Research and Publication

Endeavors to surface the various disturbances or conflicts with which postgraduate students had to engage to make OER socially inclusive, as well as Engestrm's "layers of causality" to explain postgraduate students' growing sense of agency as they experienced the OER development process as being socially inclusive.

Addresses a way of responding to one of the key challenges of OER contribution, namely academics? lack of time to re-purpose teaching materials originally intended for campus-based face-to-face lectures as stand-alone Open Educational Resources (OER). It describes how masters? students, tutors and interns at the University of Cape Town have been engaged to support the innovative practice of adapting academics? existing teaching materials into OER.

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.

Explains how the Research on Open Educational Resources for Development (ROER4D) project is using desktop regional reviews, cross-regional surveys, cross regional and country case studies, action research studies and focused impact studies to establish in what ways, and under what circumstances the adoption of OER can impact upon a range of educational aspects. Focuses specifically on conceptual and methodological strategies adopted to tease out the relationship between OER and pedagogical practices in selected countries in Sub- Saharan Africa.

Provides definitions for OER, MOOCs and Open Textbooks and identifies key activities underlying them.

Commissioned by the Commonwealth of Learning to provide a frame of reference for discussions and deliberations on the role of open educational resources (OER) in higher educationinstitutions (HEIs).

A formative evaluation of the African Health OER Network: Impact Study. Nairobi, OER Africa, A Saide Initiative/University of Michigan Design Phase completed at the end of 2009 focused mainly on OER take-up and production in the partner institutions (OER Africa 2009). This evaluation concluded that expectations and contractual targets had been met, or exceeded by an impressive margin, with project coordinators and participants in each partner institution having engaged OER in creative ways that were most appropriate to their own contexts.

Draws upon data from the various evaluations of the African Helath OER Network project as a basis for generating understandings on initiating and sustaining OER in African contexts.

Exploring institutional experiences, to establish how the African Health OER Network project was being consolidated, and to start assessing issues of sustainability.