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.authorHodgkinson-Williams, Cherylen_ZA
dc.contributor.authorPaskevicius, Michaelen_ZA
dc.date.accessioned2014-10-28T14:10:14Z
dc.date.available2014-10-28T14:10:14Z
dc.date.issued2012en_ZA
dc.descriptionThis 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.abstractLike 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.identifier.apacitationHodgkinson-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. <i>Distance Education</i>, http://hdl.handle.net/11427/8872en_ZA
dc.identifier.chicagocitationHodgkinson-Williams, Cheryl, and Michael Paskevicius "The role of postgraduate students in co-authoring open educational resources to promote social inclusion: a case study at the University of Cape Town." <i>Distance Education</i> (2012) http://hdl.handle.net/11427/8872en_ZA
dc.identifier.citationHodgkinson-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.issn0158-7919en_ZA
dc.identifier.ris TY - Journal Article AU - Hodgkinson-Williams, Cheryl AU - Paskevicius, Michael AB - 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. DA - 2012 DB - OpenUCT DP - University of Cape Town J1 - Distance Education KW - open educational resources KW - social inclusion KW - activity theory KW - contradictions KW - agency LK - https://open.uct.ac.za PB - University of Cape Town PY - 2012 SM - 0158-7919 T1 - The role of postgraduate students in co-authoring open educational resources to promote social inclusion: a case study at the University of Cape Town TI - The role of postgraduate students in co-authoring open educational resources to promote social inclusion: a case study at the University of Cape Town UR - http://hdl.handle.net/11427/8872 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/8872
dc.identifier.vancouvercitationHodgkinson-Williams C, Paskevicius M. 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. 2012; http://hdl.handle.net/11427/8872.en_ZA
dc.language.isoengen_ZA
dc.publisherTaylor & Francisen_ZA
dc.publisher.departmentDean's Office: CHEDen_ZA
dc.publisher.facultyCentre for Higher Education Developmenten_ZA
dc.publisher.institutionUniversity of Cape Town
dc.sourceDistance Educationen_ZA
dc.source.urihttp://dx.doi.org/10.1080/01587919.2012.692052en_ZA
dc.subjectopen educational resourcesen_ZA
dc.subjectsocial inclusionen_ZA
dc.subjectactivity theoryen_ZA
dc.subjectcontradictionsen_ZA
dc.subjectagencyen_ZA
dc.titleThe role of postgraduate students in co-authoring open educational resources to promote social inclusion: a case study at the University of Cape Townen_ZA
dc.typeJournal Articleen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourcePostprinten_ZA
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