This document discusses the initial success and growing challenges of introducing open educational resources (OER) at two Ghanaian universities - Kwame Nkrumah University of Science and Technology and University of Ghana. It describes how the colleges of health sciences at both universities embraced OER with enthusiasm, producing 13 health-related OER materials in the first year with support from international partners. However, challenges emerged such as lack of faculty time, technological constraints, lack of technical expertise, and lack of awareness and systems for disseminating and using OER. To achieve long-term sustainability of OER initiatives in low-resource settings, the document argues that institutions need to focus on awareness, structuring initiatives, funding, capacity building,
Fostering Cross-institutional Collaboration for Open Educational Resources Pr...PiLNAfrica
Although there are over a quarter of a million open courses published by an increasing number of universities, it remains unclear whether Open Education Resources (OER) is scalable and productively sustainable. The challenge is compounded when OER is examined in the light of its potential to allow both educators and learners in developing countries to contribute geographically bound learning resources in the context of varied infrastructural, technological and skill constraints. Between October and December 2009, 52 participants involved in various roles related to Health OER from five universities (one in the USA, two in Ghana and two in South Africa) were interviewed. The aim of the study was to investigate sustainability of OER based on possible cross-institutional collaboration as well as social and technical challenges in creating and sharing OER materials. The analytical framework was adopted from prior research in related areas: distributed scientific collaboration; cyber infrastructure; open source development; and Wikipedia. We adopted a qualitative approach for data collection, which included semi structured interviews and document analysis. The findings were analyzed and reported with many direct quotations included. The outcome of the data analysis is a model for productive, scalable, and sustainable OER based on cross-institutional collaboration. The report concludes with practical recommendations on how to the model can be operationalized.
The purposes of this paper are to:
• Make more chemistry faculty aware of instructional applications of mobile devices
• Describe some of the current projects and create avenues for possible future collaboration.
• Become the first step towards creating a network of chemistry faculty who will share their successes (and failures) in using mobile phones and tablets to teach Chemistry.
Tackling Assumptions and Expectations; Implementing Technology in Higher Education........................................ 1
Teri Taylor
The Virtual Management of Schools ................................................................................................................................. 14
Dr. Esteban Vázquez-Cano and Dr. Eloy López-Meneses
Course Contents Analysis of Students’ Academic Performance in Basic Electronics.................................................. 25
Aina Jacob Kola and Akintunde, Zacchaeus Taiwo
Modified Useful-Learning Approach: Effects on Students‘ Critical Thinking Skills and Attitude towards
Chemistry .............................................................................................................................................................................. 35
Arlyne C. Marasigan, Allen A. Espinosa
Effects of Music on the Spatial Reasoning Skills of Grade-One Pupils ......................................................................... 73
Desiree B. Castillo, Czarlene Kaye San Juan, Maria Robelle Tajanlangit, Irish Pauline Ereño, Maria Julia Serino, Catherine
Tayo and Allen A. Espinosa
Impact of Organizational Commitment and Employee Performance on the Employee Satisfaction ....................... 84
Naveed Ahmad, Nadeem Iqbal, Komal Javed and Naqvi Hamad
A Multivariate Analysis (MANOVA) of where Adult Learners Are in Higher Education ........................................ 93
Gail D. Caruth
Group Communication and Interaction in project-based Learning: The Use of Facebook in a Taiwanese EFL
Context ................................................................................................................................................................................. 108
Wan-Jeng Chang
Fostering Cross-institutional Collaboration for Open Educational Resources Pr...PiLNAfrica
Although there are over a quarter of a million open courses published by an increasing number of universities, it remains unclear whether Open Education Resources (OER) is scalable and productively sustainable. The challenge is compounded when OER is examined in the light of its potential to allow both educators and learners in developing countries to contribute geographically bound learning resources in the context of varied infrastructural, technological and skill constraints. Between October and December 2009, 52 participants involved in various roles related to Health OER from five universities (one in the USA, two in Ghana and two in South Africa) were interviewed. The aim of the study was to investigate sustainability of OER based on possible cross-institutional collaboration as well as social and technical challenges in creating and sharing OER materials. The analytical framework was adopted from prior research in related areas: distributed scientific collaboration; cyber infrastructure; open source development; and Wikipedia. We adopted a qualitative approach for data collection, which included semi structured interviews and document analysis. The findings were analyzed and reported with many direct quotations included. The outcome of the data analysis is a model for productive, scalable, and sustainable OER based on cross-institutional collaboration. The report concludes with practical recommendations on how to the model can be operationalized.
The purposes of this paper are to:
• Make more chemistry faculty aware of instructional applications of mobile devices
• Describe some of the current projects and create avenues for possible future collaboration.
• Become the first step towards creating a network of chemistry faculty who will share their successes (and failures) in using mobile phones and tablets to teach Chemistry.
Tackling Assumptions and Expectations; Implementing Technology in Higher Education........................................ 1
Teri Taylor
The Virtual Management of Schools ................................................................................................................................. 14
Dr. Esteban Vázquez-Cano and Dr. Eloy López-Meneses
Course Contents Analysis of Students’ Academic Performance in Basic Electronics.................................................. 25
Aina Jacob Kola and Akintunde, Zacchaeus Taiwo
Modified Useful-Learning Approach: Effects on Students‘ Critical Thinking Skills and Attitude towards
Chemistry .............................................................................................................................................................................. 35
Arlyne C. Marasigan, Allen A. Espinosa
Effects of Music on the Spatial Reasoning Skills of Grade-One Pupils ......................................................................... 73
Desiree B. Castillo, Czarlene Kaye San Juan, Maria Robelle Tajanlangit, Irish Pauline Ereño, Maria Julia Serino, Catherine
Tayo and Allen A. Espinosa
Impact of Organizational Commitment and Employee Performance on the Employee Satisfaction ....................... 84
Naveed Ahmad, Nadeem Iqbal, Komal Javed and Naqvi Hamad
A Multivariate Analysis (MANOVA) of where Adult Learners Are in Higher Education ........................................ 93
Gail D. Caruth
Group Communication and Interaction in project-based Learning: The Use of Facebook in a Taiwanese EFL
Context ................................................................................................................................................................................. 108
Wan-Jeng Chang
Distance Education- Emerging Technologies and Opportunities in AfricaTerry Anderson
This slides are from my keynote at the Inaugural symposium of the Global African Diaspora Development Network seminar at the University of Oklahoma. Oct 16, 2015
Technological Factors Affecting Computer Aided Learning Among Students Attend...AJHSSR Journal
Computer Assisted Learning (CAL) is a method of acquiring knowledge using electronic media which is gained using electronic media which is gaining recognition among students. This requires access to computers and considerable awareness on information technology. Previous empirical studies have underscored the important roles of instructional materials in the classroom studies. The objective of this study was to determine technological factors affecting computer aided learning programs among students attending Kenya Medical Training College, Nairobi campus. This study was an analytical study, the target population was 4,490 KMTC Nairobi Campus students. The study utilized structured questionnaires for 263 respondents, analysis was done through SPSS, Ms Excel and Ms Word software’s with univariate
Managing Change in Healthcare IT Implementations: Selected ReferencesSaide OER Africa
Managing Change in Healthcare Implementations: an Introduction was created for managers preparing to implement health information and communication technology (HICT) systems in their organizations—hospitals, clinics, or government departments. The module presents a framework for understanding how HICT implementations affect organizations and individual workers and shares basic information on how to manage change to an organization so as to promote a positive outcome, and how to avoid the pitfalls that occur.
