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
Development of the Open Educational Practices Impact Evaluation IndexROER4D
Development of the Open Educational Practices Impact Evaluation Index
Som Naidu
Monash University, Australia
Shironica P. Karunanayaka
The Open University of Sri Lanka
Open Education Global Conference 207
OER-INTEGRATED TEACHING AND LEARNING IN A POST-WAR NORTHERN SRI LANKAROER4D
OER-INTEGRATED TEACHING AND LEARNING
IN A POST-WAR NORTHERN SRI LANKA
Sasikala Kugamoorthy, M. Rajini, Shironica P. Karunanayaka and Som Naidu
The Open University of Sri Lanka
Monash University, Australia
Presentation at Open Education Global 2017
OER and OEP towards Equitable and Quality Education for AllROER4D
OER and OEP towards Equitable and Quality Education for All
Patricia B. Arinto
University of the Philippines - Open University
Open Education Global Conference, Cape Town, 8-10 March 2017
The adoption and impact of OEP and OER in the Global South: Theoretical, conc...ROER4D
The adoption and impact of OEP and OER in the Global South: Theoretical, conceptual & methodological framework for the ROER4D project meta-synthesis
Presentation at Open Education Global 2017
Cheryl Hodgkinson-Williams
UCT, Fort Hare or UNISA: Which university is OER ready?ROER4D
UCT, Fort Hare or UNISA: Which university is OER ready? Presentation at UCT Teaching and Learning Conference 2015/16
Glenda Cox & Henry Trotter
30 March 2016
Development of the Open Educational Practices Impact Evaluation IndexROER4D
Development of the Open Educational Practices Impact Evaluation Index
Som Naidu
Monash University, Australia
Shironica P. Karunanayaka
The Open University of Sri Lanka
Open Education Global Conference 207
OER-INTEGRATED TEACHING AND LEARNING IN A POST-WAR NORTHERN SRI LANKAROER4D
OER-INTEGRATED TEACHING AND LEARNING
IN A POST-WAR NORTHERN SRI LANKA
Sasikala Kugamoorthy, M. Rajini, Shironica P. Karunanayaka and Som Naidu
The Open University of Sri Lanka
Monash University, Australia
Presentation at Open Education Global 2017
OER and OEP towards Equitable and Quality Education for AllROER4D
OER and OEP towards Equitable and Quality Education for All
Patricia B. Arinto
University of the Philippines - Open University
Open Education Global Conference, Cape Town, 8-10 March 2017
The adoption and impact of OEP and OER in the Global South: Theoretical, conc...ROER4D
The adoption and impact of OEP and OER in the Global South: Theoretical, conceptual & methodological framework for the ROER4D project meta-synthesis
Presentation at Open Education Global 2017
Cheryl Hodgkinson-Williams
UCT, Fort Hare or UNISA: Which university is OER ready?ROER4D
UCT, Fort Hare or UNISA: Which university is OER ready? Presentation at UCT Teaching and Learning Conference 2015/16
Glenda Cox & Henry Trotter
30 March 2016
Making MOOCs and changing open educational practicesROER4D
Making MOOCs and changing open educational practices
Laura Czerniewicz, Andrew Deacon, Sukaina Walji, Michael Glover
9 March 2017
Presentation at Open Education Global Conference 2017
Understanding the nature of OEP for OER adoption in Global South contexts: Em...ROER4D
Understanding the nature of OEP for OER adoption in Global South contexts: Emerging lessons from the ROER4D project
Presentation at OER17 London 5-6 April 2017
Sukaina Walji & Cheryl Hodgkinson-Williams
Global Open Education Graduate Network Research Presentation - Cape Town, Sou...Michael Paskevicius
A brief overview of research journey into open educational practices so far. I am exploring how open educational practices (OEP) are evolving and being actualized in formal higher education. As an educational developer, I am interested in how to support faculty in moving to OEP, understanding the experience of faculty currently innovating with OEP, as well as the student experience of being engaged with OEP.
