Research

Investigates lecturers? adoption or non-adoption of Open Educational Resources (OER) at three universities in South Africa, seeking to understand their motivations and practices regarding OER and the factors influencing their OER decision-making.

Looks at OER Readiness in three South African universities. Presented at the Teaching and Learning Conference, 30 March 2016. Cape Town, South Africa.

Addresses the question: How do the relations between culture, structure and agency influence lecturers' contribution and non-contribution of OER in a higher education institution?

Aims to ascertain whether Engestro?m?s activity theory and its principle of contradictions is a sufficiently versatile and insightful lens to investigate non-participation of OER contribution. Activity theory was found to be useful for framing the literature and three interviews with University of Cape Town (UCT) academics and for surfacing some of the constraints in the system. An Activity Theory Approach. E-Learning and Digital Media, 10(2), 148?160.

Outlines the importance of OER in the African context and sets out a 'Theory of Change', for OER which begins by identifying a clear set of specific problems

A summary of key issues in OER, an analysis of those issues, and a set of appendices, containing more detailed information about speci c areas of relevance to OER.

The article concludes that, in order to foster a greater uptake or more institution-wide diffusion of use of emerging technologies, institutional opinion leaders need to purposefully create an enabling environment by giving recognition to and communicating with change agents, and developing policies that will encourage institutional-wide engagement with emerging technologies.

A typology for analysing OER initiatives using four main categories: creation, organisation, dissemination and utilisation, and 18 sub categories to examine and analyse each initiative, with each sub category having a number of properties and possible dimensions.

Investigates the key challenges to Higher Education (HE) in SSA and identifies those areas in which OER could contribute significantly to finding solutions to those challenges.