Presentation by Philip Hider, Charles Sturt University and Barbara Spiller, Australian Council for Educational Research Australia, at Write Edit Index 2015, an Australian conference for editors, indexers, and publishing professionals. This case study focuses on the process of improving subject access to a collection of resources related to the scholarship of teaching and learning in higher education. It describes how existing controlled vocabularies in the education field were evaluated as candidates for adoption. The Australian Thesaurus of Education Descriptors (ATED) was selected and enhanced to meet the specific needs of the OLT Resource Library.
Presentation made during 2011 OMT Division Business Meeting in San Antonio, TX.
2010-2011 OMT Division Officers
Henrich Greve, Past Division Chair
Royston Greenwood, Division Chair
Matt Kraatz, Division Chair Elect
Christine Beckman, Program Chair
Mike Lounsbury, Program Chair Elect
Damon Phillips and Nelson L. Phillips, Third Year Representatives-at-Large
Martin Gargiulo and Bill McEvily, Second Year Representatives-at-Large
Eva Boxembaum and Klaus Weber, First Year Representatives-at-Large
Andrew (Andy) Hoffman, Practice Committee Chair
Joe Labianca, Research Committee Chair
M. Diane Burton, Teaching Committee Chair
Brayden King, Blogging Committee Chair
William (Bill) L. Dougan, Treasurer
Rodney Lacey, Communications Coordinator
Joel Gehman, Division Webmaster
Presentation by Philip Hider, Charles Sturt University and Barbara Spiller, Australian Council for Educational Research Australia, at Write Edit Index 2015, an Australian conference for editors, indexers, and publishing professionals. This case study focuses on the process of improving subject access to a collection of resources related to the scholarship of teaching and learning in higher education. It describes how existing controlled vocabularies in the education field were evaluated as candidates for adoption. The Australian Thesaurus of Education Descriptors (ATED) was selected and enhanced to meet the specific needs of the OLT Resource Library.
Presentation made during 2011 OMT Division Business Meeting in San Antonio, TX.
2010-2011 OMT Division Officers
Henrich Greve, Past Division Chair
Royston Greenwood, Division Chair
Matt Kraatz, Division Chair Elect
Christine Beckman, Program Chair
Mike Lounsbury, Program Chair Elect
Damon Phillips and Nelson L. Phillips, Third Year Representatives-at-Large
Martin Gargiulo and Bill McEvily, Second Year Representatives-at-Large
Eva Boxembaum and Klaus Weber, First Year Representatives-at-Large
Andrew (Andy) Hoffman, Practice Committee Chair
Joe Labianca, Research Committee Chair
M. Diane Burton, Teaching Committee Chair
Brayden King, Blogging Committee Chair
William (Bill) L. Dougan, Treasurer
Rodney Lacey, Communications Coordinator
Joel Gehman, Division Webmaster
TIRF released its 2013 commissioned study, "A Case for Online English Language Teacher Education," at the 2013 TESOL Convention in Dallas, Texas. The research investigated a range of online professional development opportunities offered by institutions around the world.
This presentation features Dr. Denise Murray, author of the study, and TIRF Trustee, Dr. MaryAnn Christison. In addition to conducting an extensive literature review, Dr. Murray analyzed eighteen case reports submitted by providers of online professional development opportunities for language teachers. A free downloadable PDF of the report can be located on TIRF’s website.
Presentation on UCT MOOCs project to the University of Western Cape's School of Public Health workshop (Emerging models in Public Health education) , 20 May 2015
Professor Barry McGaw, keynote at ASLA XXIII Biennial Conference 2013 - The Australian Curriculum is organised under learning areas, which reflect traditional disciplines of knowledge, and general capabilities, which some call 21st century skills. A third dimension provides for three current cross-curriculum priorities that are given special attention in the expectation that, in due course, they will become securely established in curriculum. The curriculum is constructed with content (knowledge, understanding and skills) at its centre. All three dimensions (learning areas, general capabilities and current cross-curriculum priorities) are provided for through the one set of content descriptions, with the online curriculum making clear which elements of each dimension are served by each content description. With respect to all three dimensions, the content is sequenced developmentally through the years of schooling. The content descriptions present students' learning entitlements. Except for a few cases where the content descriptions imply pedagogy (such as in the teaching of initial reading skills which attention to phonics), questions of pedagogy are seen as matters for teachers and schools and, in some cases, school systems.
