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OER Africa, higher education institutions, and other organisations have been conducting research on OER adoption by academics and students, as well as pedagogical value, issues with licensing course materials and financial sustainability of OER.

Featured OER

Conceptualising Open Educational Practices in teacher education in East Africa.

This paper draws on data from recent interviews with thirty teacher educators in Mauritius, Tanzania and Uganda undertaken in an ROER4D impact study. The teacher educators had been identified as engaging with OER and the interviews explored the implications of this use of OER in and for practice. Drawing on this empirical data and the literature a framework of indicators for quality open practice for educators in these contexts is proposed.

Open Educational Resources and Change in Higher Education: Reflections from Practice

This book is evidence of the solid progress being made in response to the challenges flagged at the 2009 UNESCO conferences discussing the potential of OER. Activity in developing countries accounts for the majority of the work reported here, and the experience of using and repurposing OER receives as much coverage as their initial development. Other papers describe how OER can be fitted most productively into the wider educational ecosystem.

Latest OER

Type
Research Reports
Year

Understanding Continuous Professional Development Networks

Continuous Professional Development (CPD) networks can provide a useful platform to share knowledge, improve professional praxis, and facilitate collaboration and peer support. As part of its current grant, OER Africa aims to advance the professional competences and skills of stakeholders in African higher education institutions. A key aspect of this is the development of a CPD network, which will provide a platform for institutional stakeholders to engage in meaningful dialogue about their CPD practices, share valuable insights and lessons learned, and offer ongoing peer support.

Type
Research Reports
Year

An analysis of peer reviewed publications on openness in education in half a century: Trends and patterns in the open hemisphere

Openness in education is an evolving concept which is shaped by the changing needs of societies, cultures, geographies, and economies, thus, it does not have a precise definition. By focusing on four sets of generic keywords - open education, open learning, open educational resources (OERs), and open educational practices (OEPs) - this paper examines research in openness in education through a systematic review of peer reviewed literature. In doing so, the researchers sought to draw attention to existing trends and patterns and possible future trajectories of openness in education.

Type
Case Studies
Year

Understanding the Impact of OER: Achievements and Challenges

Saide’s OER Africa initiative is delighted to partner UNESCO IITE in putting together this important publication. This builds on a long relationship between the organizations, based on our mutual commitment to enabling successful open learning for all, and on our belief in the potential of open educational resources (OER) in pursuing those ends. Unfortunately, the claims of OER in relation to equity, diversity and inclusion, as well as in improving pedagogy cost effectively, remain largely untested. 
 
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