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
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.
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
The Impact of Open Textbooks in the USA and South Africa: When? Why? How?OER Hub
These slides accompanied the OER Research Hub webinar "The Impact of Open Textbooks in the USA and South Africa: When? Why? How?" on 28 May 2014. Speakers: Megan Beckett (Siyavula), Beck Pitt (The Open University, OER Research Hub) and Daniel Williamson (OpenStax College). The session was chaired by Martin Weller (The Open University, OER Research Hub).
You can watch a recording of the webinar here: http://tinyurl.com/p926br2
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
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.
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
The Impact of Open Textbooks in the USA and South Africa: When? Why? How?OER Hub
These slides accompanied the OER Research Hub webinar "The Impact of Open Textbooks in the USA and South Africa: When? Why? How?" on 28 May 2014. Speakers: Megan Beckett (Siyavula), Beck Pitt (The Open University, OER Research Hub) and Daniel Williamson (OpenStax College). The session was chaired by Martin Weller (The Open University, OER Research Hub).
You can watch a recording of the webinar here: http://tinyurl.com/p926br2
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.
Factors enabling and constraining OER adoption and Open Education Practices: ...ROER4D
Factors enabling and constraining OER adoption and Open Education Practices: lessons from the ROER4D project
Sukaina Walji & Cheryl Hodgkinson-Williams
Centre for Innovation in Learning & Teaching, University of Cape Town
Presentation at World Conference for Online Learning,
Toronto, Canada, 15-19 October 2017
Open Online Courses in Health Professions Education: A systematic reviewMichael Rowe
I'm working on a systematic review of the literature on Open Online Courses in Health Professions Education, with two colleagues from Monash University. These are the preliminary findings from that review that I presented at the SAAHE conference in 2016.
Framework for an Ethics of Open EducationRobert Farrow
A presentation on the role of ethics of open education from the Open Education Global 2016 conference held in Krakow, Poland. The full paper can be found in Open Praxis from May 2016 via http://dx.doi.org/10.5944/openpraxis.8.2.291
CCCOER OER Research Open Textbooks and LibrariansUna Daly
Have you been asked by your college administration or colleagues about open textbook usage and perceptions? Recent studies have shown that awareness and usage of OER by faculty is not yet mainstream. Come and hear results of surveys conducted by the OER Research Hub on open textbook usage by faculty and librarians including understanding of open licenses, quality, and how librarians can inform open textbook adoptions. In addition, we will hear from the SPARC organization about the direct connection between open access and open education and the important role that libraries have in curating and promoting open educational resources adoption in the classroom.
Please join the Community College Consortium for Open Educational Resources (CCCOER) for this free, open webinar and a chance to ask questions of our two expert speakers.
Date: Wed, December 10
Time: 10 am PST, 1:00 pm EST
Featured speakers:
Beck Pitt, PhD, OER Researcher, OER Research Hub, Open University UK, sharing research from surveys conducted with faculty who have adopted OpenStaxCollege textbooks and with librarian on perceptions and usage of OER.
Nicole Allen, Director of Open Education, SPARC sharing SPARC’s transition from an Open Access advocacy group to an Open Access and Open Education advocacy group that promotes librarians’ role in both of these important and intertwined initiatives.
Using the web to empower agents of changeMichael Rowe
These are the slides from the presentation I gave at The Network: Towards Unity for Health conference in Fortaleza, Brazil (2014).
The talk looked at how we're trying to prepare health professional students for an increasingly complex health system, but we're still using teaching methods that originated centuries ago. I ask questions about how we can change teaching practices to take into account the characteristics we expect of our graduates. I discussed the importance of taking a critical stance towards the implementation of technological solutions, and to be careful of making assumptions about the use of technology to solve all problems.