We were very pleased to host a special seminar on the future of open and distance learning (ODL) from Professor Michael G. Moore, Ph.D., Distinguished Professor of Education at Penn State University and Editor of The American Journal of Distance Education (http://www.ed.psu.edu/educ/adult-education/faculty/michael-g-moore).
As the Web replaces earlier forms of communication and itself mutates, and as teaching and learning also change with the evolution from the information age to the interactive, how might we expect to see change in the institutions set up to deliver distance education in the future? The presentation elaborates on a concept of a virtual network organization and gives some early examples.
LIBER 2017: Eleanor Warren, PhD to professional: complementary perspectives i...Eleanor Warren
Parallel session 12. Paper 12.1 at LIBER 2017 (Patras, Greece), 5-7 July 2017
Discussion of PhD skills for jobs in research support roles in research libraries in the UK.
TIRF released its 2013 commissioned study, "A Case for Online English Language Teacher Education," at the 2013 TESOL Convention in Dallas, Texas. The research investigated a range of online professional development opportunities offered by institutions around the world.
This presentation features Dr. Denise Murray, author of the study, and TIRF Trustee, Dr. MaryAnn Christison. In addition to conducting an extensive literature review, Dr. Murray analyzed eighteen case reports submitted by providers of online professional development opportunities for language teachers. A free downloadable PDF of the report can be located on TIRF’s website.
Presentation on UCT MOOCs project to the University of Western Cape's School of Public Health workshop (Emerging models in Public Health education) , 20 May 2015
Professor Barry McGaw, keynote at ASLA XXIII Biennial Conference 2013 - The Australian Curriculum is organised under learning areas, which reflect traditional disciplines of knowledge, and general capabilities, which some call 21st century skills. A third dimension provides for three current cross-curriculum priorities that are given special attention in the expectation that, in due course, they will become securely established in curriculum. The curriculum is constructed with content (knowledge, understanding and skills) at its centre. All three dimensions (learning areas, general capabilities and current cross-curriculum priorities) are provided for through the one set of content descriptions, with the online curriculum making clear which elements of each dimension are served by each content description. With respect to all three dimensions, the content is sequenced developmentally through the years of schooling. The content descriptions present students' learning entitlements. Except for a few cases where the content descriptions imply pedagogy (such as in the teaching of initial reading skills which attention to phonics), questions of pedagogy are seen as matters for teachers and schools and, in some cases, school systems.
We were very pleased to host a special seminar on the future of open and distance learning (ODL) from Professor Michael G. Moore, Ph.D., Distinguished Professor of Education at Penn State University and Editor of The American Journal of Distance Education (http://www.ed.psu.edu/educ/adult-education/faculty/michael-g-moore).
As the Web replaces earlier forms of communication and itself mutates, and as teaching and learning also change with the evolution from the information age to the interactive, how might we expect to see change in the institutions set up to deliver distance education in the future? The presentation elaborates on a concept of a virtual network organization and gives some early examples.
LIBER 2017: Eleanor Warren, PhD to professional: complementary perspectives i...Eleanor Warren
Parallel session 12. Paper 12.1 at LIBER 2017 (Patras, Greece), 5-7 July 2017
Discussion of PhD skills for jobs in research support roles in research libraries in the UK.
