Understanding lecturer's adoption of OER: a multi-factorial approach. Presented at OEGlobal 2017, 8?10 March 2017. Cape Town, South Africa.
Analyses the barriers and enablers of OER adoption at three South African universities, in order to better understand why South African lecturers adopt or do not adopt OER. Open Praxis, 9(2), 151-171. more
A study of the relationship between institutional policy, organisational culture and e-learning use in four South African universities. Computers and Education
Examines the relationship between institutional policy, organisational culture and e-learning use in four South African universities. more
Researching Resistance to Open Education Resource Contribution.
Aims to ascertain whether Engestro?m?s activity theory and its principle of contradictions is a sufficiently versatile and insightful lens to investigate non-participation of OER contribution. Activity theory was found to be useful for framing the literature and three interviews with University of Cape Town (UCT) academics and for surfacing some of the constraints in the system. An Activity... more
2010-2011 African Health OER Network. Phase 2 Evaluation: Consolidation and Sustainability. Nairobi: OER Africa, A SAIDE Initiative.
Exploring institutional experiences, to establish how the African Health OER Network project was being consolidated, and to start assessing issues of sustainability. more
Explaining the relations between culture, structure and agency in lecturers? contribution and non-contribution to Open Educational Resources in a Higher Education Institution. PhD Thesis, University of Cape Town.
Addresses the question: How do the relations between culture, structure and agency influence lecturers' contribution and non-contribution of OER in a higher education institution? more
An Emerging Typology for Analysing OER Initiatives. In Cambridge 2012: Innovation and Impact. Openly Collaborating to Enhance Education,
A typology for analysing OER initiatives using four main categories: creation, organisation, dissemination and utilisation, and 18 sub categories to examine and analyse each initiative, with each sub category having a number of properties and possible dimensions. more
UCT, Fort Hare or UNISA: Which university is OER ready?
Looks at OER Readiness in three South African universities. Presented at the Teaching and Learning Conference, 30 March 2016. Cape Town, South Africa. more
Appraising the transformative power of OERs for learner-centred teaching at the University of Mauritius. In Cambridge 2012: Innovation and Impact Openly Collaborating to Enhance Education, 16-18 April 2012. Cambridge, UK.
Shows that academics at the University of Mauritius access OER courseware, but could do with more training programs. In terms of teaching transformation, academics are willing to 'step down' and acknowledge students with more 'power' and responsibility for learning but also allowing them to evaluate their learning. more
Factors shaping lecturers' adoption of OER at three South African universities. In Adoption and impact of OER in the Global South.
Investigates lecturers? adoption or non-adoption of Open Educational Resources (OER) at three universities in South Africa, seeking to understand their motivations and practices regarding OER and the factors influencing their OER decision-making. more
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