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  • The Role of Post-Graduate Students in Co-authoring Open Educational Resources to Promote Social Inclusion: A Case Study at the University of Cape Town. Distance Education, 33(2), 253?269.

    Endeavors to surface the various disturbances or conflicts with which postgraduate students had to engage to make OER socially inclusive, as well as Engestrm?s ?layers of causality? to explain postgraduate students? growing sense of agency as they experienced the OER development process as being socially inclusive.

  • 365 days of Openness: The emergence of OER at the University of Cape Town. In R. McGreal, W. Kinuthia, S. Marshall & T. McNamara (Eds.), Perspectives on Open and Distance Learning: Open Educational Resources

    Reviews the first year of UCT?s OER initiative, recount how the Centre for Educational Technology (CET) developed an institutional directory using a customised version of the open source software Drupal, highlights the signs of change in the UCT landscape and explain how UCT is extending its open footprint through a more encompassing Open UCT initiative

  • The use of ICT at Kenyatta University. Johannesburg: South African Institute for Distance Education; Kampala: Regional Universities Forum for Capacity Building in Agriculture.

    The Use of ICT at Kenyatta University brochure is one of a series that aims to showcase good practice in African higher education. It is intended for higher education decision-makers on the Continent and overseas. Each institution in this series has taken simple steps to solve basic fundamental problems and improve the level of education and service delivery in a context of limited resources...

  • Survey on Government's Open Educational Resources (OER) Policies

    This report provides an overview of the ndings of the COL/UNESCO survey on OER policies and activity across all countries of the world.

  • "The best part was the contact!": Understanding postgraduate students? experiences of wrapped MOOCs. Open Praxis. 9(2), 207?221.

    Explores the contribution of face-to-face, facilitated sessions to the learning experiences of wrapped MOOC participants. Interviews, surveys and course evaluations were analysed using the Community of Inquiry (CoI) framework.

  • Toward Sustainable Open Education Resources: A Perspective From the Global South

    This article seeks to contribute to the debate on OER. It critically examines the experiences of the Commonwealth of Learning in the creation and dissemination of OER and identifies lessons learned. It also suggests concrete ways in which various stakeholders can contribute to the sustainability of OER.

  • Copyright and access to e-Resources in Africa?s education and research cContexts: The case of selected Ugandan institutions. Budapest: Open Society Institute.

    The study examined the impact of copyright in Africa's research and education contexts drawing from three Ugandan institutions. The study also examined the impact of copyright on representation of African knowledge in the electronic environment.

  • E-readiness survey of Higher Education institutions in Kenya. Nairobi: Kenya Education Network.

    The main objective of this study was to assess the level of preparedness of Higher Education (HE) institutions in Kenya to use Information and Communication Technologies (ICT) in teaching, learning, research, and management. Indirectly, it also assessed the capacity or readiness of these institutions to use electronic learning (e-learning) to improve quality of education and ultimately...

  • E-readiness Survey of East African Universities. Nairobi: Kenya Education Network.

    The main purpose of this e-readiness survey was to assess the preparedness of about 50 East African universities to use information and communication technology (ICT) for teaching, learning, research, and management. It was the first phase of a two-year "Accession of East African Universities Project" that aimed to develop generic and institutional roadmaps for universities committed to...

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