Child Healthcare addresses all the common and important clinical problems in children, including:immunisation history and examination growth and nutrition acute and chronic infections parasites skin conditions difficulties in the home and society.
Child Healthcare addresses all the common and important clinical problems in children, including:immunisation history and examination growth and nutrition acute and chronic infections parasites skin conditions difficulties in the home and society.
Biological Monitoring of Workers Exposed to Pesticides - Guidelines for appli...Saide OER Africa
This guideline was produced for those persons responsible for the maintenance of health and safety measures at agricultural workplaces handling potentially hazardous organophosphate and carbarnate chemicals. It is primarily aimed at professional nursing and other medical staff charged with monitoring workers for pesticide exposure, but will be useful to all personnel involved in workplace health and safety wishing to understand the principles behind monitoring workers for pesticide exposure.
The guidelines concentrate on monitoring for organophosphate and carabarnate insecticides because the technology is reasonably readily available, and the methodology well described. These chemicals are widely used, and are the most common cause of acute poisoning by pesticides. The guidelines have also been written bearing in mind the Hazardous Chemical Regulations (Regulation 556 of 25 August 1995 in terms of the Occupational Health and Safety Act) that include agricultural workplaces in addition to industry.
Distance Education- Emerging Technologies and Opportunities in AfricaTerry Anderson
This slides are from my keynote at the Inaugural symposium of the Global African Diaspora Development Network seminar at the University of Oklahoma. Oct 16, 2015
Technological Factors Affecting Computer Aided Learning Among Students Attend...AJHSSR Journal
Computer Assisted Learning (CAL) is a method of acquiring knowledge using electronic media which is gained using electronic media which is gaining recognition among students. This requires access to computers and considerable awareness on information technology. Previous empirical studies have underscored the important roles of instructional materials in the classroom studies. The objective of this study was to determine technological factors affecting computer aided learning programs among students attending Kenya Medical Training College, Nairobi campus. This study was an analytical study, the target population was 4,490 KMTC Nairobi Campus students. The study utilized structured questionnaires for 263 respondents, analysis was done through SPSS, Ms Excel and Ms Word software’s with univariate
Managing Change in Healthcare IT Implementations: Selected ReferencesSaide OER Africa
Managing Change in Healthcare Implementations: an Introduction was created for managers preparing to implement health information and communication technology (HICT) systems in their organizations—hospitals, clinics, or government departments. The module presents a framework for understanding how HICT implementations affect organizations and individual workers and shares basic information on how to manage change to an organization so as to promote a positive outcome, and how to avoid the pitfalls that occur.
Child Healthcare addresses all the common and important clinical problems in children, including:immunisation history and examination growth and nutrition acute and chronic infections parasites skin conditions difficulties in the home and society.
Child Healthcare addresses all the common and important clinical problems in children, including:immunisation history and examination growth and nutrition acute and chronic infections parasites skin conditions difficulties in the home and society.
Biological Monitoring of Workers Exposed to Pesticides - Guidelines for appli...Saide OER Africa
This guideline was produced for those persons responsible for the maintenance of health and safety measures at agricultural workplaces handling potentially hazardous organophosphate and carbarnate chemicals. It is primarily aimed at professional nursing and other medical staff charged with monitoring workers for pesticide exposure, but will be useful to all personnel involved in workplace health and safety wishing to understand the principles behind monitoring workers for pesticide exposure.
The guidelines concentrate on monitoring for organophosphate and carabarnate insecticides because the technology is reasonably readily available, and the methodology well described. These chemicals are widely used, and are the most common cause of acute poisoning by pesticides. The guidelines have also been written bearing in mind the Hazardous Chemical Regulations (Regulation 556 of 25 August 1995 in terms of the Occupational Health and Safety Act) that include agricultural workplaces in addition to industry.
Farmers' Agribusiness Training Course: Module 1 Supplementary Reading. Rural ...Saide OER Africa
This study examines the evolving structure of the rural financial services in Kenya and the
extent to which the current financial institutions have improved access to producers and
traders in the rural areas. The study identifies successful cases of functioning financial
services in the rural areas. It also identifies constraints that hinder increased access to
rural financial services and proposes policy interventions that could make the services
more accessible to the rural people.
Primary Maternal Care: Skills workshop Examination at the first antenatal visitSaide OER Africa
Primary Maternal Care addresses the needs of healthcare workers in level 1 district hospitals and clinics who provide antenatal and postnatal care, but do not conduct deliveries. It is adapted from theory chapters and skills workshops from Maternal Care. This book complements the national protocol of antenatal care in South Africa. It covers: booking for antenatal care, assesing fetal growth and wellbeing, hypertensive disorders of pregnancy, antepartum haemorrhage, preterm labour, important medical conditions
The data makes it easy to apply a deficit model to project planning, but we need to start with what we have and how we can build off it OER projects must work with what is available now, not demonstrate what would be possible if only the constraints were different but paradoxically we must hold in our minds a vision of a radically different future from the one that current trends project – change is always surprising because it takes so much longer to happen than people think it will but happens so much quicker than they expect
Ace Maths Solutions Unit Five Reading: Exercises on Teaching Data Handling (pdf)Saide OER Africa
The solutions unit consists of the following:
General points for discussion relating to the teaching of the mathematical content in the activities.
Step-by-step mathematical solutions to the activities.
Annotations to the solutions to assist teachers in their understanding the maths as well as teaching issues relating to the mathematical content represented in the activities.
Suggestions of links to alternative activities for the teaching of the mathematical content represented in the activities.
Primary Maternal Care: Skills workshop Virginal examination in pregnancySaide OER Africa
Primary Maternal Care addresses the needs of healthcare workers in level 1 district hospitals and clinics who provide antenatal and postnatal care, but do not conduct deliveries. It is adapted from theory chapters and skills workshops from Maternal Care. This book complements the national protocol of antenatal care in South Africa. It covers: booking for antenatal care, assessing fetal growth and well being, hypertensive disorders of pregnancy, antepartum haemorrhage, preterm labour, important medical conditions
Farmers' Agribusiness Training Course: Module 1 Supplementary Reading. Agricu...Saide OER Africa
The objective of this study is to assess the range of alternative food crop and livestock extension services currently operating in Kenya. The study highlights five important findings: (1) private extension provision is generally
skewed towards high agricultural potential regions and high-value crops. Remote areas and poor producers, especially those growing low-value crops with little marketable surplus, are poorly served. Non-profit private providers are targeting them, but their reach is limited. (2) Since public resources for extension are very constrained, it may make sense for public extension
not to duplicate or overlap in the same areas that are being served more efficiently by commercial and non-profit systems. This would leave more public resources for concentrating extension services for farmers in areas that are remote and poorly served by the commercial systems. (3) However, the commercial and non-profit extension systems benefit from the
presence of the public extension service- they rely on public extension workers for training and
appropriate management advice. So even if the public extension system was to withdraw to the
more remote areas where private extension is unprofitable, it may be appropriate to institute
some type of commercial contracting of public extension system staff so that the latter can impart
needed skills and capacity building to the non-public extension systems. (4) The government
should consider contracting the private sector to offer extension services in the disadvantaged
regions. Contracting out extension services makes it possible to take advantage of all of the
talent and experience existing in the field but does not eliminate a government role which, in
addition to funding, ensures quality assurance, oversight, and provision of training and
information to contracted services providers. (5) The weight of evidence suggests, in most cases,
that private extension is not a substitute for public extension and the public sector should fund
extension significantly but in ways that do not duplicate services already being provided by
sustainable alternative extension providers.
