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Understanding Open Educational Resources

These three lessons provide an introduction to open educational resources (OERs).  The interactive course is also available in the Commonwealth of Learning's Technology-enabled Learning Lounge. The course is accessible logging in as a guest.

Real Threat of OERs

In this blog post David Wiley responds to a comment by David Anderson, Executive Director for Higher Education at the Association of American Publishers on an article by Nicole Allen in the Huffinton Post entitledCollege Textbooks: Do You Get What You Pay For?

Developing Curriculum and Learning Resources: Guidelines for Effective Practice

This document outlines a process for curriculum and learning resource development for effective mixed mode provision. It suggests three core stages of curriculum design, course design and learning resource development which are inter-related. These guidelines have been adapted by the Nigerian National Commission for Colleges of Education and Teacher Development Programme from a similar OER Developing ODL curriculua and learning resources: guidelines for effective practice developed by SCERT in Bihar, India.

Opening learning at Africa Nazarene University: A Case Study

This case study explores progress made, lessons learned and possibilities for the future in harnessing Open Educational Resources (OER) in support of the vision and mission of Africa Nazarene University to open learning opportunities in higher education. We begin by providing a context for the work that has been undertaken to date.

New student guide to preventing plagiarism

This is an open-access, expert-driven guide to understanding and avoiding plagiarism. You can see the new guide here: guidebook has been developed to help students better understand the different types of plagiarism, the consequences they carry, and, most importantly, how to avoid plagiarism entirely.

Working in Classrooms: Teaching, Time and Space. Learning Guide - Section Five - Making learning time and space for large classes

Section Five builds on concepts developed throughout the module and on the idea that how teachers solve problems relating to space and time depends on what their teaching purpose is and on who the learners are.

Working in Classrooms: Teaching, Time and Space. Learning Guide - Section Four - Classroom time and space

Section Four focuses on internal arrangements of time and space and how these affect teaching and learning.

Working in Classrooms: Teaching, Time and Space. Learning Guide - Section Two - Time and space in teaching: Teaching as a practice that shapes, and is shaped by, time and space

By the end of the section you should be able to use concepts to help you think about school teaching and how it is related to arrangements of time and space.

Working in Classrooms: Teaching, Time and Space. Learning Guide - Section One

This module explores how South African teachers can reorganize the spaces in which they teach, and the way in which time is organized in their schools, to improve learning.