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  • Collaborative design and use of open educational resources: a case study of a Mathematics teacher education project in South Africa. Distance Education for Empowerment and Development in Africa, 32(2), 195-211.

    The study investigated whether the collaborative redesigning of existing materials can enhance quality while containing time and resource costs and whether such collaboration encourages buy-in to the use of OER by teacher educators and students. more

  • Collaborative Materials Design, Adaptation and Take-Up: A Case Study of a South African Mathematics Teacher Education OER project.

    The case studies and reflections in this book cover OER practice and policy in a diverse range of contexts, with a strong focus on events in developing countries. In J. Glennie, Harley, K., Butcher, N., and van Wyk, T. (Eds.), Perspectives on Open and Distance Learning: Open Educational Resources and Change in Higher Education: Reflections from Practice (pp. 75-90). more

  • Developing and Using Quality Learning Resources in an Open Educational Environment: The SAIDE ACEMaths Project.

    This paper is a reflective report on the Saide ACEMaths project,which piloted a collaborative approach to the sourcing, adaptation and publication as Open Educational Resources (OERs) of existing suitable materials for use in a variety of teacher education programmes. more

  • An OER Protocol: Guidelines for Publishing Teacher Education OER.

    DHET has put in place a European Union funded Strengthening Foundation Phase Teacher Education Programme. In terms of the contract with the institutions participating in the programme , all materials produced will be released as Open Educational Resources (OER). The purpose of the Protocol is to guide the Department in managing the publication of these materials as OER on their Teaching... more

  • South Africa at a glance: SACMEQ at a glance series.

    The Southern and Eastern African Consortium for Monitoring Educational Quality (SACMEQ) is a consortium of education ministries, policy-makers and researchers who, in conjunction with UNESCO?s International Institute for Educational Planning (IIEP), aims to improve the research capacity and technical skills of educational planners (Ross et al., 2005). more

  • Moving forward with TESSA: what is the potential for MOOCs?

    The Open University developed a Massive Open Online Course (MOOC) to support teacher educator professional development. The purpose of this paper is to present the TESSA strategy for 2016-2019 and to draw on data from the TESS-India. In 3rd International Conference of the African Virtual University, 6?8 July 2016. Nairobi, Kenya. more

  • Harnessing Open Educational Resources to the Challenges of Teacher Education in Sub-Saharan Africa

    This paper describes how the Teacher Education in Sub-Saharan Africa (TESSA) consortium is working within institutional and national policy systems to support school-based teacher professional development. more

  • The OER Adoption Pyramid.

    This Pyramid was developed in the course of a research paper focusing on why South African academics adopt OER or not. We understood that numerous factors shaped their choices, but it became apparent that some factors were "essential" to OER activity while others were merely "influential". To clarify which factors were required for any type of OER activity, we developed the OER Adoption... more

  • Seeking impact and visibility: Scholarly communication in Southern Africa.

    e two questions driving SCAP?s research were: 1. What is the current state of scholarly communication in (Southern) African universities? 2. How can the use of ICTs, technology platforms and open access publishing models contribute to the improvement of strategic scholarly communication, and what institutional structures are needed to support such an approach? more

  • Digital learning management systems in Africa: myths and realities

    This paper reports on a survey of 358 respondents across 25 African countries into their usage of learning management systems. It concludes that while there are some enthusiastic advocates of such systems, the reality is that most African educators as yet have little knowledge about, or interest in, their usage. more

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