Teaching and Learning

This module discusses structured learning specifically methods that teacher can utilize in their learning programmes with the outcome of ensuring learners easily comprehend the subject matter. Referred to also as teaching with leaening in mind this module juxtaposes between teaching to remember and teaching to understand

Presentation by David Wiley to the OER Africa Convening 2016.

Part of the Being a Teacher module is a 47 minute long video which introduces viewers to the perceptions, doubts and concerns of student teachers about their choice of career. Through a range of interviews with two celebrities and teachers, as well as clips of classroom teaching and school management practices, we explore the role of the teacher as a knowledge worker; care giver; and change agent through teaching and management. On the basis of these experiences, we return to the questions that initiated the tour of schools and classrooms.

The purpose of the AgSgare convening was to provide an opportunity for project teams:

In this presentation to the 2016 OER Africa Convening, Professor Ken Harley talks about pedagogical transformation.

The paper presents the Open Educational Practices (OEP) initiative that was implemented in Greece, as part of the national strategy for digital educational content in primary and secondary education. It aimed at encouraging and motivating teachers to develop and share OEPs that draw upon the use and reuse of Open Educational Resources (OERs), found either at the Photodentro national content repositories for school education or elsewhere. A new Photodentro Repository for Open Educational Practices on resource-based learning was developed and used by teachers to host and share OEPs.

This paper explores the current state of open educational resources (OER) including notable library-lead and multi-institutional programs. The potential for OER and affordable course material creation and adoption programs to impact student retention and persistence is examined. Potential additional partnerships and future directions for library-lead programs are discussed as well as the framework necessary for assessing the impact of library-lead OER initiatives.

Existing quality assurance frameworks, guidelines, and benchmarks show that quality in online learning has many dimensions. This guide summarizes the key quality issues in online education in a concise and accessible manner. The guide is structured in the form of 16 ‘Frequently Asked Questions’, followed by an additional reading list focused on quality benchmarks and international best practices. 

The quality assurance of post-traditional higher education is not straightforward, because openness and flexibility are primary characteristics of these new approaches, whereas traditional approaches to quality assurance were designed for teaching and learning within more tightly structured frameworks. This guide, structured in the form of ‘Frequently Asked Questions’, grapples with this dilemma, drawing on emerging examples, after putting post-traditional higher education in context and exploring the various new manifestations of openness.