Reflection-on-action is necessary to derive meaning from one’s experiences. This paper revisits research data from an elongated study on the impact of a distance education programme on the professional practice of graduates. The study focused on 300 graduates and 128 principals, selected through multi-stage and purposive sampling. The researcher used a mixed-methods research design with specific focus on Kirkpatrick’s, and Baldwin and Ford’s training evaluation models. The researcher’s curiosity was triggered by the need to understand possible reasons for the participants’ views, as these are contrary to the norm. This account indicates a clear institutional policy on quality assurance, practices guided by the policy, an ongoing monitoring of the distance education students’ profiles, improved programme design, student support structures, programme design and research focused on programmes as possible reasons. The author argues that higher education practitioners, irrespective of delivery mode, could benefit from the valuable lessons learnt from the exercise.
Keywords: Distance education, evaluation, impact, professional development, quality, reflection, reflection-on-action
Research in international education can take many forms: whether you are trying to identify best practice in transnational collaboration, investigating strategic planning or measuring outcomes, you face the choice of how best to achieve the desired aims of the study. This session explores some of the mystery surrounding research by looking at some of the practical approaches to undertaking it and by providing insights into the challenges and benefits of the research methods available.
ROER4D Update March 2016 - Presentation to the Hewlett FoundationROER4D
Research on Open Educational Resources for Development (ROER4D) in the Global South:
Update March 2016
Cheryl Hodgkinson-Williams with the ROER4D team's presentation to the Hewlett Foundation, UCT, Cape Town
14 March 2016
Researching OER in the Open: developments and deliberations in the ROER4D pro...ROER4D
Researching OER in the Open: developments and deliberations in the ROER4D project.
Seminar for Centre for Higher Education Development (CHED) Research Seminar series, University of Cape Town
9 March 2016
A/Prof Cheryl Hodgkinson-Williams
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.
Factors enabling and constraining OER adoption and Open Education Practices: ...ROER4D
Factors enabling and constraining OER adoption and Open Education Practices: lessons from the ROER4D project
Sukaina Walji & Cheryl Hodgkinson-Williams
Centre for Innovation in Learning & Teaching, University of Cape Town
Presentation at World Conference for Online Learning,
Toronto, Canada, 15-19 October 2017
Open Online Courses in Health Professions Education: A systematic reviewMichael Rowe
I'm working on a systematic review of the literature on Open Online Courses in Health Professions Education, with two colleagues from Monash University. These are the preliminary findings from that review that I presented at the SAAHE conference in 2016.
Framework for an Ethics of Open EducationRobert Farrow
A presentation on the role of ethics of open education from the Open Education Global 2016 conference held in Krakow, Poland. The full paper can be found in Open Praxis from May 2016 via http://dx.doi.org/10.5944/openpraxis.8.2.291
CCCOER OER Research Open Textbooks and LibrariansUna Daly
Have you been asked by your college administration or colleagues about open textbook usage and perceptions? Recent studies have shown that awareness and usage of OER by faculty is not yet mainstream. Come and hear results of surveys conducted by the OER Research Hub on open textbook usage by faculty and librarians including understanding of open licenses, quality, and how librarians can inform open textbook adoptions. In addition, we will hear from the SPARC organization about the direct connection between open access and open education and the important role that libraries have in curating and promoting open educational resources adoption in the classroom.
Please join the Community College Consortium for Open Educational Resources (CCCOER) for this free, open webinar and a chance to ask questions of our two expert speakers.
Date: Wed, December 10
Time: 10 am PST, 1:00 pm EST
Featured speakers:
Beck Pitt, PhD, OER Researcher, OER Research Hub, Open University UK, sharing research from surveys conducted with faculty who have adopted OpenStaxCollege textbooks and with librarian on perceptions and usage of OER.
Nicole Allen, Director of Open Education, SPARC sharing SPARC’s transition from an Open Access advocacy group to an Open Access and Open Education advocacy group that promotes librarians’ role in both of these important and intertwined initiatives.
Using the web to empower agents of changeMichael Rowe
These are the slides from the presentation I gave at The Network: Towards Unity for Health conference in Fortaleza, Brazil (2014).
The talk looked at how we're trying to prepare health professional students for an increasingly complex health system, but we're still using teaching methods that originated centuries ago. I ask questions about how we can change teaching practices to take into account the characteristics we expect of our graduates. I discussed the importance of taking a critical stance towards the implementation of technological solutions, and to be careful of making assumptions about the use of technology to solve all problems.