Newborn Care was written for healthcare workers providing special care for newborn infants in level 2 hospitals. It covers: An essential tool in the initial and ongoing training and teaching of any healthcare worker – Miriam Adhikari, South African Journal of Child Health, Primary Newborn Care was written specifically for nurses, midwives and doctors who provide primary care for newborn infants in level 1 clinics and hospitals. It covers: the care of infants at birth, the care of normal infants, the care of low-birth-weight infants, emergency management of infants, the management of important problems.
Understand school leadership and governance in the South African context (PDF)Saide OER Africa
This module gives an overview of what management and leadership is about in a school setting. As an aspiring principal it begins a process of developing understanding about the challenges that face principals on a daily basis and allows you to also explore your own realities and decide on new and better action. In addition, you will look at some of the international trends in management and leadership and will compare what is happening in the South Africa scene to others.
Mother and Baby Friendly Care: Practice of kangaroo mother careSaide OER Africa
Newborn Care was written for healthcare workers providing special care for newborn infants in level 2 hospitals. It covers: An essential tool in the initial and ongoing training and teaching of any healthcare worker. This was written specifically for nurses, midwives and doctors who provide primary care for newborn infants in level 1 clinics and hospitals. It covers: Mother and Baby Friendly Care describes gentler, kinder, evidence-based ways of caring for women during pregnancy, labour and delivery. It also presents improved methods of providing infant care with an emphasis on kangaroo mother care and exclusive breastfeeding. It covers: mother-friendly care in pregnancy, a modern approach to normal labour, skin-to-skin care of infants, encouraging breastfeeding, a baby-friendly nursery.
Learning the Basics of Microsoft Word 2010 for Microsoft Windows TranscriptSaide OER Africa
This HIBB begins with a general introduction to the Microsoft Word interface, then introduces various standard tasks including creating new documents, opening existing documents, saving documents, working with text, formatting various parts of documents, inserting non-text items into the document, proofreading the document, printing and closing individual documents. The HIBB also introduces and explains the new ribbon menu system used by the recent versions of Microsoft Office suite products, including Microsoft Word.
At the end of this HIBB, students will be able to complete basic tasks that Microsoft Word has to offer including the ability to create and open a document, save a document, and print a document. In addition to these basic tasks, students will be able to add formatting and customizing elements to their documents, such as inserting pictures, tables, links, and headers and footers.
Introduction to Microsoft PowerPoint 2010 for Microsoft Windows SlidesSaide OER Africa
This HIBB begins with explaining the basics of Microsoft PowerPoint, including how to start a new presentation, open an existing presentation, and save a presentation. It discusses the Ribbon toolbar and how to use it. The HIBB gives the viewer an introduction to many customizing options PowerPoint has available. The HIBB concludes with describing how to view outlines, print handouts, and view the slideshow.
At the end of this HIBB, students will be able to create a slideshow presentation with many customized features including but not limited to formatting fonts and pictures, inserting images, tables, and hyperlinks, and adding slide designs and transitions. Students will be able to view the slideshows they create and print the presentation handouts.
Junior Primary Mathematics was developed for in-service training of junior primary/foundation phase teachers in South Africa in the late 1990s. However, with the exception of Chapter Three, the topics and approaches will be useful for the training of junior primary mathematics teachers in other African countries. In order to adapt the book, Chapter Three could simply be replaced with a chapter covering the scope and expectations of the national curriculum in the particular country for which it is intended.A pdf version of the resource is also available.
Open educational practices and resources in the Global South: Recommendations...ROER4D
Open educational practices and resources in the Global South: Recommendations for government from the ROER4D project
Cheryl Hodgkinson-Williams
Africa Regional Consultation on OER, 2-3 Mar 2017, Mauritius
Presentation by Mr. Adam Rahman from KNUST Dept. of Communication Design on instructional design models and principles for OER.
Given in February 2011 at University of Michigan and August 2011 in Kumasi.
CC BY NC SA Adam Rahman
Proposing a 'consent commons' to cover the use of people in open educational ...meganqb
This is a paper prepared for the "OpenEd 2010" conference, Barcelona, 2-4 November 2010. It considers the need to obtain consent from all people, particularly patients, to be involved in educational resources, especially any which may be going to be made 'open'.
“OER are teaching, learning, and research resources that reside in the public domain or have been released under an intellectual property license that permits their free use and re purposing by others. Open educational resources include full courses, course materials, modules, textbooks, streaming videos, tests, software, and any other tools, materials, or techniques used to support access to
knowledge.”
-The William and Flora Hewlett Foundation
Presentation by Ted Hanss given at the University of Cape Town in South Africa on July 27, 2012....
PPT available for download at http://open.umich.edu/sites/default/files/20120727hanss-uct-healthoer.ppt
Presentation CC BY Regents of the University of Michigan.
Faculty members were challenged to continue teaching beyond the traditional mode during the COVID19 pandemic. Therefore, the research focused on the level of management functions and technological preparedness
of the faculty members with permanent employment status under the business programs of higher education
institutions (HEIs) in Nueva Vizcaya. The idea behind the research was drawn from the theories of planning,
organizing, leading, and controlling and technology preparedness in terms of technology access, technology skills
and literacy, and attitude toward technology. The study’s findings revealed that faculty members have a high level
of management and technology preparedness. Moreover, the study revealed that the profile of the faculty members
had no relationship to their level of implementation of management strategies. On the other hand, younger faculty
members have greater technology access and literacy skills. Furthermore, profiles were not a significant factor in
their level of attitude toward technology. More results showed that when the level of implementation of management
strategies is high, the result is also high in terms of technological preparedness. Based on the study’s findings, the
researcher recommended an enhanced program for better implementation of flexible learning in HEIs.
Asp openly licensed stories for early reading in africa mar 2015 slideshareSaide OER Africa
A recent presentation made by Tessa Welch, the African Storybook Project leader, to University of Pretoria Education students on the project and on openly licensed stories for early reading in Africa.
Quality Considerations in eLearning in South Africa. Presentation at the eLearning Summit, Indaba Hotel, 16 October 2014. Looks the the quality review process and quality criteria.
