The Role of Post-Graduate Students in Co-authoring Open Educational Resources to Promote Social Inclusion: A Case Study at the University of Cape Town. Distance Education, 33(2), 253-269
Endeavors to surface the various disturbances or conflicts with which postgraduate students had to engage to make OER socially inclusive, as well as Engestrm's "layers of causality" to explain postgraduate students' growing sense of agency as they experienced the OER development process as being socially inclusive. more
Mkwawa University College of Education (MUCE) and University of Dar-es-Salaam (UDSM), Tanzanaia: Integrating OER into Teacher Development Programmes: A Case Study. Nairobi: OER Africa, A SAIDE Initiative.
This case study documents the background, process and outcomes of a collaboration between Mkwawa University College of Education, the University of Dar-es-Salaam and OER Africa in the period 2011 to 2014. more
Separating the rhetoric from the reality: The process of institutionalizing OER Practices at African Universities. Paper presented at PCF8 2016 - 8th Pan-Commonwealth Forum on Open Learning.
This paper explores barriers to deepening a culture of implementing research-based pedagogical change in African universities and proposes possible mitigation strategies. more
The Use of ICT at Kenyatta University
The Use of ICT at Kenyatta University brochure is one of a series that aims to showcase good practice in African higher education. It is intended for higher education decision-makers on the Continent and overseas. Each institution in this series has taken simple steps to solve basic fundamental problems and improve the level of education and service delivery in a context of limited resources... more
The use and production of OER & OCW in teaching in South African higher education institutions: Case study. Open Praxis, 5(2), 102?121.
Reports on the uses, the motivation for and perceived benefits of use, as well as the challenges of using or producing OER/OCW among academics at public Higher Education Institutions (HEIs) in South Africa (SA). Findings revealed widespread use of OER/OCW amongst respondents in their teaching endeavors, with a number of reported benefits. Findings also revealed respondents? educational... more
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,... more
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... more
Challenges and instructors' intention to adopt and use Open Educational Resources in higher education in Tanzania. The International Review of Research in Open and Distributed Education, 15(1), 249-271.
The study applied the unified theory of acceptance and use of technology (UTAUT) model to elicit instructors? intention to adopt and use OER in teaching. The paper also investigated challenges that hinder instructors to adopt and use OER. more
Teacher education in Sub-Saharan Africa: issues and challenges around teacher resources and practices. In R. Griffin (Ed.), Teacher Education in Sub Saharan Africa. Oxford: Symposium Books.
Research reports are presented highlighting the various challenges within the structure and provision of teacher education within certain national contexts, including assessment and curricula issues, which need to be addressed. more
Developing a pedagogy of mutuality in a capability approach: Teachers' experiences of using the Open Educational Resources (OER) of the teacher education in sub-Saharan Africa (TESSA) programme
Two school-based cases are discussed that highlight the role teachers, who take up these pedagogical challenges play in further brokering change in their local institutions; some of the influences that support the process of institutional change are identified and how these are understood and reported to increase access and enhance learning for all pupils. more
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