Reflection-on-action is necessary to derive meaning from one’s experiences. This paper revisits research data from an elongated study on the impact of a distance education programme on the professional practice of graduates. The study focused on 300 graduates and 128 principals, selected through multi-stage and purposive sampling. The researcher used a mixed-methods research design with specific focus on Kirkpatrick’s, and Baldwin and Ford’s training evaluation models. The researcher’s curiosity was triggered by the need to understand possible reasons for the participants’ views, as these are contrary to the norm. This account indicates a clear institutional policy on quality assurance, practices guided by the policy, an ongoing monitoring of the distance education students’ profiles, improved programme design, student support structures, programme design and research focused on programmes as possible reasons. The author argues that higher education practitioners, irrespective of delivery mode, could benefit from the valuable lessons learnt from the exercise.
Keywords: Distance education, evaluation, impact, professional development, quality, reflection, reflection-on-action
Research in international education can take many forms: whether you are trying to identify best practice in transnational collaboration, investigating strategic planning or measuring outcomes, you face the choice of how best to achieve the desired aims of the study. This session explores some of the mystery surrounding research by looking at some of the practical approaches to undertaking it and by providing insights into the challenges and benefits of the research methods available.
ROER4D Update March 2016 - Presentation to the Hewlett FoundationROER4D
Research on Open Educational Resources for Development (ROER4D) in the Global South:
Update March 2016
Cheryl Hodgkinson-Williams with the ROER4D team's presentation to the Hewlett Foundation, UCT, Cape Town
14 March 2016
Researching OER in the Open: developments and deliberations in the ROER4D pro...ROER4D
Researching OER in the Open: developments and deliberations in the ROER4D project.
Seminar for Centre for Higher Education Development (CHED) Research Seminar series, University of Cape Town
9 March 2016
A/Prof Cheryl Hodgkinson-Williams
Evaluation: a means to gain insights into and improve the ROER4D projectROER4D
A shortened version of a presentation ROER4D's Evaluation Advisor, Sarah Goodier, gave to the University of Cape Town's Research & Evaluation of Emerging Technologies PGDip course on the evaluation strategy for ROER4D.
‘Open, ready and agile’: Developing a communications strategy for the Researc...ROER4D
Open, ready and agile: developing a communications strategy for the ROER4D project. Presented by Sukaina Walji at Open Education Global Conference 2015, Banff, Alberta
23 April 2015.
Promising aspects of online education in Africa: OER, Open Textbooks & MOOCsROER4D
Promising aspects of online educationin Africa: OER, Open Textbooks & MOOCs? A presentation by Associate Professor Cheryl Hodgkinson-Williams for the World Development Report 2016: Internet for Development Regional Consultation Conference, Nairobi, 26-27 January 2015, Centre for Innovation in Learning and Teaching, University of Cape Town
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
Engaging with audiences early: the role of social media and networks in deve...ROER4D
Engaging with audiences early:
the role of social media and networks in developing a communications strategy for a global research project
Association of Business Communications (ABC) Regional Conference, Cape Town,
6-8 Jan 2016
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
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
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
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
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.
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?
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
Researching Open Educational Resources for Development (ROER4D) in the Global...ROER4D
Researching Open Educational Resources for Development (ROER4D) in the Global South
2nd International Conference on Open and Distance e-Learning, Metro Manila, Philippines, 19 June 2014
Patricia Arinto, Deputy Principal Investigator
Open Education for a Multicultural World:
A report from the Research on Open Educational Resources for Development (ROER4D) project
in the Global South
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.
Research on Open Educational Resources for Development (ROER4D) Project in th...ROER4D
Research on Open Educational Resources
for Development (ROER4D) Project in the
Global South. Judith Pete & Cheryl Hodgkinson-Williams
E-Learning Africa, Kampala, UgandaMay 28-30 2014
ROER4D Overview Brown Bag Session for CILT 6 March 2014v6finalROER4D
An overview of ROER4D's activities presented to colleagues at the Centre for Innovation in Learning and Teaching at the University of Cape Town. ROER4D is a Research project on Open Educational Resources for Development in the Global South. The project is funded by the IDRC, Canada and hosted at the University of Cape Town (UCT), South Africa.