Blending face-to-face postgraduate courses delivery with MOOCs in a sub-Sahar...African Virtual University
Students’ experience and perceptions
By;
Dr. Joel S. Mtebe
Lecturer in Computer Science
Director of;
Center for Virtual Learning
University of Dar es Salaam,
Tanzania
http://works.bepress.com/mtebe/
3rd international conference of the AVU
Kris Stutchbury is a senior lecurer in Teacher Education and Academic Director of the TESSA programme with 20 years of experience of teaching in school.
Her research interests include, ethics, teacher education, approaches to educational change,Science Education, Chemistry, Generic Educational issues and learner-centred teaching.
Pupils’ usability of multimedia-based eLearning resources, in Kenyan primary ...African Virtual University
By;
Dr. Makingu Mondi
Directorate of eLearning
Kenyatta University
Dr. Mondi's seminal work on structural relationship between the learners' communication behaviour and their perceived e-learning experience, culminated in development of a 'Uses and Gratification Expectancy Model' (UGEM)
The Potential Contribution of Open Educational Resources to e-Learning and Di...ROER4D
The Potential Contribution of Open Educational Resources
to e-Learning and Distance Education.
A/Prof Patricia B. Arinto
3rd e-Learning and Distance Education Conference
Lahore, Pakistan, 14-15 March 2016
2014_09_15 EIA & British Council Policy Seminar: Findings from DFID review of...Tom Power
What's the evidence that the use educational technology by teachers or students, improves teaching practice or learning outcomes, in international development contexts?
Presentation of the findings from the DFID topic guide on educational technology, for the EIA & British Council policy seminar, Dhaka.
CCCOER Webinar: OER Research on Open Textbook adoption and LibrariansOER Hub
"OER Research on Open Textbook adoption and Librarians" was presented by Beck Pitt on 10 December 2014 as part of a CCCOER webinar with Nicole Allen (SPARC) and Una Daly.
These slides were created by reversioning two previous presentations: Librarians Perceptions of OER and Open Access Week 2014: Open Textbook Research Overview (also available on Slideshare).
Reflections on developing an evaluation and communications strategy for the ...ROER4D
Reflections on developing an evaluation and communications strategy for the ROER4D project
Sukaina Walji and Sarah Goodier
ROER4D Communications and Evaluation Advisors
Presentation for DECI-2 workshop
Cape Town, 4 May 2016
Dimensions of open research: critical reflections on openness in the ROER4D p...ROER4D
Dimensions of open research: critical reflections on openness in the ROER4D project
Thomas King, Cheryl Hodgkinson-Williams, Michelle Willmers, Sukaina Walji
University of Cape Town
OE Global Conference 2016, 14-16 April, Krakow, Poland
Making MOOCs and changing open educational practicesROER4D
Making MOOCs and changing open educational practices
Laura Czerniewicz, Andrew Deacon, Sukaina Walji, Michael Glover
9 March 2017
Presentation at Open Education Global Conference 2017
Understanding the nature of OEP for OER adoption in Global South contexts: Em...ROER4D
Understanding the nature of OEP for OER adoption in Global South contexts: Emerging lessons from the ROER4D project
Presentation at OER17 London 5-6 April 2017
Sukaina Walji & Cheryl Hodgkinson-Williams
Global Open Education Graduate Network Research Presentation - Cape Town, Sou...Michael Paskevicius
A brief overview of research journey into open educational practices so far. I am exploring how open educational practices (OEP) are evolving and being actualized in formal higher education. As an educational developer, I am interested in how to support faculty in moving to OEP, understanding the experience of faculty currently innovating with OEP, as well as the student experience of being engaged with OEP.
Blending face-to-face postgraduate courses delivery with MOOCs in a sub-Sahar...African Virtual University
Students’ experience and perceptions
By;
Dr. Joel S. Mtebe
Lecturer in Computer Science
Director of;
Center for Virtual Learning
University of Dar es Salaam,
Tanzania
http://works.bepress.com/mtebe/
3rd international conference of the AVU
Kris Stutchbury is a senior lecurer in Teacher Education and Academic Director of the TESSA programme with 20 years of experience of teaching in school.
Her research interests include, ethics, teacher education, approaches to educational change,Science Education, Chemistry, Generic Educational issues and learner-centred teaching.
