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Making learning and web 2.0 technologies work for higher learning institutions in Africa

This paper seeks to assess the extent to which the learning and web 2.0 technologies are utilized to support learning and teaching in Africa?s higher learning institutions, with a specific focus on Tanzania's public universities.

Growing an institutional health OER initiative: A case study of the University of Cape Town. Nairobi: OER Africa.

Describes the FHS experience with OER, locating it within the UCT OER context and highlighting strategic priorities, perceived benefits, achievements, challenges, production processes, lessons learned, future plans, and advice for others interested in creating their own institutional OER initiatives.

Digital Learning: Reforming teacher education to promote access, equity and quality in Sub-Saharan Africa. Vancouver: Commonwealth of Learning.

The purpose of this report is to provide an overview of the present and future impact of digital learning on teacher education in Sub-Saharan Africa. The focus of the report is student-teachers and teachers, and its central argument is that existing institutional structures will be insufficient to meet the scale of demand for well-prepared, qualified teachers. The report describes digitally enhanced programme innovations that can be identified in many institutions across the region, as well as three phases to full-scale adoption of new digital technologies.

Open Educational resources, international cooperation and teacher education in sub-Saharan Africa. In EADTU's 20th Anniversary Conference, 8?9 Nov 2007. Lisbon, Portugal.

Argues that the exponential growth in connectivity, the emergence of the ?social web? and the freedoms and philosophies of the Open Educational Resource Movement (OERs) present a mix of phenomena that have come together in time to offer highly significant modes of education and training.

Investigating perceived barriers to the use of open educational resources in higher education in Tanzania. The International Review of Research in Open and Distributed Learning, 15(2).

Findings revealed that lack of access to computers and the Internet, low Internet bandwidth, absence of policies, and lack of skills to create and/or use OER are the main barriers to the use of OER in HEIs in Tanzania. Contrary to findings elsewhere in Africa, the study revealed that lack of trust in others? resources, lack of interest in creating and/or using OER, and lack of time to find suitable materials were not considered to be barriers.

Analytical insights on the position, challenges, and potential for promoting OER in ODeL institutions in Africa. International Review of Research in Open and Distributed Learning, 17(4).

Results indicated that OUT staff were willing to engage with OER but had limited awareness, skills and competencies in the creation, integration and use of OER. The outcome of the study was the development of nine draft OER resolutions expressing needs that include the development of a comprehensive institutional OER policy related to existing institutional policies in order to guide, support and promote research and sustainable OER practice via holistic participation.

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