This presentation, given on 30/9/20 to OpenEdColloquium20 at Nelson Mandela University, South Africa, highlights the GO-GN Research Methods Handbook. The Handbook provides a guide to research methodology for researchers working in the field of open education.
The Ecology of Sharing: Synthesizing OER ResearchRobert Farrow
Arguably, Open Educational Resources (OER) are starting to enter the mainstream, though some fundamental questions about their value and impact remain to be answered or supported with appropriate evidence. Much early OER activity was driven by ideals and interest in finding new ways to release content, with less direct research and reflection on the process. Furthermore, the majority of OER studies are localised, making extrapolation problematic. At the same time there are considerable practical experiences and ideas that it would be valuable to share. This presentation introduces the 'hub' as metaphor for the kind of networked research that is needed by the OER movement. The Open University's OER Research Hub project (2012-2014) works across eight primary research collaborations augmented with additional fellowships and connections with organisation to collate and synthesize research into OER across a range of sectors and stakeholders (k12, College Entry, Higher Education, Informal). The guiding research hypotheses are grounded in preparatory work in discourse analysis and collective intelligence as part of the OLnet project (which was previously presented at OER12). We then describe the research methodology for OER Research Hub, showing how claims about 'openness' may be validated in different contexts. The argument presented is that through (1) integrating and co-ordinating research methods and (2) developing open data policies it is possible to build an evidence base for the kinds of claims that the OER movement wants to make. Thus, through an 'ecology of sharing' researchers can build and participate in a research network that is greater than the sum of its parts. We will also show how this is working in practice by highlighting some of the activities that are taking place within some collaborations, showing how harmonizing the questions we ask in surveys and interviews across the different collaborations enhances our ability to make both comparative claims which apply in the broadest range of educational contexts.
Taking advantage of openness: understanding the variety of perspectives on op...OER Hub
There has been considerable coverage of the growth of Massive Open Online Courses (MOOCs) that give free access to courses that have familiar structures. However, there are many other ways in which Open Educational Resources are being used and influencing education. In the OER Research Hub we have worked across educational sectors looking at ways that OER are being adopted and used. In this paper we step back from some of the detailed work with collaborating projects to consider their different motivations and shared challenges. The case studies show how openness acts as inspiration, however the impact of openness can be harder to see. Our survey data is showing how open aspects can seem less important as projects seek to build to broad engagement, and that aims of widening access are challenged by findings that open education appeals to those who already have existing confidence and experience. The actions of the collaborating partners seek to address these issues for example through courses that help develop understanding of openness and by understanding the groups that they serve who have special needs.
The Ecology of Sharing: Synthesizing OER ResearchOER Hub
Arguably, Open Educational Resources (OER) are starting to enter the mainstream, though some fundamental questions about their value and impact remain to be answered or supported with appropriate evidence. Much early OER activity was driven by ideals and interest in finding new ways to release content, with less direct research and reflection on the process. Furthermore, the majority of OER studies are localised, making extrapolation problematic. At the same time there are considerable practical experiences and ideas that it would be valuable to share. This presentation introduces the 'hub' as metaphor for the kind of networked research that is needed by the OER movement. The Open University's OER Research Hub project (2012-2014) works across eight primary research collaborations augmented with additional fellowships and connections with organisation to collate and synthesize research into OER across a range of sectors and stakeholders (K12, College Entry, Higher Education, Informal). The guiding research hypotheses are grounded in preparatory work in discourse analysis and collective intelligence as part of the OLnet project (McAndrew et al., 2012). We then describe the research methodology for OER Research Hub, showing how claims about 'openness' may be validated in different contexts. The argument presented is that through (1) integrating and co-ordinating research methods and (2) developing open data policies it is possible to build an evidence base for the kinds of claims that the OER movement wants to make. Thus, through an 'ecology of sharing' researchers can build and participate in a research network that is greater than the sum of its parts. We will also show how this is working in practice by highlighting some of the activities that are taking place within some collaborations, showing how harmonizing the questions we ask in surveys and interviews across the different collaborations enhances our ability to make normative claims which apply in the broadest range of educational contexts.