Pupils’ usability of multimedia-based eLearning resources, in Kenyan primary ...African Virtual University
By;
Dr. Makingu Mondi
Directorate of eLearning
Kenyatta University
Dr. Mondi's seminal work on structural relationship between the learners' communication behaviour and their perceived e-learning experience, culminated in development of a 'Uses and Gratification Expectancy Model' (UGEM)
The Potential Contribution of Open Educational Resources to e-Learning and Di...ROER4D
The Potential Contribution of Open Educational Resources
to e-Learning and Distance Education.
A/Prof Patricia B. Arinto
3rd e-Learning and Distance Education Conference
Lahore, Pakistan, 14-15 March 2016
2014_09_15 EIA & British Council Policy Seminar: Findings from DFID review of...Tom Power
What's the evidence that the use educational technology by teachers or students, improves teaching practice or learning outcomes, in international development contexts?
Presentation of the findings from the DFID topic guide on educational technology, for the EIA & British Council policy seminar, Dhaka.
CCCOER Webinar: OER Research on Open Textbook adoption and LibrariansOER Hub
"OER Research on Open Textbook adoption and Librarians" was presented by Beck Pitt on 10 December 2014 as part of a CCCOER webinar with Nicole Allen (SPARC) and Una Daly.
These slides were created by reversioning two previous presentations: Librarians Perceptions of OER and Open Access Week 2014: Open Textbook Research Overview (also available on Slideshare).
Reflections on developing an evaluation and communications strategy for the ...ROER4D
Reflections on developing an evaluation and communications strategy for the ROER4D project
Sukaina Walji and Sarah Goodier
ROER4D Communications and Evaluation Advisors
Presentation for DECI-2 workshop
Cape Town, 4 May 2016
Dimensions of open research: critical reflections on openness in the ROER4D p...ROER4D
Dimensions of open research: critical reflections on openness in the ROER4D project
Thomas King, Cheryl Hodgkinson-Williams, Michelle Willmers, Sukaina Walji
University of Cape Town
OE Global Conference 2016, 14-16 April, Krakow, Poland
Exploring the cultural-historical factors influencing OER adoption in Mongoli...ROER4D
Exploring the cultural-historical factors influencing OER adoption in Mongolia’s higher education sector
Batbold Zagdragchaa & Henry Trotter
OE Global Conference 2017 Cape Town : 9 March 2017
Does it matter how much open? Impact in learning and degrees of opennessROER4D
Does it matter how much open? Impact in learning and degrees of openness. Presentation by Werner Westermann at the 13th Open Education Conference, Richmond, Virginia 2016
Research on Open Educational Resources for Development (ROER4D) in the Globa...ROER4D
Research on Open Educational Resources for Development (ROER4D) in the Global South:
An overview for Dutch HBO-I Academic Visit to the University of Cape Town on March 2015
Understanding "Openness" in Research on Open Educational Resources: Deliberat...ROER4D
Understanding "Openness" in Research on Open Educational Resources: Deliberations of the ROER4D Project
Presentation for eLearning Africa, 10th International Conference on ICT for Development, Education & Training, Addis Ababa, Ethiopia, 20-22 May 2015
Working a conference: a presentation from ROER4DROER4D
Working a conference. A presentation from the Research on Open Educational Resources for Development (ROER4D) in the Global South project. Author: Sukaina Walji, ROER4D Communications Advisor.
Uncovering what enables and constrains 'open practices' in the Global South: ...ROER4D
Uncovering what enables and constrains 'open practices' in the Global South: Reflections from the ROER4D Project. Keynote for the AVU Conference 1-3 July 2015 by Cheryl Hodgkinson-Williams
OER in and as MOOCs: impact on Educators’ practices in African-developed high...ROER4D
Presentation for OER15, Cardiff, 14 April 2014. OER in and as MOOCs: impact on Educators’ practices in African-developed higher education courses.
This is a ROER4D Impact Study (sub-project 10.3). The impact studies are researching In what ways, and under what circumstances can OER adoption impact upon the increasing demand for accessible, relevant, high-quality, and affordable education in the Global South?
