Commissioned by the Commonwealth of Learning to provide a frame of reference for discussions and deliberations on the role of open educational resources (OER) in higher educationinstitutions (HEIs).
Presentation by Catherine Ngugi to Daystar University, September 2014.
Presentation by David Wiley to the OER Africa Convening 2016.
This presentation examines accessibility in OER design
The spread of the COVID-19 virus and subsequent closure of many universities has severely disrupted academic progress across the globe. To assist lecturers with the implementation of emergency remote teaching (ERT), the Association of African Universities (AAU) and OER Africa is presenting a series of four webinars on ERT strategies. This presentation covers content for Webinar 1
The spread of the COVID-19 virus and subsequent closure of many universities has severely disrupted academic progress across the globe. To assist lecturers with the implementation of emergency remote teaching (ERT), the Association of African Universities (AAU) and OER Africa is presenting a series of four webinars on ERT strategies. This presentation covers content for Webinar 2
The spread of the COVID-19 virus and subsequent closure of many universities has severely disrupted academic progress across the globe. To assist lecturers with the implementation of emergency remote teaching (ERT), the Association of African Universities (AAU) and OER Africa is presenting a series of four webinars on ERT strategies. This presentation covers content for Webinar 4.
Presentation slides from the UNESCO OER Dynamic Coalition consultations which ran from 22-24 July 2020. The introductory session slides are available on the resource download button. All other presentations are available under the 'Materials' tab.
The Open COVID Pledge was launched on 12 August 2020. Within the context of COVID-19, the Pledge encourages individuals and organizations to make their intellectual property available to:
Developed by the Open COVID Coalition with the support of the Association for Learning Technology, the Pledge has been signed by representatives of many global open education initiatives. OER Africa is proud to be a founding signatory of this Pledge.
The informative slide deck and logo are available for those who would like to promote the Pledge under the 'Materials' tab.
This resource is from the UNESCO Open Science Toolkit. It sets out guidelines on strategies for developing open science policies.
This material is a PPT which lists and explains competencies that librarians need for managing institutional repositories. The resource also has a reading list for further studies on the subject.
The resource has a suite of materials including a handout, slides and an exercise that would assist librarians to understand the components of a DMP as well as the needed tools for creating a DMP.
A suite of Open Educational Resources (webinars) on Metadata that can be repurposed for training academic librarians.
Persistent identifiers (PIDs) are necessary to facilitate discoverability, citation, and re-use of research outputs today and in the future. A Digital Object Identifier (DOI) is one such a PID and helps research institutions and researchers to increase the visibility and impact of their publications.
This is a recording of an AfLIA/DataCite Webinar on PIDs and metadata. The resource can be used individually by librarians to understand about PIDs and the role of DataCite. The CPD coordinator could also play it at training sessions on PIDs.
The resource is a suite of downloadable materials (PowerPoint presentation, handout, and hands-on exercise) on digital preservation and archiving. The material has a most liberal license and the CPD coordinator can repurpose the resource or use as it is.
This presentation provides a shared language to underpin the PHEA e-learning proposals, initiatives and projects. It also locates current issues and debates in context, identifies the key areas and elements of learning activities, practices and research sites in Africa, and maps key relationships between those elements. Finally it also identifies points of leverage for change using educational technology to address educational challenges.
The spread of the COVID-19 virus and subsequent closure of many universities has severely disrupted academic progress across the globe. To assist lecturers with the implementation of emergency remote teaching (ERT), the Association of African Universities (AAU) and OER Africa is presenting a series of four webinars on ERT strategies. This presentation covers content for Webinar 3
The goal of the research and development Data-Informed Practice Improvement Project (DIPIP) was to create a context for professional conversations in which mathematics teachers, together with university academics, graduate students, and government-based subject advisors, discussed what information test data can provide to help think about reasons for learner errors and how these might be addressed through collaborative lesson planning, teaching and reflection.
This project report addresses the first of the outcomes of the project:
A documented collaborative enquiry process through which academics, subject facilitators and school teachers together discuss what data suggests about reasons for learner errors and how these insights might be addressed through joint lesson planning and reflection.
The current impact study follows on from two earlier evaluations of the project.
A formative evaluation of the Design Phase completed at the end of 2009 focused mainly on OER ‘take-up’ and production in the partner institutions (OER Africa 2009). This evaluation concluded that expectations and contractual targets had been met, or exceeded by an impressive margin, with project coordinators and participants in each partner institution having engaged OER in creative ways that were most appropriate to their own contexts.
The second evaluation, a mid-term evaluation titled ‘Phase 2 Evaluation: Consolidation and Sustainability’ (OER Africa 2011),reinforced the finding that individual and institutional participants in the project had made significant progress in producing OER as well as in developing OER-supportive policy environments. This they had done in their own distinctive ways, in a manner that was consistent with their own ethos, contextual realities, strategies and resources.
This impact evaluation focused more broadly on Network activities, including these four institutions and partnerships that have been formed since project inception in 2008, as well as broader usage of health OER by other users not affiliated with the Network.