The Open Research Agenda (Milton Keynes)Robert Farrow
Slides presented at the CALRG Annual Conference 2016
(http://cloudworks.ac.uk/cloudscape/view/2975). The Open Research Agenda is an international consultation exercise on research priorities in open education.
Research methods in open education: insights from the Global OER Graduate Ne...Robert Farrow
Presentation from the ALT Summer Summit 2020 describes the GO-GN Research Methods Handbook which supports researchers working in the field of open education
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
Sharing innovation practices around OER: theory, practice, examples and debatesRobert Farrow
This ENCORE+ Network Event focuses on Innovation & Business Models - preliminary results for the ENCORE+ OER Innovation Evaluation Framework and associated case studies are presented.
We will be taking a look at the results of more than two years of research and networking activity, including outcomes from the OER Innovation Survey; and desk research into the essential factors relating to OER innovation.
An expert panel provided responses and reflections, and looked ahead to a packed final year of ENCORE+ including our integration events and final conference.
Open Education Research: Methodology Insights from the Global OER Graduate Ne...Robert Farrow
This session will present an overview of the Global OER Graduate Network research methods handbook. The handbook, published in 2020, was developed by members of the network who are doctoral and post-doctoral researchers in open education, and serves as a useful starting point for anyone wishing to do research in education with a focus on OER, MOOCs or OEP.
An accessible and brief description of the types of methods typically used in research into education and educational technology will be provided. Some of the contrasting philosophical, epistemological and ontological commitments of different research paradigms will be used to differentiate alternative methodologies. Theoretical perspectives will be outlined (but not fully explored).
State-of-the-art approaches will be explored and their relevance for open education explained. The presentation will use examples of current doctoral research to highlight the use of different methods, and will convey insights into using different methods as shared by the researchers. This includes reflections on using different methods, and advice for conducting similar work.
Finally, the presentation will offer up for discussion a provisional model of open scholarship including open practices (agile project management; directly influencing practice; radical transparency; sharing research instruments; social media presence; networks); open science (open access; open data; open licensing); digital innovation (HCI; data science; open source technologies); and normative elements (challenging dominant narratives; promoting social justice; and reducing barriers to educational access).
Reference:
Farrow, R., Iniesto, F., Weller, M. & Pitt., R. (2020). The GO-GN Research Methods Handbook. Open Education Research Hub. The Open University, UK. CC-BY 4.0. http://go-gn.net/gogn_outputs/research-methods-handbook/
Using Learning analytics to support learners and teachers at the Open UniversityBart Rienties
In this seminar Prof Bart Rienties will reflect on how the Open University UK has become a leading institution in implementing learning analytics at scale amongst its 170K students and 5K staff. Furthermore, he will discuss how learning analytics is being adopted at other UK institutions, and what the implications for higher education might be in these Covid19 times.
https://www.kent.ac.uk/cshe/news-events.html
Similar to ROER4D - Short overview for Open Education Week 13 March 2015 (20)
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.
National, Provincial and Institutional Policy Influence on the Adoption of OE...ROER4D
National, Provincial and Institutional Policy Influence on the Adoption of OER in the Global South
Henry Trotter & Cheryl Hodgkinson-Williams
ICDE2017 / 17 October 2017 / Toronto, Canada
Degrees of social inclusion: Emerging insights from the ROER4D projectROER4D
Degrees of social inclusion: Emerging insights from the ROER4D project
Henry Trotter & Cheryl Hodgkinson-Williams
Open Education 2017 / 12 October 2017 / Anaheim, CA, USA
Degrees of social inclusion: Perspectives from the ROER4D projectROER4D
Degrees of social inclusion: Perspectives from the ROER4D project
Cheryl Hodgkinson-Williams & Henry Trotter
2nd World OER Congress, 19 September 2017, Slovenia
Developing a communications strategy for ROER4D - insights for the South Afri...ROER4D
Developing a communications strategy for ROER4D - insights for the South African Institute for Distance Education
Seminar presented by Sukaina Walji, 22 May, 2017, Johannesburg
The influence of institutional culture on lecturers’ agency in relation to OE...ROER4D
The influence of institutional culture on lecturers’ agency in relation to OER contribution.