Open Education for a Multicultural World:
A report from the Research on Open Educational Resources for Development (ROER4D) project
in the Global South
ROER4D Cape Town Workshop Overview 9 Dec 2013ROER4D
Overview of 1st ROER4D Workshop by Professor Cheryl Hodgkinson-Williams held 9 December 2013. ROER4D is a Research project on Open Educational Resources for Development in the Global South, focussing on post-secondary education. The project is funded by the IDRC, Canada and hosted at the University of Cape Town (UCT), South Africa.
Copyright & Creative Commons: with regards to Open Educational Resources (OER) ROER4D
Presentation: Copyright & Creative Commons: with regards to Open Educational Resources (OER). By: Glenda Cox
Delivered at the University of South Africa (UNISA) on 18 March 2015
The iterative engagement between curation and evaluation in an open research ...ROER4D
The iterative engagement between curation and evaluation in an open research project: A utilization-focused approach Presentation for the AVU Conference 1-3 July 2015 by Sarah Goodier
Openness in Education: Teacher perspectives through Concept MappingROER4D
Openness in Education: Teacher perspectives through Concept Mapping
Presentation at the 29th AAOU Conference-2015 -30 November - 03 December, 2015, in Kuala Lumpur, Malaysia.
S. P. Karunanayaka, S. Naidu, S. Kugamoorthy, A. Ariyaratne,L.R. Gonsalkorala, T.D.T.L. Dhanapala
How and where to find Open Educational Resoures (OER)ROER4D
How and Where to find Open Educational Resources (OER)
Presentation by Henry Trotter
Delivered at the University of South Africa (UNISA) on 18 March 2015
Increasing Access to and Quality of Open and Distance Learning Programmes thr...iosrjce
This study sought to explore how technology-driven pedagogy can be utilised in order to increase
access to and quality of Open and Distance Learning (ODL) programmes at Zimbabwe Open University (ZOU).
The study adopted the qualitative research methodology and utilised the case study design. The population of
the study comprised all Regional Programme Coordinators (RPCs) in the 10 regional centres of ZOU. A sample
of 30 (N=30) RPCs from all the Regional Centres was used while Convenience sampling was adopted in coming
up with the sample. The researchers were the primary research instruments and they utilised Questerviews and
Focus Group Discussions (FGDs) in gathering data. Thematic content analysis (TCA) was used to discuss and
analyse research findings. The study found out that ZOU’s Regional Centres have functional computer
laboratories and that students accessed e-resources including e-books and journals from regional libraries.
Face-to-face tutorials and use of print modules are still dominant and in instances where students do not have
hard copy modules, RPCs emailed them soft copies for use. The study also revealed that RPCs encourage
students to utilise technology for research and communication and ZOU has since introduced Students Chatgroup
and the use of Turnitin originality check as well as My-Vista which are both platforms for ODL through
ICT use. The study concluded that technology-driven pedagogy has the potential to increase access to and
improve the quality of ODL programmes. It further concluded that despite the perceived challenges, ZOU is on
course to embrace technology-driven pedagogy as evidenced by its current level of ICT utilisation. The study
recommended that there is need for a University policy to guide the implementation of technology-driven
pedagogy and that ZOU as well as other similar institutions should maximally utilize technology in teaching
and learning in order to increase access to and quality of ODL. Future research on technology driven-driven
pedagogy should be university wide instead of focusing on a single area as in the current study.
“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
Open Educational Resources (OER) challenge the current storylines that steer higher education and publishers’ business models by providing students with access to alternative learning resources other than the traditional textbook or lecturer-generated teaching materials. To what extent students take up the opportunity to search for and find OER that are sufficiently authoritative and current to be considered worthwhile and suitably relevant to their context to be considered useful, is yet to be established in the Global South. Likewise it is also not fully understood to what degree lecturers take the time to explore the Internet to locate existing teaching materials to compare these to their own materials, to legally reuse, revise, remix and redistribute educational resources, and/or to contribute their original materials for others to reuse in specified ways. In fact it is not yet known to what extent students and lecturers are even aware of OER and how they are different from any other materials available on the Internet, let alone how they may practically access these materials in geographically remote or connectivity poor environments in countries in the Global South. Least of all, we have insufficient evidence about the actual impact of OER in the Global South on informal and formal students’ satisfaction or performance or lecturers’ pedagogical practices even though these benefits are widely touted.
