Adoption and impact of OER in the Global South

Adoption and impact of OER in the Global South

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Product Details

ISBN-13: 9781928331483
Publisher: African Books Collective Limited
Publication date: 01/05/2018
Pages: 608
Product dimensions: 7.00(w) x 10.00(h) x 1.23(d)

About the Author

Cheryl Hodgkinson-Williams is an Associate Professor in the Centre for Innovation in Learning and Teaching (CILT) at the University of Cape Town (UCT), South Africa. She holds a PhD in computer-assisted learning and has taught and supervised in the field of information communication technologies (ICT) in education since 1994, first at the University of Pretoria, then at Rhodes University in Grahamstown and now at UCT. She teaches online learning design and research design in the Educational Technology postgraduate programme and is the coordinator of the Mellon-funded scholarships for this programme. She supervises PhD and masters students and is a supervisor for the Global OER Graduate Network (GO-GN). Her particular research interests include online learning design, electronic portfolios and the adoption and impact of OER. She is the Principal Investigator of the IDRC-funded Research on Open Educational Resources for Development in the Global South (ROER4D) project.

Patricia Brazil Arinto is a Professor and former Dean of the Faculty of Education at the University of the Philippines - Open University (UPOU). She has a Doctor in Education degree from the Institute of Education, University of London, and has designed training programmes on technology-supported teaching and learning for secondary school teachers, teacher educators and university faculty in the Philippines, Cambodia and Laos. She has also led several funded research programmes on ICT integration in Philippine schools, including a United States Agency for International Development (USAID)-funded blended teacher professional development program in early literacy instruction for K-3 teachers in 2015-2017, an Australian Government-funded study on use of tablet computers in nine public secondary schools in 2012-2014, and a USAID-funded national assessment of the state of ICT in Philippine basic education in 2012. She is the theme advisor for MOOC research in the Digital Learning for Development (DL4D) project and the Deputy Principal Investigator of the ROER4D project, both of which are funded by the IDRC.

Table of Contents

Acknowledgements

About the editors

Foreword by Tel Amiel, UNESCO Chair in Open Education

Foreword by Matthew Smith, IDRC

SECTION 1: OVERVIEW

Chapter 1: Research on Open Educational Resources for Development in the Global South: Project landscape

Chapter 2: Factors influencing Open Educational Practices and OER in the Global South: Meta-synthesis of the ROER4D project

Chapter 3: OER use in the Global South: A baseline survey of higher education instructors

SECTION 2: SOUTH AMERICA

Chapter 4: Open Access and OER in Latin America: A survey of the policy landscape in Chile, Colombia and Uruguay

Chapter 5: Co-creation of OER by teachers and teacher educators in Colombia

Chapter 6: Effectiveness of OER use in first-year higher education students’ mathematical course performance: A case study

SECTION 3: SUB-SAHARAN AFRICA

Chapter 7: Tracking the money for Open Educational Resources in South African basic education: What we don’t know

Chapter 8: Teacher educators and OER in East Africa: Interrogating pedagogic change

Chapter 9: Factors shaping lecturers’ adoption of OER at three South African universities

Chapter 10: OER in and as MOOCs

SECTION 4: SOUTH AND SOUTHEAST ASIA

Chapter 11: Cultural–historical factors influencing OER adoption in Mongolia’s higher education sector

Chapter 12: Higher education faculty attitude, motivation and perception of quality and barriers towards OER in India

Chapter 13: Impact of integrating OER in teacher education at the Open University of Sri Lanka

Chapter 14: Teacher professional learning communities: A collaborative OER adoption approach in Karnataka, India

Chapter 15: An early stage impact study of localised OER in Afghanistan

SECTION 5: CONCLUSION AND RECOMMENDATIONS

Chapter 16: OER and OEP in the Global South: Implications and recommendations for social inclusion

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