Czerniewicz MOOCs OER Networked Learning Conference 2016Laura Czerniewicz
Paper and presentation at Networked Learning Conference 9 - 11 May May Lancaster, 2016. Paper at http://www.networkedlearningconference.org.uk/abstracts/pdf/P26.pdf
Inequality in educational technology policy networked learning 2016Laura Czerniewicz
Presentation as part of Symposium at Networked Learning
Challenges to social justice and collective well being in a globalised education system
https://networkedlearningconference2016.sched.org/event/6pls/symposium-2-introduction-challenges-to-social-justice-and-collective-wellbeing-in-a-globalised-education-system#
Blind Monks and the Elephant - ICTs and Higher Education FuturesLaura Czerniewicz
A presentation at the Council for Higher Education's Colloquium on Moving the Teaching and Learning System in South African Higher Education into the Digitally Mediated Era, 15 October 2014
A framework for analysing research types and practicesLaura Czerniewicz
A presentation at Networked Learning Conference Edinburgh 2014
Full paper Czerniewicz, L; Kell, C; Willmers, M; King, T (2014), “Changing Research Communication Practices and Open Scholarship: A Framework for Analysis”, available http://openuct.uct.ac.za/article/scap-outputs-changing-research-communication-practices
Czerniewicz disaggregation in teaching and learning explanations & implicationsLaura Czerniewicz
Presentation of keynote at 8th International E-learning Conference, June 2013, about the changing nature of teaching and learning in higher education, and its implications
Paper and presentation on research of students' habitus and technology practices, a case study of a rural student. Paper included as notes under each slide.Presented at HELTASA November 2012.
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.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
3. University of Cape Town
• Oldest South African university
• Top ranked African university
– QS World University Rankings
– The Times Higher Education World University
Rankings
– Academic Ranking of World Universities
• Medium sized – 25 000 students
• Changed demographics since apartheid ended
in 1994
4. Prestigious research
• Africa Earth Observatory Network [(AEON)] http://www.aeon.uct.ac.za, an Earth Science
initiative to promote Earth Stewardship through science, partners in Germany & France.
• The Department of Mathematics and Applied Mathematics is an international centre for
research in the fields of cosmology and topology.
• The Department of Physics is home to the UCT-CERN research centre, which is partially
responsible for the software design of the High Level Trigger component of the ALICE
experiment at the Large Hadron Collider, as well as other activities related to ALICE.
• The Department of Electrical Engineering is involved in the development of technology for
the Karoo Array Telescope (KAT). KAT is a precursor to the Square Kilometer Array, a proposed
International project to build the world's largest radio telescope by 2020. Research groups in
RF design and digital design contribute to the RF front-end and digital back-end of the KAT
project.
• The Institute of Infectious Disease and Molecular Medicine [(IIDMM)]
http://www.uct.ac.za/depts/iidmm is engaged in research on candidate tuberculosis
vaccines, and is developing candidate HIV vaccines matched to the South African epidemic.
• The MRC/UCT Medical Imaging Research Unit [(MIRU)] http://www.miru.uct.ac.za, inspired
by the work of alumnus Allan McLeod Cormack who won a Nobel Prize for the CAT-scanner,
studies brain and cardiac function and develops diagnostic imaging tools, one of which has
led to the spinout of CapeRay.
5. South Africa
• South Africa is the 7th most unequal country in the
world (as determined by Gini co-efficient)
– SA is at 145 out of 151 countries - Gini index 57.8%
– The USA is 86 with an index of 40.8%
• 65% of SA population live on less than $3000 a year
• The poorest 20% of the population account for 2% of
consumption: the richest 20% of the population
account for 66.5% of total consumption (Achar 2005).
• 14.1 mill social grant recipients in 2010 (50 million)
6. Need for graduates
• “Firstly, skills deficits and bottlenecks,
especially priority and scarce skills,
contribute to structural constraints on
our growth and developmental path.
Secondly, a skilled and capable workforce
is critical for decent work, an inclusive
economy, labour absorption, rural
development, the reduction of inequalities
and the need for a more diversified and
knowledge intensive economy,”
Minister for Higher Education and Training, Dr. Blade Nzimande
3 May 2011 Pretoria
7. Schooling system taking strain
• Serious disparity of learning achievement by
socioeconomic status & geography
– eg 10% of Gr 6 students from poorest quartile
reading at Gr 5 level
– yet 70% from wealthiest quartile were
• SA rated 138th out of 142 countries ito maths
and science education (Global Competitiveness Report 2011/12)
8. Higher education
Inequity of participation
Country %
Higher Education Gross Enrolment Rate
Nigeria 10%
of the relevant age group
Total enrolment as percentage of 20-24 age-group
South Africa 15%
United Kingdom 60%
Australia 72%
United States 83%
South Korea 91%
GRE = total enrolment - of any age - in a grade or phase is pressed as a percentage)
UNESCO figures in Scott 2009
9. HE Gross Enrolment by race
Total enrolment in 2005 as percentage of 20-24 age-group
White 60%
Indian 51%
Coloured 12%
Black/African 12%
Source: Scott, Yeld and Hendry 2007
10. Inequity of outcomes
• 30% of students graduate within five years
• It is estimated that under 45% of the intake will ever graduate.