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.
Examples of successful Open Education strategies in Higher EducationFabio Nascimbeni
The presentation introduces some successful strategies of universities that have opened up their offer, together with some reflections on how this could be done in the Mediterranean region.
Enhancing social inclusion through innovative mobile learning in Uruguay. Cri...eraser Juan José Calderón
Case study by the UNESCO-Fazheng project on best practices in mobile learning titulado "Enhancing social inclusion through innovative mobile learning in Uruguay" de Cobo Romaní, Cristóbal [Author] , Rivera Vargas, Pablo [Author] , Miao, Fengchun [Editor] , Domiter, Anett [Editor] publicado en 2018.
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This presentation draws from the experiences of the Research in Open Educational Resources for Development (ROER4D) project in discussing how open textbooks can address the demands for curriculum transformation and decolonialisation in South African higher education.
This presentation explores the meta-synthesis process undertaken in the Research on Open Educational Resources for Development (ROER4D) project through Archer's (2003) social realist theoretical perspective.
This presentation at OE Global 2018 discusses open educational resource and open eductional practice activities and projects in the Global South under Gidden's (2010) social inclusivity lens, with an eye to answering the question "Whether, why, and how do OEP and OER contribute to the social inclusion of underserved communities in the Global South?" It explores the idea that although OER and OEP may widen access to materials, they may also have an unintended consequence of reinforcing epistemic dependency on Global North pedagogies and theories.
The role of OER and OEP in promoting social inclusion in the Global SouthROER4D
This presentation explores whether or not Open Educational Resources and Open Educational Practices can be said to promote social inclusion in the Global South.
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Factors enabling and constraining OER adoption and Open Education Practices: lessons from the ROER4D project
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Open educational practices and resources in the Global South: Recommendations for government from the ROER4D project
1. Cheryl Hodgkinson-Williams
Africa Regional Consultation on OER, 2-3 Mar 2017, Mauritius
http://www.slideshare.net/ROER4D/
Open educational practices and resources in the Global South:
Recommendations for government from the ROER4D project
2. What are OER and OEP?
Open Educational Resources (OER) are: “teaching, learning and research materials in
any medium, digital or otherwise, that reside in the public domain or have been
released under an open license that permits no-cost access, use, adaptation and
redistribution by others with no or limited restrictions” (Paris OER Declaration)
Open Educational Practices (OEP) (also referred to as Open Pedagogy) include:
collaboration amongst educators, co-creation among learners and educators, the use of
open technologies as well as open peer review
For OER to exist there must be prior OEP in the form of individual or collaborative
creation, curation, and circulation processes, in order for others to locate, copy, adapt,
re-curate, and re-circulate (Hodgkinson-Williams, 2014)
For OER to be optimised and sustainable, there must be subsequent OEP
2
3. What is Open Licensing?
3
Copyright exists automatically in your work, provided that it takes a physical form and is
original. It does not need to be registered in any way.
As the copyright holder, you have the exclusive right to reproduce, modify, and
distribute your work. These activities cannot be undertaken without your permission,
unless they occur within the confines of what are known as copyright ‘exceptions’ or
‘limitations’ – for example, the right to quote a portion of text or to make a copy of it for
research purposes, or for private study or use.
In light of new pressures to leverage investment, contribute to innovation, and
facilitate socio-economic development, academics and institutions are applying open
licensing to facilitate reuse. This does not mean giving up copyright. Open licensing
exists alongside traditional copyright and makes it explicit which forms of reuse are legally
allowed.
These licenses are human- and machine-readable, and legally recognised internationally.