Presentation at OER17, London, April 2017
Glenda Cox and Henry Trotter
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
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
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
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
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
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
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
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.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
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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.
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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.
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Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
ROER4D - Short overview for Open Education Week 13 March 2015
1. Cheryl Hodgkinson-Williams with
Tess Cartmill, Sarah Goodier, Thomas King,
Henry Trotter & Sukaina Walji
University of Cape Town
13 March 2015
Research on Open Educational Resources
for Development (ROER4D) in the Global South:
A very short overview for Open Education Week
2. Many claims have been made about the potential of Open Educational Resources (OER) to address key challenges
in developing countries to:
• increase access to higher education
• contain or reduce costs
• enhance quality, currency & relevance
BUT, most of the research on OER adoption and impact has been undertaken in the “Global North”
Dearth of OER evidence in the Global South
http://oerresearchhub.org/evidence/oer-impact/
3. In what ways, and under what circumstances, can the adoption of
OER impact upon the increasing demand for accessible, relevant,
high-quality, and affordable education in the Global South?
Research on Open Educational Resources for Development (ROER4D)
ADOPTION STUDIES
1. In what ways, and under what
circumstances are OER being
adopted in the Global South?
IMPACT STUDIES
2. 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?
4. International Development Research Centre (IDRC)
Open Society Foundations (OSF)
UK Department for International Development (DFID)
3 year project (27 Aug 2013 - 27 Aug 2016
with an extension to Feb 2017)
Grant 1 - IDRC CAD 2 million & OSF
Grant 2 - DFID CAD 500,000
3 Regions
South America
Sub-Saharan Africa
Central, South & South-East Asia
18 research projects in 7 clusters
IDRC
OSF DFID
ROER4D Funding
5. ROER4D
Network hub
OER Desktop
overview (1) Survey of OER
adoption by
academics & students
(1)
Academics’
adoption of OER
(2)
Teacher educators’
adoption of OER (3)
OER adoption in
one country (1)
OER impact
studies (7+1)
Baseline educational
expenditure (2)
Overview of ROER4D’s 7 Project Clusters
6. • 18 Sub-Projects
• 26 Countries
• 86 Researchers & associates
• 16 Time zones
7. Knowledge
building
Research
capacity
Networking
1. Build an
empirical
knowledge base
on the use and
impact of OER in
education
2. Develop
the research
capacity of
OER
researchers
3. Build a
network of
OER
scholars
5. Communicate
research to inform
education policy and
practice
ROER4D Objectives
4. Curate
research
openly
Curation
Research
capacity
Communication
8. Open Research – ROER4D intentions to share
Conceptual
Framework/s
Methods
Instrument
questions
Data
Analysis
tools
Findings
Proposal
Literature
Review
Open
Research
process
OER
Asia
NEW
Open
project
11. ROER4D Open Magna Carta
Make open …
… if it adds value
… if it is ethical
… if it is legal
… by default