• Even in the the ‘contact’ universities (excluding distance education),
only 50% of the intake graduate within five years.
• Drop-out in vocational diplomas is much higher, around 60%.
• In most contact university programmes, black graduation rates are
under half of those for whites, and (despite the enrolment and
population demographics – under 10% of the population is white)
there are fewer black than white graduates.
• The net effect is that under 5% of the 20-24 year-old black age-
group are succeeding in any form of higher education.
Scott 2009
11. Response
• Multipronged response including curriculum
support, extended programmes etc
• Need for adequate, available, appropriate
resources critical
– Scholars
– Students
– Community
• The quadruple helix (university, government, industry,
civil society organisations)(Cooper 2011)
12. Scholarship – Boyer (1990)
Conceptualisation
Scholarship of
teaching
Translation Data Collection
Engagement Data Analysis
Scholarship of
Scholarship of discovery
Findings
engagement
14. Teaching and learning resources
• Most university textbooks imported
• Numbers beyond 1st year too small for local
publishers to publish for
• Cost of textbooks, high
– SA study - the cost of a year’s learning materials up to one
third of the cost of tuition. (Achar 2005)
• Content often unsuitable, lack of local case
studies, lack of local issues
16. • Availability
– Book sellers under-order
– Imported text often can’t be replenished on time
• Photocopying
– Students
– Desperate lecturers
• Textbooks torrents
19. • Launched January 2011
• 219 open educational modules in three
languages
• Developed collaboratively by clusters in 10
African countries
• Downloaded by 142 countries
– significant numbers from Brazil and the United
States
Diallo 2011
22. OpenContent Directory
• Development funded by Shuttleworth
• Located in CET, Teaching & Learning Resources
• Launched February 2010
• To date 800 downloadable items
• Different granularity
• 63,835 site visits from 179 countries
23. It has made the university more visible
because our OER are out there…Lately KNUST
is priding itself on being the best
university in Ghana and this is partially
based on the Webometrics ranking of the
university’s visibility. And OER have
contributed, I think, in a small way,
towards making the university more visible.
Peter Donkor 2011
Provost College of Health Science, Kwame Nkrumah University of Science and Technology
25. Scholarship
Student
Literature Reviews
Bibliographies
Conceptual Frameworks
Proposals
Conceptualisation
Presentations Recorded interviews
Lectures
Data sets
Notes Translation
Data Collection
Engagement Data Analysis
Images
Audio records
Interviews
Reports Findings
Books
Conference papers
Closed inefficient Journal articles Technical papers
provision of learning
resources for
students as present
26. Open Scholarship
new possibilities for students
Literature Reviews
Bibliographies
Conceptual Frameworks
Proposals
Conceptualisation
Notes Recorded interviews
Student Lectures Translation
Data Collection
Data sets
Images
Presentations Engagement Data Analysis
Reports Audio records
Interviews
Findings
Books
Conference papers
Journal articles Technical papers
30. Changing post-graduate space
Internationalisation
Life long learning
Professionalisation
Commodification
Modes of engagement:
UG
Modes of engagement:
Classroom, group Individual, supervision PG
Resources: not
Resources: pedagogised
pedagogised
Concept- Lucia Thesen 2011
34. Strategic goals
• Internationalising UCT via an Afropolitan Niche
• Transformation of UCT Towards Non-Racialism -
Redress, Diversity, Inclusiveness and the
Recognition of African Voices
• A Vision for the Development of Research at UCT:
Greater Impact, Greater Engagement
• Enhancing the Quality and Profile of UCT's
Graduates
• Expanding and Enhancing UCT's Contribution to
South Africa's Development Challenges
38. The stats
• 500 million+ mobile phone subscribers in
Africa today, more than half of the continent’s
population.
