The role of postgraduate students in co-authoring open educational resources to promote social inclusion: a case study at the University of Cape Town
Journal Article
2012
Permanent link to this Item
Authors
Journal Title
Distance Education
Link to Journal
Journal ISSN
Volume Title
Publisher
Taylor & Francis
Publisher
University of Cape Town
Department
License
Series
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.
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.
Reference:
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.