African Storybook: The First 18 Months of the ProjectSaide OER Africa
Presentation by African Storybook Initiative Leader, Tessa Welch, on the first 18 months of the initiative. Presented on 26 June at the African Storybook Summit at the University of British Columbia.
Digital Storytelling for Multilingual Literacy Development: Implications for ...Saide OER Africa
Digital Storytelling for Multilingual Literacy Development: Implications for Teachers - Presentation by Tessa Welch at the South African Basic Education Conference 31 March - 1 April 2014. Presentation explains Saide's African Storybook Initiative. Overview: Requirements for effective literacy development of young children in African countries; obstacles to achieving this goal; multi-pronged approach to overcoming obstacles; examples of digital storytelling in a school community; implications for teachers.
Higher Education Technology Outlook in Africa Presentation for the Student Satisfaction, Quality Assurance and Peer Review Conference, Emperors Palace, Kempton Park, 13 March 2014
eLearning or eKnowledge - What are we offering students?Saide OER Africa
eLearning or eKnowledge - What are we offering students? A look at the convergence of elearning and eknowledge, looking at the purpose of the design - informational or instructional? Presented at the Unisa Cambridge Open and Distance eLearning Conference, Stellenbosch.
Presentation given at the Online and eLearining Conference organised by Knowledge Resources at the Forum, Bryanston, Johannesburg 28-29 August 2013. Created by Greig Krull, Sheila Drew and Brenda Mallinson.
Toolkit: Unit 8 - Developing a school-based care and support plan.Saide OER Africa
The purpose of this toolkit is to conduct a situational analysis or assessment that will help you to understand the size of the challenge and the current capacity of your school to set up a counselling service. To assist you to decide on the most suitable options for implementing counselling support in your school context.
Toolkit: Unit 7 - Counselling support for vulnerable learners.Saide OER Africa
The purpose of this toolkit is to conduct a situational analysis or assessment that will help you to understand the size of the challenge and the current capacity of your school to set up a counselling service. To assist you to decide on the most suitable options for implementing counselling support in your school context.
The purpose of this toolkit is to use a brainstorming technique to come up with creative ideas respond to the challenge of providing aftercare support for vulnerable learners. To use the ideas from the brainstorming session to inform the development of a draft set of ideas for an aftercare strategy.
There are different ways of combating discrimination and creating a safe and nonthreatening environment at school. An important contribution can be made by implementing an Anti-Bullying Policy
The guidelines and the five priority areas identified by Department of Education offer a framework that supports the development of a school HIV and AIDS policy. The guidelines and priorities can also be used to review your school's existing HIV and AIDS policy and determine how adequate it is and what changes may be necessary
Toolkit: Unit 1 - How responsive are schools to the socio-economic challenges...Saide OER Africa
The purpose of this toolkit is to understand what threatens the quality of education in your school so that you can take informed action to remedy the situation.
Reading: Understanding Intrapersonal Characteristics (Word)Saide OER Africa
The impact of intrapersonal characteristics on school performance and learner development - A reading to accompany Unit Six of the module: Teaching and Learning Mathematics in Diverse Classrooms. The reading is useful because it summarizes the various theoretical perspectives for understanding inclusive education, and because it uses case studies of typical learners to illustrate how teaching and learning activities need to be adapted to ensure that all children, no matter what their background or intrapersonal characteristics do learn mathematics.
Reading: Understanding Intrapersonal Characteristics (pdf)Saide OER Africa
The impact of intrapersonal characteristics on school performance and learner development - A reading to accompany Unit Six of the module: Teaching and Learning Mathematics in Diverse Classrooms. This reading is useful because it summaraizes the various theoretical perspectives for understanding inclusive education, and because it uses case studies of typical learners to illustrate how teaching and learning activities need to be adapted to ensure that all children, no matter what their background or intrapersonal characteristics do learn mathematics.
Reading: Guidelines for Inclusive Learning Programmes (word)Saide OER Africa
A reading to accompany Unit Six of the module: Teaching and Learning Mathematics in Diverse Classrooms. This Reading consists of two extracts from a document "Guidelines for Inclusive Education Learning Programmes" produced by the Department of Education in June 2005.
Reading: Guidelines for Inclusive Learning Programmes (pdf)Saide OER Africa
A reading to accompany Unit Six of the module: Teaching and Learning Mathematics in Diverse Classrooms. This Reading consists of two extracts from a document "Guidelines for Inclusive Education Learning Programmes" produced by the Department of Education in June 2005.
Professional Learning Communities for Teacher Development: The Collaborative ...Saide OER Africa
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.
This module is aimed at helping you perform these roles to the best of your ability. As such, it provides you with information on assessment and evaluation in general and on outcomes-based assessment in particular. It attempts to show you how assessment contributes to quality teaching and learning and how it promotes accountability. Most importantly, though, it places assessment in context, indicating how it could be used as a tool for transformation
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Unit 8 - Information and Communication Technology (Paper I).pdf
Beyond the first steps: Sustaining Health OER Initiatives in Ghana
1. Beyond the first steps:
Sustaining Health OER
Initiatives in Ghana
Nadia Tagoe,* Peter Donkor,* Richard Adanu,** Ohene Opare-Sem,***
N. Cary Engleberg,**** Aaron Lawson***
* College of Health Sciences, Kwame Nkrumah University of Science and Technology
** College of Health Sciences, University of Ghana Medical School
*** School of Medical Sciences, Kwame Nkrumah University of Science and Technology
**** University of Michigan Medical School
Abstract
The introduction of open educational resources (OER) in two Ghanaian universities through a
grant-funded project was embraced with a lot of enthusiasm. The project started on a high note
and the Colleges of Health Sciences in the two universities produced a significant number of e-
learning materials as health OER in the first year. Growing challenges such as faculty time
commitments, technological and infrastructural constraints, shortage of technical expertise, lack
of awareness beyond the early adopters and non-existent system for OER dissemination and use
set in. These exposed the fact that institutional policy and integration was essential to ensure
effective implementation and sustainability of OER efforts. Informed by the early OER
experiences at the two institutions, this paper proposes that institutions in low resource settings
perhaps need to pay close attention to awareness creation, initiative structuring, funding,
capacity building, systemization for scalability and motivation if OER sustainability is to be
achieved.
Keywords
open educational resources, sustainability, higher education, low-resource settings
Recommended citation:
Tagoe, Nadia; Donkor, Peter; Adanu, Richard et al. (2010). OpenSpires: Opening up Oxford like never
before. In Open Ed 2010 Proceedings Barcelona: UOC, OU, BYU. [Accessed: dd/mm/yy].
<http://hdl.handle.net/10609/4849>
Beyond the first steps: Sustaining Health OER Initiatives in Ghana, Nadia Tagoe, Peter Donkor, Richard Adanu et al.
