An Open Knowledge Primer for OER Africa

First there were Open Educational Resources (OER); Then there was Open Access (OA); Increasingly academics and researchers are making Open Data integral to scholarly communication; Rather than segmenting the three, many practitioners use the phrase; Open Knowledge; This primer is meant to complement work carried out at OER Africa on OER and IPR/copyrigh;It broadens the discussion to include open access and open data, issues that impact on sub-Saharan African universities but that are not discussed as extensively within sub-Saharan African universities as they should be.

Open Practices in Higher Education: Trends and Possibilities for Africa

This report, based on a desktop review, unpacks the possibilities of opennes in African higher education, launching the discussion with a presentation and explanation of the concepts and icons associated with various tenets of open practice. The discussion then moves on to explore the factors leading to the rise of openness, including a social inclination towards opennes, government involvement, and technological innovations that have encouraged and facilitated openness.

OER in Teacher Education: Reflections from the OER Africa Teacher Education Network

This document is the result of a discussion within the African Teacher Education Network of OER Africa on the status of OER integration into teacher education.

University of Nairobi Open Access Policy

The Open Access policy will provide our scholars the opportunity and platform to promote their academic work by enhancing access to research outputs. Further, the policy will enhance the visibility and impact of our research output and archiving of our scholarly materials.

Turning on Mobile Learning in Africa and the Middle East: Illustrative Initiatives and Policy Implications

This report identifies three different types of mobile learning developments in Africa and the Middle East (AME). First, the region is host to a number of project-based interventions, many of which are small-scale, exploratory pilot projects. Second, recent social movements in AME have been enabled by the extensive use of mobile phones and social

Mobile Learning for Teachers in Africa and the Middle East: Exploring the Potential of Mobile Technologies to Support Teachers and Improve Practice

The purpose of this paper is to provide an illustrative overview of emerging mobile learning programmes that seek to improve or expand access to teacher development and support the changing roles of teachers in the AME region.

eLearning Africa 2012 Report

The intention of The eLearning Africa 2012 Report is to help fill this gap, provide thought leadership and shape policy and practice across the Continent in such a way that the transformative potential of technology in learning and training can be realised more fully.

The Impact of OER and eLearning on Higher Education in Africa

Presentation by Catherine Ngugi and Neil Butcher at the African Education Week, Sandton Convention Centre, 2nd - 4th July 2012

OER Adaptation and Reuse Across Cultural Contexts in Sub Saharan Africa: Lessons from TESSA (Teacher Education in Sub Saharan Africa)

Over a period of three years a number of International and African based institutions collaborated to design and create a set of Open Educational Resources (OERs) to support school based teacher education as part of the TESSA project. It is this process - supporting the user community to harness and integrate OERs for their own systems and cultur

OER in Action: A Look at KNUST (full-length version) (2009)

In 2008, the College of Health Sciences at the Kwame Nkrumah University of Science and Technology (KNUST) in Kumasi, Ghana piloted its OER program part of the Health OER Collaboration sponsored by the Hewlett Foundation.