(Willmers & Czerniewicz, 2015)
4. The Open Licensing Continuum
4
Original: Hodgkinson-Williams & Gray (2009), adapted by Cronin (2015)
5. ROER4D Phases 1 & 2
5
ROER4D Phase 1: Adoption Studies ROER4D Phase 2: Adoption & Impact Studies
18 independent sub-projects - 100 researchers & research assistants - 16 time zones - Aug 2013-Dec 2017
Hosted by the University of Cape Town, South Africa and Wawasan Open University, Malaysia
Funded by the IDRC & DFID
6. 6
ROER4D - Clusters of empirical studies South America Sub-Saharan Africa (SSA) South & Southeast Asia
Survey of students & lecturers’ OER adoption Brazil, Chile & Colombia (De
Oliveira Neto et al)
Ghana, Kenya & South Africa
(De Oliveira Neto et al)
India, Indonesia & Malaysia (De
Oliveira Neto et al)
Lecturers’ adoption of OER (including MOOCs) &
impact on pedagogical practices
South Africa (Cox & Trotter;
Czerniewicz et al)
India (Mishra & Singh),
Mongolia (Zagdragchaa &
Trotter)
Teacher educators’ adoption of OER & impact on
pedagogical practices
Tanzania, Uganda, Mauritius
(Wolfenden et al)
India (Kasinathan and
Ranganathan), Sri Lanka
(Karunanayaka) & Naidu
Course developers’ adoption of OER in course
development
India & Malaysia (Menon et al),
Philippines (Bonito et al)
Students’ adoption of OER & impact on achievement Chile (Westermann)
Institutions’ adoption of OER curriculum Kenya (Adala)
School teachers’ adoption of OER & impact on
pedagogical practices
Colombia (Sanez et al) Afghanistan (Oates et al)
School teachers and pupils and higher education
lecturers and students’ adoption of OER
Pakistan (Waqar et al)
ROER4D Meta-synthesis (6 studies in SSA)
HIgher
education
Schooling
HE &
8. In the 3 regions, a higher percentage of university
lecturers revealed an awareness of OER (indicated
by use of OER) than students
8
de Oliveira Neto, Pete, Daryono & Cartmill (in press) & de Oliveira Neto, Pete, Daryono (research report)
Note:
● 75% of the 295 lecturers and 65% of the 5056 students reported that they were aware of OER at some
level, in that they were able to say definitively whether they had used OER or not (“Yes, have used
OER” or “Never used OER”)
9. Awareness of OER among university lecturers in
the 3 regions differs slightly
9
de Oliveira Neto, Pete, Daryono & Cartmill (in press)
Note:
● 69% of the 115 lecturers surveyed in Sub-Saharan Africa reported that they were aware of OER at
some level, in that they were able to say definitively whether they had used OER or not (“Yes, have
used OER” or “Never used OER”)
10. Awareness of OER among university students in
the 3 regions differs very slightly
10
de Oliveira Neto, Pete, Daryono (research report)
Note:
● 62% of the 2390 university students in Sub-Saharan Africa reported that they were aware of OER at
some level, in that they were able to say definitively whether they had used OER or not (“Yes, have
used OER” or “Never used OER”)
11. Awareness of OER (indicated by use of OER)
among university lecturers in SSA countries differs
slightly
11de Oliveira Neto, Pete, Daryono & Cartmill (in press)
12. Creation of OER by university lecturers is not yet a
common practice (majority do not use open licences)
12
de Oliveira Neto, Pete, Daryono (research report)
13. Infrastructural challenges can inhibit the uptake of
OER for educators and learners
Almost all research reports on countries in Sub-Saharan Africa report that
unreliable power supply, the lack of devices (computers, tablets) and
expensive Internet connectivity inhibits the optimal uptake of OER.
Although the use of mobile devices can enable “use as-is” (i.e. copying), creation
and sharing of original materials, customising (e.g. translating) or combining with
other materials and re-sharing is a less easy.
13
14. Educators unsure of difference between OER and
any other materials
14
Although the majority of the 58 teacher educators surveyed in institutions in
Tanzania, Uganda and Mauritius regularly drew on multiple online resources,
many were unclear which of these resources were “open”. They just used
them regardless as the relevance of the resources were more important than their
licensing conditions (Wolfenden, Auckloo, Buckler & Cullen, in press).