Proceedings | Barcelona Open Ed 2010 | http://openedconference.org/2010/
Universitat Oberta de Catalunya | Open Universiteit Nederland | Brigham Young University
1
2. Introduction
Open educational resources (OER) have been described as “digitized materials offered freely and
openly for educators, students and self-learners to use and reuse for teaching, learning and research”
(OECD 2007). Their introduction in the early 2000s was embraced by many as the new way of
offering learners and teachers wide access to educational material for their personalized use and
adaptation. The role of these resources in enhancing teaching and learning in higher education is
becoming even more pivotal in developing countries as educational institutions are usually faced
with increasing student intake and deepening resource constraints such as limited access to print
resource materials, inadequate numbers of faculty members, limited infrastructural capacity, low
research capacity, and uneven development of basic ICT infrastructure.
Openness of educational resources has been immensely facilitated by the introduction of open
licensing. The Creative Commons1 for example, provides free licenses that enable authors and other
creators to customise the licensing of their work based on the freedom they want it to carry. The
authors determine how others may share, remix, commercialize, or alter the resource. Thus,
Creative Commons Licensing has been widely used in OER development by clarifying the limits of
resource usage. OERs typically come in various textual, audio, video or even simulative formats.
Most are electronic and are usually distributed via the internet or local networks; thus promoting
access on demand and learning at the learners’ own pace. Such learner-centred teaching and
learning materials go a long way in helping to address the challenges faced by higher education
institutions in low resource settings.
The Colleges of Health Sciences (CHS) at two Ghanaian universities, the Kwame Nkrumah
University of Science and Technology (KNUST) and the University of Ghana (UG) adopted the
OER paradigm in 2009. With the help of a grant provided by the William and Flora Hewlett
Foundation, KNUST and UG, in collaboration with the Universities of Michigan, Cape Town and
Western Cape and OER Africa, piloted a Health OER initiative. Activities carried out under the
project included a series of sensitization, policy, and production workshops for administrative heads
and faculty members in February 2009. These workshops were organized in conjunction with
University of Michigan and OER Africa. The two Colleges at KNUST and UG therefore became
the implementing units for the broader introduction of OER at their respective institutions.
The First Steps
The OER concept was embraced with a lot of enthusiasm at the two institutions, and the initiative
started on a high note. This was demonstrated by the several pilot e-learning and OER projects that
were proposed by faculty members who attended the first production workshops at KNUST and
UG. Following these workshops, faculty members began creating instructional modules on self-
chosen topics and in their preferred format using the Creative Commons licensing. Technical
support was provided by media specialists to ensure that content and designs were web-friendly and
user-friendly. The productions were checked for possible copyright issues (a process referred to as
Beyond the first steps: Sustaining Health OER Initiatives in Ghana, Nadia Tagoe, Peter Donkor, Richard Adanu et al.
Proceedings | Barcelona Open Ed 2010 | http://openedconference.org/2010/
Universitat Oberta de Catalunya | Open Universiteit Nederland | Brigham Young University
2
3. ‘dScribing’ by University of Michigan2) prior to being forwarded to the web administration team for
online publication. These efforts were assisted by one of us (NCE), a visiting professor from the
University of Michigan who worked with the two institutions for a year to nurture their OER efforts.
These exploratory endeavors also brought institutional resources that could further promote the
initiative to the fore. The College of Health Sciences at KNUST for instance, discovered the
potential of the Department of Communication Design which provided the media and technical
expertise required for OER production. Similarly, leaders at UG engaged a resident multimedia
expert to be responsible for the technical aspects of producing the desired materials. Drafts of
institutional policies on OER were drawn up to create the necessary environment for the
development, publication and dissemination of OER by addressing issues such as human resource,
infrastructure, collaborations, publication rights and licensing, technical support, review process and
quality assurance, access, potential liability, motivation and academic rewards.
The Colleges were particularly enthused by the opportunity OER presents as it helps improve
the teaching of scientific processes through the use of images, animations and other visual means
and the use of electronic resources to facilitate clinical demonstrations, which are conventionally
taught to large groups of students simultaneously. The enrollment of large numbers of students well
above the infrastructural and resource capacity of the institutions as well as the current promotion of
learner-centred approaches in teaching and learning made the OER initiative more welcome. Indeed
e-learning, which is the basis for all our OERs, has proved to be an effective method of teaching the
complex physiological and biochemical processes associated with health sciences (Greenhalgh
2001, Ruiz et al. 2006, Bridge et al. 2009).
Initial efforts at the two institutions led to the production of thirteen (13) health OER materials
from scratch and the creation of an OER-dedicated website for dissemination. Initially the OER
materials were password-protected on the websites. However, institutional administrative approval
was later granted to make the productions accessible pending the approval of the institutional
policies. The OERs became freely accessible, and Ghana became a producer of health OER, making
the institutions and authoring faculty more visible.
An unpublished survey by the teams at KNUST and UG that used self administered
questionnaires to assess the acceptability of electronic OERs in their respective Medical Schools
indicated extremely positive feedback. Two narrated animations that explained the polymerase
chain reaction (PCR) were distributed to 150 third-year medical and students at KNUST. This topic
was chosen because of student feedback on the difficulty they faced in understanding it from
lectures or books. Similarly, a comprehensive learning package on Total Abdominal Hysterectomy
(TAH) including narrated videos describing the surgery, interactive cases, and a self-assessment
quiz was also distributed to nineteen fifth-year students at UG at the beginning of their clinical
clerkship. With 73% and 100% response rates from KNUST and UG respectively, 82% of the
KNUST students and all the UG students viewed the materials. On a 0 to 4 point scale used to rate
the usefulness of the material; 4 being “extremely helpful” and 0 being “unnecessary”, the average
rating for the PCR animation was 3.5 and the average for the TAH videos was 3.6. All students who
viewed the programmes at both institutions (100%) indicated that the e-learning programmes were
“more effective” in comparison to other methods of learning. These results suggest that the
dividends of adopting the use of e-learning and OER in higher education will be significant.
Beyond the first steps: Sustaining Health OER Initiatives in Ghana, Nadia Tagoe, Peter Donkor, Richard Adanu et al.
Proceedings | Barcelona Open Ed 2010 | http://openedconference.org/2010/
Universitat Oberta de Catalunya | Open Universiteit Nederland | Brigham Young University
3
4. The Learning Process
As with every new initiative, difficult and unique challenges must be confronted as the process
grows. Over-committed faculty time, technical, administrative and funding constraints became more
apparent as the programme grew.
First, the heavy demand on the time of overstretched faculty resulted in a considerable wane in
the initial excitement about OER and a decline in the level of activity among faculty as a typical
OER module for instance, required about 35 man-hours which were supplemental to their regular
responsibilities. Challenges including technological and infrastructural constraints and lack of the
appropriate technical competencies also contributed to a stalled OER drive. Additionally, the
promotion of the use and re-use of the materials being created was conspicuously ignored being
limited to the authoring faculty and students in their class. Beyond that, the OERs were seen as
being distinct from regular coursework and no plan for a formal integration into regular teaching
and learning existed. Most effort and resources were directed towards just the production and
publication of these OER materials to the detriment of their effective usage.
