distance Education en_ZA
dc.source.uri http://dx.doi.org/10.1080/01587919.2012.692052 en_ZA
dc.subject open educational resources en_ZA
dc.subject social inclusion en_ZA
dc.subject activity theory en_ZA
dc.subject contradictions en_ZA
dc.subject agency en_ZA
dc.title The role of postgraduate students in co-authoring open educational resources to promote social inclusion: a case study at the University of Cape Town en_ZA
dc.type Journal Article en_ZA
uct.type.publication Research en_ZA
uct.type.resource Postprint en_ZA
dc.publisher.institution University of Cape Town
dc.publisher.faculty Centre for Higher Education Development en_ZA
dc.publisher.department Dean's Office: CHED en_ZA
uct.type.filetype Text
uct.type.filetype Image


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