15. University lecturers do not necessarily hold
copyright over created materials
A study of three universities in South African concluded that educators do not
necessarily hold copyright over created materials because this is assigned
to their home institution. Identifying and engaging with the agent who holds
legal copyright over the materials (the individual or the institution) is essential for
sustaining OER practice (Cox & Trotter 2016).
Educators at one South African university were confronted with the challenges of
copyright and open licensing when needing to make decisions around access to
the resources of their MOOCs (including their own articles over which they did not
have copyright), and had to make some difficult decisions about what to include
and exclude in their MOOC (Czerniewicz, Deacon, Walji & Glover, in press). 15
16. Institutional support is instrumental in university
lecturers’ adoption of OER
In a study at one South African university, lecturers expressed the value of
institutional support for adopting OER. For instance, this support – in the form of
OER creation grants, legal support personnel (for licensing), an institutional
OER platform, and an on-campus unit with OER specialists who are
available to staff for help – has been instrumental for a number of lecturers to
engage with OER and produce MOOCs with the materials released as OER
(Czerniewicz et al, in press).
16
17. Government support for OER in progress in
Mauritius
At national level the adoption of OER and ICTs was discussed at the Commonwealth Conference for
Education Ministers held in Mauritius in 2012 and followed up with support from the
Commonwealth of Learning (COL) in 2014. Following this the Mauritius Tertiary Education
Commission proposed an OER policy for the country and a national OER repository; there have
been expressions of support for these suggestions but this is work still in progress. The University
of Mauritius has been involved in several OER initiatives including hosting a mirror site of the
Massachusetts Institute of Technology- Open Course Ware (MIT-OCW) making available the MIT
open contents across the campus, contributing to the European Union ‘SIDECAP’ project which
focussed on the repurposing of OER for distance learning programmes and to the VUSSC project.
(Wolfenden, personal communication, 28 Feb 2017)
17
18. Government currently not supporting OER in
Tanzania
At national level planning policy documentation such as ‘Vision 2025, the National Strategy for
Growth and Reduction of Poverty’ (United Republic of Tanzania, 2010) and the ‘Education Sector
Development Programme 2008 - 2017’ (United Republic of Tanzania, 2008) promote education as a
key driver for socio-economic development. Teacher education is guided by the Teacher
Development Management Strategy (TDMS, 2007) which sets targets for teacher education but
these do not include use of ICT or OER. More recently the ‘Tanzania Beyond Tomorrow’ strategy
aims to integrate ICT into teaching and learning in basic education (MoEVT, 2011) building on an
ongoing ICT training programme for secondary teachers established in 2010 in line with the Tanzania
National ICT Policy, 2003. The latter also includes Higher Education and this has been taken forward
in the more recent Higher Education Development Programme 2010-2015 (HEDP) (MoEVT, 2010),
where there is a focus on ‘taking advantage of ICT enhanced approaches to improve teaching and
learning ’(p30) but again mention of OER is absent. (Wolfenden, personal communication, 28 Feb
2017) 18
19. Government indicates aspiration for adoption of
OER in Uganda
The national ICT policy was revised in 2014 (Ministry of ICT, GoU, 2014) and points to the importance
of ICT training and use in education, in particular that teachers should be trained in the use of
computer skills and how to make use of ICT in lesson preparation and in making teaching materials
but contains no reference to the use of open content although it does indicate an aspiration for the
sharing of educational resources and for digital content to be translated into local languages.
(Wolfenden, personal communication, 28 Feb 2017)
19
20. Recommendations
● Awareness of open licensing: Continue awareness-raising initiatives with educators and learners
● Advocacy wrt to enabling legal content sharing: Engage with governments and higher education institutions
to develop an overarching copyright framework in which individual academics and lecturers have the legal rights
to create and share educational materials (where this is not currently possible due to restrictive IP policies).
● Open Access publishing: Support academics to publish articles in Open Access journals to optimise access to
original research for teaching and learning.
● Engagement in Open Educational Practices: Encourage OEP through building capacity, fostering
communities of practice, and giving educators sufficient recognition and resources to create, share, and adapt
OER.
● OER repositories and services: Support the development and uptake of contextually-specific OER
repositories and platforms for teachers and students through which they can contribute original and adapted
OER, and receive support services around legal issues and learning design.
