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  • Diffusion and adoption of Open Educational Resources. elearning Papers, 23.

    Provides insight into how to improve the diffusion of OER through (formal) institutional networks. It does so by examining two cases: (1) MORIL - the Multilingual Open Resources for Independent Learning task force, a Network of Practice that acted as a space for sharing and developing institutional OER strategies, and (2) TESSA - The Teacher Education in Sub Saharan Africa programme, an R... more

  • The Genesis and Emergence of Education 3.0 in Higher Education and it's Potential for Africa

    This paper presents a scenario in which education is approaching a potential tipping point, where major changes are about to happen as a result of developments in technology, social networking, deeper understanding of educational process, as well as new legal and economic frames of reference. 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

  • 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

  • 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

  • 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. Open educational resources, international co-operation and teacher education in Sub-Saharan Africa (PDF... 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

  • 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

  • Investigating perceived barriers to the use of open educational resources in higher education in Tanzania.

    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... more

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