http://en.wikipedia.org/wiki/Magna_Carta#mediaviewer/File:Magna_Carta_(1297_version_with_seal,_owned_by_David_M_Rubenstein).png
On public display in
the West Rotunda
Gallery of the National
Archives Building in
Washington, D.C
12. Funding Partners
Dr Matthew Smith
IDRC
Ed Barney
UK Aid – DFID
Melissa Hagemann
OSF
Network Project Team
Prof Cheryl Hodgkinson-
Williams
Principal Investigator
Prof Patricia Arinto
Deputy Principal Investigator
Tess Cartmill
Full-time Project Manager
Henry Trotter
Part-time Researcher
Thomas King
Part-time Research Administrator
Rondine Carstens
Contract Graphic Artist
Tinashe Makwande
Contract Videographer
UCT Support
Prof Danie Visser
Deputy Vice- Chancellor
Project signatory for UCT
Keval Harie
Contracts Lawyer
Prof Laura Czerniewicz
CILT Director
Shirley Rix & David Worth
Finance administrators
Advisory Group
Prof Raj Dhanarajan
Former VC & Emeritus Professor
Prof Fred Mulder
Former VC & Emeritus Professor
Carolina Rossini
IP Contracts lawyer
Dr Savithri Singh
College Principal
Prof Stavros Xanthopoylos
Director FGV
Mentors
Ineke Buskens
Qualitative Research Consultant
Dr David Porter
Researcher
Dr George Sciadas
Statistician
Communication &
Evaluation
Sukaina Walji
Sarah Goodier
OER Impact Project Team
Prof Raj Dhanarajan & Maria Ng
Principal Investigators – OER Impact
Suan Choo Khoo & Vivien Chiam
Administrative Officers
ROER4D Network Team
13. ROER4D Network (86 researchers)
Sub-Project 2 (32)
Prof Jose Dutra
University of Sao Paulo
2 part-time research assistants & 27
local coordinators
Judith Pete College, Kenya
Prof Daryono Universitas Terbuka,
Indonesia
Sub-Project 1 (7)
Mariana Eguren, Peru
Maryla Bialobrzeska, Jenny Louw,
Ephraim Mlanga, Catherine Ngugi &
Rosemary Juma, SAIDE, South Africa
Prof Raj Dhanarajan
Wawasan Open University
Sub-Project 3 (3)
Prof Sanjaya Mishra COL,
Vancouver, Dr Ramesh Sharma, alka
Singh, CEMCA, India
Sub-Project 4 (2)
Glenda Cox
Henry Trotter, UCT, South Africa
Sub-Project 6 (3)
Pilar Saenz
Dr Ulises Hernandez
Marcela Hernandez, Karisma
Foundation, Colombia
Sub-Project 5 (2)
Guru Kasinathan
Ranjani Ranganathan
IT for Change, Bangalore, India
Sub-Project 7 (3)
Prof Mohan Menon, Bhandigadi
Phalachandra & Jasmine Emmanuel
Wawasan Open University, Malaysia
Sub-Project 8 (1)
Batbold Zagdragchaa
New Policy Unit, Ulanbataar, Mongolia
Sub-Project 9 (3)
Werner Westermann, Juan Muggli,
Victor Barragan
Chile
Sub-Project 11 (1)
Sarah Goodier
UCT, South Africa
Sub-Project 12 (2)
Carolina Botero & Amalia Toledo
Karisma Foundation, Colombia
Sub-Project 10.1 (3)
Dr Freda Wolfenden
Dr Alison Buckler & Pritee Auckloo
Open University, UK
Sub-Project 10.2 (5)
Dr Atieno Adala, Therrezinha
Fernandes, Marilena Cabral, Tom
Ojwang, Sophia Alexandre
AVU, Kenya
Sub-Project 10.3 (7)
Prof Laura Czerniewicz, Sukaina
Walji, Michael Glover, Cheryl Brown,
Janet Small, Andrew Deacon, Mary-
Ann Fife, University of Cape Town
Sub-Project 10.4 (2)
Lauryn Oates, Rahim Parwani
CW4AW, Afghanistan
Sub-Project 10.5 (4)
Dr Yasira Waqar, Prof Naveed Malik,
Saba Khalil, Sana Shams
Sub-Project 10.6 (2)
Dr Shironica Karunanayaka, Som
Naidu, Open University of Sri Lanka
Sub-Project 10.7 (4)
Dr Sheila Bonito, Charisse Reyes,
Rita Ramos, Joane Serrano
Open University of the Philippines
15. Thank you!
This work is licensed under a Creative Commons Attribution
4.0 International License.
Written by Cheryl Hodgkinson-Williams,
Henry Trotter, Tess Cartmill, Sukaina Walji,
Sarah Goodier & Thomas King
Contact:
cheryl.hodgkinson-williams@uct.ac.za
Graphics by Rondine Carstens
rondine.carstens@uct.ac.za, Cheryl
Hodgkinson-Williams & Henry Trotter
henry.trotter@uct.ac.za