OER Africa Menu

Close Menu
  • Developing Curriculum and Learning Resources: Guidelines for Effective Practice

    This document outlines a process for curriculum and learning resource development for effective mixed mode provision. It suggests three core stages of curriculum design, course design and learning resource development which are inter-related. These guidelines have been adapted by the Nigerian National Commission for Colleges of Education and Teacher Development Programme from a similar OER /...

  • Working in Classrooms: Teaching, Time and Space. Learning Guide - Section One

    Time and space are the medium of human existence. Everything we do happens somewhere and takes some time, perhaps a minute, perhaps an hour, perhaps years. All our projects and activities -large and small, serious and playful- are enabled and constrained by time and space. But this does not mean that we are somehow at the mercy of time and space. As human agents– that is as people able to...

  • Working in Classrooms: Teaching, Time and Space. Learning Guide - Introduction

    Working in Classrooms looks at how arrangements of time and space shape school teaching; and at how teachers, principals and government departments of education shape the time and space for learning in schools.

  • Using Media in Teaching: Learning Guide. Section Seven - Using Computer Technologies in Schools

    The current optimism about computers makes it easier to find funding for projects that involve computers than it is to find sources willing to contribute to teacher development or basic infrastructure, such as toilets, chairs or chalk. Computers and the Internet are 'cool' and easy to generate enthusiasm about. As with television, though, we need to view such enthusiasm for computers...

  • Using Media in Teaching: Learning Guide. Section Six - Using Textbooks in Teaching

    Textbooks are very useful educational resources. But they must be used well. In order to make the best use of textbooks within a media-rich teaching style, we need to understand how textbooks differ from the popular media resources we will use in our classroom.

  • Using Media in Teaching: Learning Guide. Section Five - Understanding Popular Media

    How can we help learners to develop the ability to respond to media more critically? This section aims to enable you to do just that. In Section 5.1 we introduce you to two approaches teachers can use to teach media literacy. We will call these approaches – that, you will notice, have important overlaps – a MAP approach and a Keys Concepts approach.  

  • Using Media in Teaching: Learning Guide. Section Four - Using Popular Electronic Media in Teaching

    Popular electronic media provide teachers with excellent resources for improving language skills, such as listening and speaking. Like newspapers and magazines, radio and television also provide a rich resource base for enriching the teaching of content knowledge in different learning areas.

  • Using Media in Teaching: Learning Guide. Section Three - Using Popular Print Media in the Classroom

    In this section we will explore how popular print media – in particular newspapers and magazines – can be used to improve classroom learning and teaching.

  • Using Media in Teaching: Learning Guide. Section Two - Developing a Media-Rich Outcomes-based Education

    In Section Two, through a story of one teacher's attempt to teach in a learnercentred, activity-based manner, we will deepen your understanding of how media resources can be used to enrich outcomes-based education. We will teach through example rather than by telling. The section ends by demonstrating how you can develop higher-order learning by designing your outcomes-based lessons around ...

  • Using Media in Teaching: Learning Guide. Section One - How to Use This Module

    The important question we address in this module is: How can teachers use popular media, textbooks, and computer technologies to create a learning environment that equips learners with the knowledge and skills to live and work thoughtfully in a changing South Africa?

  • Subscribe to teacher development