Textbook

This is a high-level introduction to course design. It covers learner-centric design, constructive alignment, Universal Instructional Design, and the development of instructional materials. The author has centred her discussion on basic instructional design around an argument for developing learner-centred courses. It is a good overview of some of the key considerations an academic should be thinking about as they develop their courses.

Ideas for CPD Interventions
This Pressbooks chapter can be used as introductory reading. There are multiple points that could lead to a deep discussion on various aspects of instructional design.

While this book focuses only on open textbooks (and not other types of materials), the information provided is in-depth and well structured. Academics and CPD co-ordinators can use Part 4 to inform their process of creating and editing content. They can refer to the summary page in each section, which consolidates key points, including underlying principles, who is involved, and key tactics.

Ideas for CPD Interventions
The book is far too comprehensive for any one CPD activity. However, the scope is wide, and the chapters could be broken up as specific focus areas about creating textbooks.

This starter kit has been created to provide instructors with an introduction to the use and creation of open educational resources (OER). The text is organized into five sections: Getting Started, Copyright, Finding OER, Teaching with OER, and Creating OER. Although some chapters contain more advanced content, the starter kit is primarily intended for users who are entirely new to open education.

Ideas for CPD Interventions
This starter kit can be used as a workshop text or as a reference when working with OER.

The Flexible Learning for Open Education (FLOE) Inclusive Learning Design Handbook is a free OER designed to assist in creating adaptable and customizable educational resources that can accommodate a diversity of learning preferences and individual needs. This handbook on inclusive design is structured according to 'perspectives' (philosophical), 'approaches' (advice for creating inclusive environments) and 'techniques' (advice about the actual tools that can be used to craft inclusive materials.

Ideas for CPD Interventions
This handbook can be used in multiple ways for those wanting to use it in a CPD initiative. It ranges from high level discussions on inclusive principles to advice on how to implement inclusivity in the classroom. This resource will need to be adapted to suit your needs as its scope is broad. Make sure you know what you want to achieve during your CPD initiative and select content appropriately. It is not meant to be a course, however, and will need to be reorganized if used as a workshop.

This practical guide or textbook provides a framework and tips to enhance inclusion, diversity, equity, and accessibility in OER. It looks at how to ensure that what one is developing is sensitive to the IDEA principles. The focus is on OER but the principles are universal.

Ideas for CPD Interventions
The textbook would be a great resource for a CPD initiative on inclusion, diversity, equity and/or accessibility; either as a course text or as background reading. Many lecturers would benefit from the guidance it gives when thinking about decolonization of the course content and how we should treat marginalized students.

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.