Open education and the open scholarship agenda: A University of Cape Town perspective. In C. Bonk, M. Lee, T. Reeves & T. Reynolds (Eds.), MOOCs and Open Education around the world. London: Routledge.
Examines Open Education and the Open Scholarship agenda, looking specifically at UCT more
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.
Suggests that careful analysis of existing educational materials and processes is necessary to provide an indication of what can be done to make them more openly available beyond the confines of an individual teaching and learning space. more
An overview of the strategic OER positioning of the only dedicated ODL University in Southern Africa. Proceedings of the Regional Symposium on Open Educational Resources: An Asian perspective on policy and practices (pp. 25?30). Penang: OER Asia.
Establishes the current situation at the only dedicated ODL university in Southern Africa, the University of South Africa (UNISA), regarding the use of and contribution to Open Educational Resources (OER) and determines whether the university has any institutional position or intention in this regard and whether the policies of the institution are conducive towards Open Educational Practice... more
Degrees of ease: Adoption of OER, Open Textbooks and MOOCs in the Global South. Keynote address at the OER Asia Symposium, 24-27 June 2014. Penang, Malaysia.
Provides definitions for OER, MOOCs and Open Textbooks and identifies key activities underlying them. more
Assessing the impact of access to and availability of OER on the emergence and extent of open education practices in sub-Saharan Africa: The case of an ICT-integrated multinational teacher education program in math and science
Qualitative case study that used interviews and document analysis to collect data. The findings indicate varying degrees of open education practices at the AVU network level, at the level of the partner institution and at the level of the educational professional. Presented at OEGlobal 2017, 8?10 March 2017. Cape Town, South Africa more
Uptake of OER by staff in Distance Education in South Africa. The International Review of Research in Open and Distributed Learning, 16(2), 18?45.
An investigation to gauge the uptake of OER at Unisa, by staff, with the purpose of institutional information gathering for decision making and planning in this area. more
Deconstructing OER and its Potential for African Higher Education.
Outlines the importance of OER in the African context and sets out a 'Theory of Change', for OER which begins by identifying a clear set of specific problems more
Electronic Learning and Open Educational Resources in the Health Sciences in Ghana.
A study to determine whether a group of Ghanaian students are able to easily use electronic learning material and whether they perceive this method of learning as acceptable. Ghana Medical Journal, Vol. 44(4), 159?162. more
Educators and the Cape Town Open Learning Declaration: Rhetorically reducing distance. International Journal of Education and Development Using ICT, 5(5), 117-129.
Rhetorically analyses the Cape Town Open Education Declaration which idealizes the educational process and contrasts this with the practical challenges which affect the development and use of open educational resources. Draws on classical rhetoric and hermeneutics as analytical tools of such visionary documents that contain little factual information. more
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