The resource gap experienced at the end of this donor-funded project also had a significant
effect on OER efforts. The project period was relatively brief and sustainability measures had not
been established. As is the case in many institutions, policies and procedures usually evolve with
excruciating slowness (D’Antoni 2008). KNUST and UG were no exceptions and the adoption of
OER into the organisational culture of the two institutions for both individual faculty and the
institution as a whole, was a slow process.
Implications for Sustainability
The challenges revealed during the natural growth process of this initiative raised some valid
sustainability questions. One can consider “sustainability” for this purpose, as the continued
viability and achievement of one’s OER objectives over the long term. Most OER initiatives start as
grant-funded projects and rarely last beyond the life of the project (Friesen 2009). A UNESCO-
initiated survey of over 600 participants from 98 countries listed sustainability as the fourth most
important issue out of fifteen, in promoting OER (D’Antoni 2008). Even the top three issues that
emerged - awareness raising and promotion, communities and networking, capacity development –
are factors that also promote sustainability. The key lesson learnt by various OER implementers and
evaluators is that sustainability cannot be attained without institutional integration at all levels
(Dholakia et al. 2006, Downes 2007, OECD 2007, D’Antoni 2008, Friesen 2009). Based on our
experiences in Ghana, we reinforce this assertion by proposing six areas that require institutional
focus if OER sustainability is to be achieved (See Figure 1).
First, awareness creation is a process that seems especially important for driving the institutional
adoption of OER in the first few years. At the two institutions, the policy and production
workshops, the institutional draft policy and the first few OER projects served to launch OER
awareness. The draft policies also helped to orient the governing bodies at the various levels about
Beyond the first steps: Sustaining Health OER Initiatives in Ghana, Nadia Tagoe, Peter Donkor, Richard Adanu et al.
Proceedings | Barcelona Open Ed 2010 | http://openedconference.org/2010/
Universitat Oberta de Catalunya | Open Universiteit Nederland | Brigham Young University
4
5. institutional responsibilities and issues regarding intellectual property and copyright, quality
assurance, staffing, training, motivation and academic rewards, as well as other administrative and
infrastructural support. Continuous sensitization among faculty members and students is another
effective way of facilitating OER implementation in institutions. Both KNUST and UG have done
this by appointing OER Coordinators within their Colleges of Health Sciences whose tasks include
getting additional faculty involved in material production, increasing student awareness and
encouraging the use of these materials. Similarly, acquainting national bodies responsible for
education and financing aware of this new direction and its benefits to education will go a long way
to advance the OER cause in Ghana.
Secondly, a structural framework must be established within which OER activities operate. This
is one way of addressing the post-project gaps created by the over-dependence on grants as the main
driver of OER initiatives in our institutions. Structure must be instituted right from project design. A
key deliverable of any OER initiative should be the business or sustainability plan which must
contain short, medium and long term strategies to ensure its sustenance within the implementing
institution. This plan will include strategies on funding, continuous awareness creation, building
human and infrastructural capacity, systemized production of materials and mechanisms for
integrating the use of OERs in mainstream teaching and learning. Such a plan will facilitate the
continued production and use of OER and also lay the foundation for institutional take-over and
integration.
Funding is another area of concern crucial to sustainability and must be tackled frontally.
KNUST and UG, being public universities, are mainly financed by the government and therefore
face funding challenges. One approach as suggested by Friesen (2009) is to link the tangible
benefits of OER initiatives to core institutional priorities thus making a strong case for institutional
funding. MIT’s evaluation of its Open CourseWare revealed its significant influence on the
selection of that institution by prospective students (MIT 2006). Similarly, KNUST has in recent
times, embarked on increasing its visibility and contribution to global knowledge through
digitization and opening up of all its printed scholarly work. The OER initiative can therefore link
its objectives to this institutional priority in order to obtain the necessary support. UG is also
committed to new ways of increasing the number of students trained in its health disciplines and
OER can play a key role in this initiative. Institutional and government funding support however
will eventually have to be supplemented by other funding models. The array of sustainable funding
models for OER extensively outlined by Downes (2007) and Dholakia et al. (2006) provide enough
choice for most settings.
Capacity development within the institution for OER production is also essential to most
sustainability efforts. This includes, but is not limited to, the training of faculty members on
material development and pedagogy so that they are able to contribute their intellectual content to
the institutional effort. The Communication Design Department at KNUST has committed to
capacity development by incorporating interactive design into its curriculum. Students will receive
training and exposure to the creation of OER and thus become a valuable resource to the OER
efforts of our universities. Local and global networking and collaborations also present a potential
for cross-institutional capacity building. OER Africa’s African Health OER Network, of which both
KNUST and UG are members, is one example of platforms which promote the free access and
sharing of educational resources as well as professional interaction among academics.
Beyond the first steps: Sustaining Health OER Initiatives in Ghana, Nadia Tagoe, Peter Donkor, Richard Adanu et al.
Proceedings | Barcelona Open Ed 2010 | http://openedconference.org/2010/
Universitat Oberta de Catalunya | Open Universiteit Nederland | Brigham Young University
5
6. Another vital input to sustainability is the systemization of OER operations to facilitate
scalability of material production. It is essential to design an operational system for the production
and use of OERs that is informed by the experience of the introductory phase and the institutional
OER structural framework proposed above. Workflow processes for creation and adaption of
materials, mode of integration into regular coursework and formative evaluation will be useful
constituents of such a system. Faculty will need to be supported to continue authoring OER
materials. It may be helpful for instance, to schedule residential OER material production
workshops for faculty and support staff where they would be free from regular work and could put
more time into producing the materials. Student involvement in the production process has also
been proposed by various authors (Atkins et al. 2007, Wiley 2007) and proven by some institutions
such as University of Michigan’s dScribe process, to be a valuable resource in OER initiatives. The
two Ghanaian universities intend to explore the student corps system as support for creating,
designing and adapting content, as well as clearing these materials for publication. At KNUST,
Communication Design students supervised by faculty, work with College of Health Science faculty
to produce OER as part of their required coursework for which they get academic credit. This has
created a symbiotic relationship between the Colleges of Health Science and Art. Similar schemes
could be replicated with students in other relevant disciplines, thus building OER competency and
helping to reduce faculty time requirement in OER creation and the cost of required personnel.
Cross-institutional collaboration is another way to strengthen a systemized OER production
process, especially in low resource settings. KNUST and UG so far, have produced modules on
different topics and the two institutions freely share these resources for use and storage in each
other’s institutional repositories. Going a step further, the collegial approach to OER creation
adopted by the Teacher Education in Sub-Saharan Africa (TESSA) programme promises even more
benefits (Wolfenden 2008). It makes use of collaborative creation of resources with collective
originality and authorship by using common templates in order to enable use in different
environments. Such approaches do not only save resources and eliminate duplication of efforts but
also enhances capacity building and the quality of materials created. Above all, greater numbers of
OER productions become more likely than by pursuing insular individual approaches.