• Of the 110 million Africans who do use the
internet, more than half do so via their mobile
phone
• Mobile cell coverage is at nearly 90% of the
population
41. The rise of smartphones
• Estimate for SA 8 million
• Estimate for SA students 70%
and
• Emergence of cheap tablets
/
Tarrant, September 2011, memeburn; Student Village 2011
The UNDP HDR (2004) reports a consumption survey which suggests that The number of social grant recipients increased from 2.6 million in 1997 to 14.1 million in 2010. (South African Social Security Agency) (2011-06-08) Namibia is the most unequal country in the world with a Gini index of 74.3% SA is at 145 with a Gini index of 57.8%. See http://www.visionofhumanity.org/gpi-data/#/2011/gini/. Azerbaijan is the lowest with a Gini index of 16.8%. US has index of 40.8% (86 on list out of 151)Prabhala, A (2005) “Economic Analysis of Income and Expenditure Patterns in South Africa: Implications for the Affordability of Essential Learning Materials,” A2LMSA working paper, Johnnesburg. http://www.aca2k.org/en/projects/a2lmsa.html
Scott, I. 2009. First-year experience as terrain of failure or platform for development? Critical choices for higher education. In B. Leibowitz, A. van der Merwe and S. van Schalkwyk (eds.) Focus on first-year success. Stellenbosch: SUN Press. Scott, I. 2009. Towards an Agenda for SoTL in Africa?International Journal for the Scholarship of Teaching and Learning Volume 3, Number 1, January 2009. http://academics.georgiasouthern.edu/ijsotl/v3n1/invited_essays/_Scott/index.htm
First-time entering student cohort studies (Scott, Yeld and Hendry, 2007; Letseka and Maile, 2008) http://www.ieasa.studysa.org/resources/Study_SA/Facts_Figures_section.pdf
The University in Development: Case Studies of Use-Oriented Research by David Cooper 2011 HSRC Press (http://www.hsrcpress.ac.za/product.php?productid=2286&cat=0&page=1&featured)
Boyer's model of scholarship is In the 1990 publication "Scholarship Reconsidered", Ernest Boyer introduced an academic model advocating four types of scholarship According to Boyer, traditional research, or the scholarship of discovery, had been the center of academic life and crucial to an institution's advancement but it needed to be broaden and made more flexible to include not only the new social and environmental challenges beyond the campus but also the reality of contemporary life. His vision was to change the research mission of universities by introducing the idea that scholarship needed to be redefined.He proposed that scholarship include these four different categories:The scholarship of discovery that includes original research that advances knowledge.The scholarship of integration that type involves synthesis of information across disciplines, across topics within a discipline, or across time.The scholarship of application (also later called the scholarship of engagement) that goes beyond the service duties of a faculty to those within or outside the University and involves the rigor and application of disciplinary expertise with results that can be shared with and/or evaluated by peers.The scholarship of teaching and learning that the systematic study of teaching and learning processes. It differs from scholarly teaching in that it requires a format that will allow public sharing and the opportunity for application and evaluation by others.Wikipedia
small/few local textbooks beyond first year
An example is the African Virtual University (AVU) which through its Open Education Resources Portal provides an example of both community building and contribution. Through the AVU Portal launched in January 2011, the AVU has made available 219 open educational modules in three languages (largely in maths and science). These were developed collaboratively by clusters in 10 African countries and the resources have been downloaded by 142 countries, with significant numbers from Brazil and the United States (Diallo 2011). The Portal has been internationally recognised, receiving the Best Emerging Initiative Award in the OpenCourseware People’s Choice Awards in 2011.
OER Africa (www.oerafrica.org) was established in 2008, with funding from the William and Flora Hewlett Foundation, as a new initiative of the South African Institute for Distance Education (SAIDE). Its goal is to leverage African experts and expertise to harness the concept of open educational resources (OER) to benefit higher education systems, institutions, academics, and students on the Continent and around the world. The African Health OER Network (www.oerafrica.org/healthoer/) was launched in 2009 in conjunction with a consortium of African medical schools and the University of Michigan in order to facilitate the creation and sharing of educational resources in the health sciences - both on the Continent and globally. The Network is collaborating with a large number of institutions around the world.
