Readings/Reference Materials

While this is currently a research work which outlines research and development objectives, it is envisaged that much of the material reviewed is also suitable for inclusion in teaching - particularly postgraduate teaching at University Masters level.

The draft review examines the link between climate change and health with special reference to the Southern African region (SADC countries).  It attempts to set the scene for determining pertinent research priorities in the region to contribute to knowledge on the one hand, and for identification, implementation and evaluation of adaptation interventions that are likely to be appropriate and effective in the region.  This review has been conducted by Strategic Evaluation, Advisory and Development Consulting (SEAD), a health consultancy together with  the COEHR,  and is part of the Regional Climate Change Programme (RCPP) led by One World Sustainable Investments.

All CHEPSAA’s African members have produced reports that provide an overview of the HPSR+A capacity needs and assets in their organizations and its wider context. They each include recommendations about how to develop capacity. The assessment reports are from Ghana, South Africa, Tanzania, Kenya and Nigeria, and there are also comparative assessments with guidance on how to approach the needs assessment.

CHEPSAA (the Consortium for Health Policy & Systems Analysis in Africa) works to develop the emerging field of health policy and systems research and analysis (HPSR+A) in Africa through harnessing synergies among a consortium of African and European universities.

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The work of Basil Bernstein arguably tells us more about curriculum than any other writer. He provides a well-developed set of concepts and criteria for understanding curriculum (and for doing research), and his work has been particularly influential in developing countries.  Professor Ken Harley prepared this outline to support teacher educators to build a module on Curriculum from Open Educational Resources.

The HCE provides a first stepping-stone towards becoming a qualified teacher. For those who are interested, it provides a Learning Pathway into the Diploma or Degree programmes that meet the Minimum Requirements for Teacher Education Qualifications (RSA 2011). It provides an NQF Level 5 qualification for the many teaching assistants in Deaf schools and strengthens their competence and confidence to work with learners and enable them to achieve success.

This optional reading on the sociology of school timetables includes a small research activity.

This set of excerpts from a research article compares the ways in which two different preschools (or early learning centres) construct order through different arrangements of time and space.

OER Africa's participatory action research model was tabled at the 2016 OER Africa convening.

Background document presented to participants at the 2016 OER Africa convening.

This brief paper is about three kinds of knowledge that are important in TVET:

• H ‘Knowing-how’, or procedural knowledge.
• I ‘Knowing-it’, or recognition (also called knowledge by acquaintance).
• T ‘Knowing-that’, or propositional knowledge (also called declarative knowledge).

SAIDE works within a constructivist framework of learning. This article provides a theoretical basis for the notion of a learning spiral designed into learning materials.

In pursuit of a social justice agenda, Saide has adopted an Open Learning approach to enable as many people as possible to take advantage of affordable and meaningful educational opportunities throughout their lives.

Open Learning is an approach to all education that seeks to remove unnecessary barriers to learning, while aiming to provide learners with a reasonable chance of success in programmes centred on their specific needs and located in multiple arenas of learning.

It is clear from arguments on e-learning that whilst technology is a valuable medium of learning, the human element is critical in terms of creating the right environment for learning to take place. The role of the teacher in structuring Web content, in designing learning activities that promote high order thinking skills, and in providing an opportunity for sharing and collaborating remains central in online learning. This brief grounds online learning in a theoretical framework that is underpinned by three ‘types of presence’ which interlink to form the hallmark of online tutoring.

Drawing on a comprehensive literature review of best practice in OER measurement, as well as experience of working with UNESCO to support implementation of the Recommendation, this chapter presents an initial framework for the measurement of the effectiveness of the OER Recommendation and proposes indicators that regions, countries, and/or institutions could adopt or adapt to rigorously measure both how OER is used and its effectiveness for improving learning. Putting in place shared understandings of what counts as effectiveness for OER is critical to inform ongoing developments and improvements in the field. Such measures can also provide an evidence base that can be used for advocacy work around the importance of OER for quality open and distance learning.

This webpage provides suggestions on how to decide on a course structure, select a teaching strategy to support learning goals, and create a schedule. The guidelines present various alternatives for academics to consider, most of which are supported by references from the literature on teaching and learning. This ensures that the recommendations are authentic and will assist academics in their planning.

Ideas for CPD interventions
This resource could be used to review existing courses or develop new courses. It would be especially useful for inexperienced academics.

Excellent guide to writing outcomes. It introduces SMART criteria, ‘action verbs’, and the need to split outcomes into ‘Knowledge’, ‘Skills’ and ‘Attitudes’. It also introduces both Bloom’s and Fink’s taxonomies to help choose a spread of good outcomes.

Ideas for CPD interventions
Ask staff to review the article and then look at their existing objectives and/or outcomes and assess their value. What could be improved? What might a rephrased outcome look like for the reviewed course.