While focusing on the production of these materials, consideration should also be given to the
appropriate enabling technology required. In spite of technological and connectivity challenges,
innovative measures could be pursued to facilitate the dissemination and use of OER. Promoting
interoperability and creating small-sized modular materials which are downloadable and could be
distributed via simple physical media such as CDs and USB ‘thumb’ drives are examples of such
measures. Enabling access of OER materials containing streaming video or audio on the local
institutional server (intranet) is another way of circumventing the connectivity challenges.
Lastly, motivation and reward will facilitate the active participation of stakeholders to ensure the
sustainability of OER in institutions. This can take the form of release time for OER activities and
the recognition of published OER as credit towards promotions, particularly if OER products are
endorsed by peer-review organizations, such as the Med Ed Portal of the American Association of
Medical Colleges. This will increase interest and commitment from faculty. Students could also be
motivated to assist in the development of OER through training, sponsorship to inter-institutional
meetings, stipends and prestige.
Beyond the first steps: Sustaining Health OER Initiatives in Ghana, Nadia Tagoe, Peter Donkor, Richard Adanu et al.
Proceedings | Barcelona Open Ed 2010 | http://openedconference.org/2010/
Universitat Oberta de Catalunya | Open Universiteit Nederland | Brigham Young University
6
7. Conclusion
The positive role of OER in enhancing education and access to knowledge cannot be over-
emphasized. It has undoubtedly presented an opportunity for higher educational institutions in
developing countries to make up for the shortage of educational resources that most grapple with.
OER can be a solution much as mobile telephony has been to developing countries due to lack of
fixed telephone infrastructure. Developing countries now have more than twice as many mobile
subscriptions as in the developed world and percentage share of total world subscriptions for
developing countries saw a sharp increase from 40% in 2000 to 70% in 2009 (ITU 2010). OER
therefore can be the analogous “leap-frog” technology for developing country educators to bypass
the long resource building period and provide high quality education through access to world class
educational resources. This presents the opportunity for developing countries to become key
producers of such resources especially in geographically bound knowledge areas for global use.
Several OER implementers over the years have confirmed that challenges associated with sustaining
these initiatives are unavoidable (Atkins et al. 2007, Friesen 2009) and each institution will
therefore, contend with its own sustainability challenges. The areas discussed in this paper are only
meant to serve as guideposts for institutions that seek to pursue this new direction in education.
Wiley (2007) rightly predicts that open educational resources, like institutional websites, will soon
become a service that the public will expect from every institution of higher education. Each
institution will then have to find the will and the resource within itself to integrate and sustain the
development and use of OER in its educational efforts.
Figures
Awareness
Creation Initiative
Structuring
Motivation OER Funding
Sustainabili
ty
Systemization for Capacity Building
Scalability
Figure 1 Proposed OER Sustainability Focus Areas
Beyond the first steps: Sustaining Health OER Initiatives in Ghana, Nadia Tagoe, Peter Donkor, Richard Adanu et al.
Proceedings | Barcelona Open Ed 2010 | http://openedconference.org/2010/
Universitat Oberta de Catalunya | Open Universiteit Nederland | Brigham Young University
7
8. Notes
1. http://creativecommons.org/about/licenses/
2. https://open.umich.edu/wiki/DScribe
Bibliographic references
Atkins, D. E., Brown, J. E. & Hammond, A. L. (2007) A review of the Open Educational Resources
(OER) Movement: Achievement, Challenges and New Opportunities. Report to the William and
Flora Hewlett Foundation [Online], Available: www.oerderves.org
Bridge, P.D., Jackson, M. &Robinson, L. (2009) The effectiveness of streaming video on medical
student learning: A case study, Medical Education Online; Volume 14:11 [Online], Available:
www.med-ed-online.org
D’Antoni, S. (2008) Open educational resources: The way forward deliberations of an international
community of interest, United Nations Educational Scientific and Cultural Organisation,
International Institute for Educational Planning [Online], Available: http://oerwiki.iiep-
unesco.org/images/4/46/OER_Way_Forward.pdf
Dholakia, U., King, J., & Baraniuk, R. (2006). What makes open education program sustainable?
OECD. [Online], Available: www.oecd.org/dataoecd/3/6/36781781.pdf
Downes, S. (2007) Models for Sustainable Open Educational Resources, Interdisciplinary Journal
of Knowledge and Learning Object, Vol. 3. [Online], Available:
http://www.ijklo.org/Volume3/IJKLOv3p029-044Downes.pdf
Friesen, N. (2009) Open Educational Resources: New Possibilities for Change and Sustainability,
The International Review of Research in Open and Distance Learning, Vol 10, No. 5.
Greenhalgh, T. (2001) Computer Assisted Learning in Undergraduate Medical Education, British
Medical Journal, Vol. 322, pp 40–44.
ITU (2010) Measuring the Information Society 2010, International Telecommunications Union,
Geneva. [Online], Available:
http://www.itu.int/ITU-D/ict/publications/idi/2010/Material/MIS_2010_Summary_E.pdf
MIT (2006) 2005 Program Evaluation Findings Report, Massachusetts Institute of Technology,
Cambridge [Online], Available:
http://ocw.mit.edu/ans7870/global/05_Prog_Eval_Report_Final.pdf
OECD (2007) Giving Knowledge for Free: The Emergence of Open Educational Resources, Centre
for Educational Research and Innovation, Organisation for Economic Co-operation and
Development [Online], Available: http://www.oecd.org/dataoecd/35/7/38654317.pdf
Ruiz, J.G., Mintzer, M.J. & Leipzig, R.M. (2006) The impact of e-learning in medical education,
Academic Medicine, Vol. 81, pp 207-212.
Wiley, D. (2007) On the Sustainability of Open Educational Resource Initiatives in Higher
Education, OECD Centre for Educational Research and Innovation [Online], Available:
www.oecd.org/edu/oer
Beyond the first steps: Sustaining Health OER Initiatives in Ghana, Nadia Tagoe, Peter Donkor, Richard Adanu et al.
Proceedings | Barcelona Open Ed 2010 | http://openedconference.org/2010/
Universitat Oberta de Catalunya | Open Universiteit Nederland | Brigham Young University
8
9. Wolfenden, F. (2008) The TESSA OER Experience: Building sustainable models of production and
user implementation, Journal of Interactive Media in Education, Volume 3 [Online], Available:
http://oro.open.ac.uk/20664/1/F._Wolfenden_TESSA_OER.pdf
About the authors
Nadia Tagoe
College of Health Sciences, Kwame Nkrumah University of Science and Technology
Nadia Tagoe is the Programme Manager at the College of Health Sciences, Kwame Nkrumah
University of Science and Technology (KNUST), Ghana. She manages the College’s collaborative
projects including the Ghana Michigan Collaborative Health Alliance for Reshaping Training,
Education & Research (CHARTER) Programme and the Health Open Educational Resources
(OER) Project, working with various partners including the University of Michigan and OER
Africa. Nadia is a member of Project Management Institute and specializes in managing non-profit
development projects. She has an MSc in Management and Implementation of Development
Projects from the University of Manchester, a Postgraduate Diploma in Financial Management from
the Association of Chartered and Certified Accountants, UK and a Bachelors degree from KNUST,
Ghana. She currently focuses on managing global health research, education and training initiatives.
