Postgraduate students as OER capacitators

dc.contributor.authorKing, Thomas
dc.coverage.spatialUniversity of Cape Townen_ZA
dc.date.accessioned2017-07-20T08:12:10Z
dc.date.available2017-07-20T08:12:10Z
dc.date.issued2017-06-01
dc.description.abstractA comprehensive theoretical, legal and practical basis for OER has been developed over the past fifteen years, supported by the expansion of open source curation platforms and the work of advocacy groups and international bodies. OER’s potential has been sufficiently documented; the question remains how best to support, integrate and normalise OER activity within the academic community in a sustainable fashion. This paper draws on the experiences of the Vice Chancellor’s Open Educational Resources Adaptation project in the University of Cape Town, which explored whether postgraduate students, with their blend of developing subject knowledge, greater time resources, and experience of teaching artefacts from both a learner’s and educator’s perspective, may be a valuable resource for lecturers or institutions eager to engage in OER but lacking the requisite support structures. It was found that postgraduates were best employed as capacitating agents, focusing on the non-pedagogical elements of OER adaptation.en_ZA
dc.identifier.apacitationKing, T. (2017). Postgraduate students as OER capacitators. <i>Open Praxis</i>, http://hdl.handle.net/11427/24794en_ZA
dc.identifier.chicagocitationKing, Thomas "Postgraduate students as OER capacitators." <i>Open Praxis</i> (2017) http://hdl.handle.net/11427/24794en_ZA
dc.identifier.citationKing, T. (2017). Postgraduate students as OER capacitators. Open Praxis, 9(2), 223-234. Retrieved from https://openpraxis.org/index.php/OpenPraxis/article/view/566/315.en_ZA
dc.identifier.ris TY - Journal Article AU - King, Thomas AB - A comprehensive theoretical, legal and practical basis for OER has been developed over the past fifteen years, supported by the expansion of open source curation platforms and the work of advocacy groups and international bodies. OER’s potential has been sufficiently documented; the question remains how best to support, integrate and normalise OER activity within the academic community in a sustainable fashion. This paper draws on the experiences of the Vice Chancellor’s Open Educational Resources Adaptation project in the University of Cape Town, which explored whether postgraduate students, with their blend of developing subject knowledge, greater time resources, and experience of teaching artefacts from both a learner’s and educator’s perspective, may be a valuable resource for lecturers or institutions eager to engage in OER but lacking the requisite support structures. It was found that postgraduates were best employed as capacitating agents, focusing on the non-pedagogical elements of OER adaptation. DA - 2017-06-01 DB - OpenUCT DP - University of Cape Town J1 - Open Praxis LK - https://open.uct.ac.za PB - University of Cape Town PY - 2017 T1 - Postgraduate students as OER capacitators TI - Postgraduate students as OER capacitators UR - http://hdl.handle.net/11427/24794 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/24794
dc.identifier.vancouvercitationKing T. Postgraduate students as OER capacitators. Open Praxis. 2017; http://hdl.handle.net/11427/24794.en_ZA
dc.languageengen_ZA
dc.publisherOpen Praxisen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.rightsCreative Commons Attribution 4.0 International (CC BY 4.0)*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/en_ZA
dc.sourceOpen Praxisen_ZA
dc.source.urihttps://openpraxis.org/index.php/OpenPraxis/index
dc.titlePostgraduate students as OER capacitatorsen_ZA
dc.typeJournal Articleen_ZA
uct.subject.keywordsopen educational resourcesen_ZA
uct.subject.keywordspostgraduate studentsen_ZA
uct.subject.keywordsoer adaptationen_ZA
uct.subject.keywordsopennessen_ZA
uct.subject.keywordssustainabilityen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceArticleen_ZA
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