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  • Understanding Open Educational Resources

    These three lessons provide an introduction to open educational resources (OERs).  The interactive course [1] is also available in the Commonwealth of Learning's Technology-enabled Learning Lounge. The course is accessible logging in as a guest. [1] http://tell.colvee.org/login/index.php more

  • 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. more

  • Digital Fluency Course: Module 4 - Academic Integrity in a Digital Age

    This is the fourth module in the Digital Fluency course for academics. In this module learners will be introduced to issues related to academic integrity, which has become a matter of increasing concern in the digital age. Use of Information and Communication Technologies (ICT) has been widely embraced, and much information and many resources are readily accessible through the internet.... more

  • Digital Fluency Course: Module 1 - Digital Fundamentals

    This module aims to provide skills, knowledge, and understanding of how to work in your digital environment in an academic context, and to enhance your skills to efficiently, critically, creatively, and safely work with digital technologies in your daily academic routine. more

  • Understanding the Impact of OER: Achievements and Challenges

    Saide’s OER Africa initiative is delighted to partner UNESCO IITE in putting together this important publication. This builds on a long relationship between the organizations, based on our mutual commitment to enabling successful open learning for all, and on our belief in the potential of open educational resources (OER) in pursuing those ends. Unfortunately, the claims of OER in relation... more

  • The Effects of Institutional Support Factors on Lecturer adoption of eLearning at a Conventional University

    Conventional Higher Education Institutions in Kenya are in the process of implementing eLearning projects. These initiatives are, however, fraught with challenges. At the Maseno University eCampus, an evaluation of statistics on the institutional LMS after two years of implementation revealed that many lecturers had minimal or no log-in statistics, an indication that there was a gap in the... more

  • Differentiation in Access to, and the Use and Sharing of (Open) Educational Resources Among Students and Lecturers at Technical and Comprehensive Ghanaian Universities

    This paper is the second in a series of three with a common goal to present a fair OER picture for Sub-Saharan Africa, represented by large-scale studies in three countries: Kenya, Ghana, and South Africa. This paper examines a deliberate selection of four Ghanaian universities with randomly sampled students and lecturers. Distinct questionnaires for students and the lecturers have been used... more

  • Adoption and Impact of OER in the Global South

    Book reviewed by Kirk Perris, Advisor, Educatation, Commonwealth of Learning. more

  • Learning for Development in the Context of South Africa: Considerations for Open Education Resources in Improving Higher Education Outcomes

    Education is at the core of South Africa’s national development. The National Development Plan recognizes the potential of education to transform individuals and drive attainment of other development goals. The country’s higher education system is characterized by low participation and high attrition. This presents challenges for the attainment of targets set by the NDP. A number of Open... more

  • Challenges of Adopting Open Educational Resources (OER) in Kenyan Secondary Schools

    Kenya, like many African countries, has faced enormous challenges in the production of and access to quality relevant teaching and learning materials and resources in primary and secondary school classrooms. This has been occasioned by a plethora of factors which include, but are not limited to, lack of finances, tradition, competence, and the experience to develop such resources. Such a... more

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