Flat World Knowledge was created to address dissatisfaction with traditional textbooks. We kept what works - peer-review, expert authors, editorial development, and teaching supplements. We fixed what doesn’t.The average cost of textbooks per year for students is often upwards of $950, and prices only continue to increase. Our books are free online, with affordable offline options also available. Students are able to select the format and price they want. We offer print-it-yourself copies, black-and-white and full-color soft cover editions, at a fraction of the cost of the average hardcover book.Our books are open and customizable. You are able to modify them if you like, to fit your course.New editions are on your terms. Flat World never forces you into a new edition.What format options are available to students?Students can read free online as often as they like. If they prefer a printed book, we offer a variety of offline formats designed to suit nearly any personal preference and budget.Print it Yourself (PIY) PDFs can be downloaded to your students’ local hard drive and printed out.Black and Whitesoft cover copies can be received within 4-10 business days, depending on the method of shipping the student chooses.Full Color soft cover copies can be received within 4-10 business days, depending on the method of shipping the student chooses.Individual PIY Chapters are also available, for a nominal per chapter fee.Audio Versions of the books are also available – ideal for the student on-the-go or aural learners.eBooks are available for those with e-Readers or e-Reader software (i.e. Amazon Kindle, Barnes and Noble nook, iPad, etc).
7 million students internationally, canvas on right University of Cape Town students during Open Access Week October 2011
New modes of research and new types of research groupingsThe University in Development, Case studies in use Oriented Research Dave Copper HSRC Press 2011 `
More adults in SA have cell phones than flush toilets (According to AMPS2010 25.1 million adults (15+) personally own, rent or have use of a cellphone. 20.7 million have a flush toilet in the homes or on their properties.)
Jenni Parker 2011, MOBILE, LEARNING TOOLKIT\\The Mobility 2011 research project, conducted by World Wide Worx and backed by First National Bank, reveals that 39% of urban South Africans and 27% of rural users are now browsing the Internet on their phones. The study excludes “deep rural” users, and represents around 20-million South Africans aged 16 and above. This means that at least 6-million South Africans now have Internet access on their phones.The most dramatic shift of all, however, is the arrival of e-mail in the rural user-base and its growth among urban users. There has been a substantial shift among the latter, with urban use rising from 10% in 2009 to 27% at the end of 2010. While the percentage growth among rural users is lower, the fact that it was almost non-existent a year before means the 12% penetration reported for 2010 indicates mobile e-mail becoming a mainstream tool across the population. While cameras, diaries and games continue to dominate the list of features used on phones, FM radio and music players have become part of a mobile “Big Five”. However, there is a significant difference in the features preferred by urban and rural phone users. Three quarters of urban respondents (75%) use their phone cameras, but little more than half of rural respondents (55%). Music players on the phone get the vote of 53% of urban users, versus 36% of rural users. Surprisingly, the gap is reversed when it comes to games on the phone: 54% of urban users enjoy these, compared to 65% of rural users
Specific details of cell phone ownership and use by all South African students are not available. Research amongst school children research shows that 98-99% of high school learners across all school types owned a cell phone (Tustin, D, van Aardt, I & Shai, 2009, New media usage and behaviour among adolescents in selected schools of Gauteng, UNISA).
Kurwel quote from http://lonewolflibrarian.wordpress.com/2011/10/17/how-opencourseware-is-democratizing-the-college-classroom-10-17-11Apps images from Information 2.0 and Beyond: Where are we, where are we going? Kristen Purcell, Ph.D.Associate Director, Research Pew Internet Project Presented at APLIC 44th Annual Conference March 29th, 2011 Washington, DCWith millions of smartphones in South Africa, where are all the apps? 19 inShareBy Hilton Tarrant: Columnisthttp://memeburn.com/2011/09/with-millions-of-smartphones-in-south-africa-where-are-all-the-apps/?utm_source=feedburnerStudentVillage 2011- survey re smartphones
India launched what it dubbed the world's cheapest tablet computer Wednesday, to be sold to students at the subsidized price of $35 and later in shops for about $60. (http://www.reuters.com/article/2011/10/05/us-india-tablet-idUSTRE7940YV20111005)