PMB, University Post Office
Kumasi, Ghana
nadiatagoe@yahoo.com
Peter Donkor
College of Health Sciences, Kwame Nkrumah University of Science and Technology
Peter Donkor is the Provost of the College of Health Sciences, Kwame Nkrumah University of
Science and Technology (KNUST) and Professor of Maxillofacial Surgery. He has oversight
responsibility for the Schools of Medicine, Dentistry, Pharmacy, Veterinary Medicine, and Allied
Health Sciences at KNUST. He has served on committees and councils of several external
organizations including the University of Michigan, USA; American Cleft Palate Association; OER
Africa; West African College of Surgeons; Medical and Dental Council of Ghana; Ghana Cleft
Foundation; and the Ghana Medical Association. He has served as President, of the Ghana Surgical
Research Society, and the Pan-African Association for Cleft Lip and Palate. He co-founded
specialist clinics for Cleft Palate and Head and Neck Oncology at the Komfo Anokye Teaching
Hospital., Ghana. His research interests include human resources in health, open educational
resources, head and neck malignancy, temporo-mandibular joint disorders, cleft lip and palate and
facial reconstructive surgery.
Beyond the first steps: Sustaining Health OER Initiatives in Ghana, Nadia Tagoe, Peter Donkor, Richard Adanu et al.
Proceedings | Barcelona Open Ed 2010 | http://openedconference.org/2010/
Universitat Oberta de Catalunya | Open Universiteit Nederland | Brigham Young University
9
10. PMB, University Post Office
Kumasi, Ghana
petadonkor@yahoo.com
Richard Adanu
University of Ghana Medical School
Richard Adanu is a specialist obstetrician gynaecologist. He graduated from the University of
Ghana Medical School and completed his postgraduate training in obstetrics and gynecology at the
Korle Bu Teaching Hospital in Accra, Ghana. He later obtained a Master of Public Health (MPH)
degree from the Johns Hopkins Bloomberg School of Public Health as a Gates scholar. He has a
special interest in reducing maternal morbidity, pelvic organ prolapse and pelvic floor repair.
Richard is currently an associate professor and consultant with the University of Ghana Medical
School. He is involved in teaching medical students and trainees in obstetrics and gynaecology. In
addition to clinical practice and medical education, Richard researches in the field of women’s
health. He has skills in epidemiology and statistical analysis of data. His research interests are
epidemiology of obstetric and gynaecological disorders in Ghana, family planning, cervical cancer
screening and maternal injuries.
College of Health Sciences
P. O. Box 4236, Korle-Bu
Accra, Ghana
rmadanu@yahoo.com
Ohene Opare-Sem
School of Medical Sciences
Kwame Nkrumah University of Science and Technology
Ohene Opare-Sem is an Associate Professor of Internal Medicine and Consultant Haematologist at
Kwame Nkrumah University of Science and Technology (KNUST). His main interests have been in
the clinical areas of chronic Hepatitis B infections, Nucleic Acid Testing in Transfusion Medicine,
and using platelet flow cytometry as a marker for platelet activation. His clinical work involves the
treatment of a wide range of malignacies and haematological disorders. He is a Fellow at both the
American College of Physicians and the Royal College of Physician, UK. Ohene has more recently
taken a keen and still growing, interest in medical education and lately Open Educational Resource
in the health sciences that has culminated in his appointment as the Coordinator for OER activities
in the College of Health Sciences. He has been involved in the drafting of a university wide policy
and designing and operating an OER production and publishing system.
PMB, University Post Office
Kumasi, Ghana
oparesem@hotmail.com
Beyond the first steps: Sustaining Health OER Initiatives in Ghana, Nadia Tagoe, Peter Donkor, Richard Adanu et al.
Proceedings | Barcelona Open Ed 2010 | http://openedconference.org/2010/
Universitat Oberta de Catalunya | Open Universiteit Nederland | Brigham Young University
10
11. N. Cary Engleberg
University of Michigan Medical School
N. Cary Engleberg is Professor of Internal Medicine and Professor of Microbiology & Immunology,
University of Michigan Medical School. His background includes a Diploma in Tropical Medicine
and Hygiene from the London School of Hygiene and Tropical Medicine, a 2-year appointment in
the Epidemic Intelligence Service, CDC Atlanta and the Indian Health Service, 2-1/2 years as a
Peace Corps Medical Officer in Chad and Cameroun, and several decades of biomedical research.
Dr. Engleberg has long-standing interest in using electronic media for medical education and has
produced interactive and multimedia e-learning programs in both Michigan and Ghana. With
members of the KNUST faculty, he produced a 22-minute video describing the motives and
progress in establishing e-learning and open educational resources in Ghana
(http://www.youtube.com/watch?v=CBUjlppWlZU).
1301 Catherine Road, Ann Arbor
MI 48109
USA
cengleb@med.umich.edu
Aaron Lawson
College of Health Sciences, University of Ghana
Aaron Lawson is a Professor of Anatomy and Provost, College of Health Sciences, University of
Ghana. He graduated from the University of Ghana Medical School (UGMS) and obtained his PhD
at the University of Leicester. He has served in various positions including Head of Anatomy
Department, UGMS, Dean of UGMS, Honorary Research Associate/Fellow at the Department of
Anatomy, University of Leicester and Visiting Scholar/Professor, Departments of Anatomy, Tulane
University School of Medicine & University of Utah. His research interests include mechanisms of
gastrulation and neurulation in the early embryo and has authored many publications in international
peer-reviewed journals. As Provost, he administers the Schools of Medicine, Dentistry, Pharmacy,
Public Health, Nursing, Allied Health Sciences, and the Noguchi Memorial Institute for Medical
Research and is involved in Health Open Educational Resource programmes at the College. He also
serves on the External Advisory Committee of University of Michigan’s Centre for Global Health.
P. O. Box 4236, Korle-Bu
Accra, Ghana
lantelawson@yahoo.com
Beyond the first steps: Sustaining Health OER Initiatives in Ghana, Nadia Tagoe, Peter Donkor, Richard Adanu et al.
Proceedings | Barcelona Open Ed 2010 | http://openedconference.org/2010/
Universitat Oberta de Catalunya | Open Universiteit Nederland | Brigham Young University
11
12. This proceeding, unless otherwise indicated, is subject to a Creative Commons Attribution-Non
commercial-No derivative works 3.0 Spain licence. It may be copied, distributed and broadcast
provided that the author, and the institutions that publish it (UOC, OU, BYU) are cited. Commercial
use and derivative works are not permitted. The full licence can be consulted on
http://creativecommons.org/licenses/by-nc-nd/3.0/en/deed.en.
Beyond the first steps: Sustaining Health OER Initiatives in Ghana, Nadia Tagoe, Peter Donkor, Richard Adanu et al.
Proceedings | Barcelona Open Ed 2010 | http://openedconference.org/2010/
Universitat Oberta de Catalunya | Open Universiteit Nederland | Brigham Young University
12