● Policy support from government: Consider the including strategies for optimising OER take-up in HE policy.
● Research: Commission research on uptake of OEP and OER in higher education institutions in other SSA
countries, in the schooling sector and for informal learners in SSA. Encourage release of open data from
20
21. References
21
Adala, A. (2016)Assessing the impact of OER availability on the emergence of open educational practices in sub-Saharan Africa: The case of an
ICT-integrated multinational teacher education program in math and science. Internal document:
Cox, G. & Trotter, H. (2016). Institutional culture and OER policy: How structure, culture, and agency mediate OER policy potential in South African
universities. The International Review of Research in Open and Distributed Learning, 17(5). https://doi.org/10.19173/irrodl.v17i5.2523
Cronin, C. (2015). https://wikieducator.org/File:Copyright_CC_table.jpg
Czerniewicz, L., Deacon, A., Walji, S. & Glover, M. (in press). OER in and as MOOCs. In C. A. Hodgkinson-Williams & P. B. Arinto (Eds) Adoption
and Impact of OER in the Global South.
De Oliveira Neto, J.D., Pete, J., Daryono & Cartmill, T. (in press) OER use in the Global South: A baseline survey of higher education instructors. In
C.A. Hodgkinson-Williams & P.B. Arinto (Eds) Adoption and Impact of OER in the Global South.
Goodier, S. (in press). Public funding for learning materials in South African basic education: Tracking budget allocation for OER. In C.A.
Hodgkinson-Williams & P.B. Arinto (Eds) Adoption and Impact of OER in the Global South.
Hodgkinson-Williams, C. & Gray, E. (2009). Degrees of openness: The emergence of open educational resources at the University of Cape Town.
International Journal of Education and Development using Information and Communication Technology, 5(5), 101-116. Retrieved from:
http://open.uct.ac.za/handle/11427/8860.
Trotter, H. & Hodgkinson-Williams, C. (in press). Degrees of social inclusion: Open educational practices and resources in the Global South. In M.L.
Smith & R. Seward (Eds) Open Development Book 2.
Willmers, M. & Czerniewicz, C. (2015). Open Content Licensing: A Three-Step Guide for Academics. University of Cape Town: OpenUCT Initiative.
Retrieved from: https://open.uct.ac.za/handle/11427/12937.
Wolfenden, F., Auckloo, P., Buckler, A. & Cullen, J. (in press). Engaging with the “world beyond”: the impact of OER on practices in teacher
education institutions in East Africa. In C.A. Hodgkinson-Williams & P.B. Arinto (Eds) Adoption and Impact of OER in the Global South.
22. Citation and attribution
Hodgkinson-Williams, C.A. (2017). Open educational practices and resources in
the Global South: Recommendations for government from the ROER4D project.
OER Regional Consultation, 2-3 Mar 2017, Mauritius. Retrieved from:
http://www.slideshare.net/ROER4D/
22
Acknowledgements
Special thanks to the ROER4D hub team - particularly Michelle Willmers and
Sukaina Walji for comments and Tess Cartmill for the graphs and to Freda
Wolfenden for details on OER policy developments
Brazil, Chile, Colombia, Uruguay; Ghana, Kenya, Mauritius, South Africa, Tanzania, Uganda; Afghanistan, India, Indonesia, Malaysia, Mongolia, Pakistan, the Philippines and Sri Lanka.
In the nine-country cross-regional survey, 75% of the 295 educators reported that they were aware of OER at some level, in that they were able to say definitively whether they had used OER or not, compared to to 25% who said that they were unsure if they had ever used OER. This does not provide much detail as to the content or quality of that awareness, but it suggests that OER as a concept has some degree of familiarity in the education community.
In cross regional survey across nine countries only 23% of the 295 university reported ever having licensed their teaching materials with a Creative Commons licence, GNU GPL licence, or “other open content licences”. The majority (77%) revealed that they had either not applied any open licence to their materials (n = 228), meaning that they had not applied any type of license to their materials (n = 162) or that they had only applied a copyright licence to their work, implying that the materials were not open (n = 66).