Education / L'éducation

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Now showing 1 - 20 of 106
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    Grappling with the concepts of “impact” and “openness” in relation to OER : current developments in the ROER4D Project - Open Education Global Conference, Banff, Canada 22-24 April 2015
    (2018) Hodgkinson-Williams, Cheryl
    The presentation provides an overview of developments in Open Educational Resources (OER), including licensing, adoption and impact. It also provides information on funding sources for research into open educational resources for development (ROER4D) research and ongoing studies. It emphasizes the importance of identifying and defining key concepts underpinning the OER practices being investigated
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    Reimagining teacher professional development : communities of practice
    (2016-09) Kasinathan, Gurumurthy
    Communities of practice (COP) are groups of people who share a concern or passion for something they do, and learn how to do it better as they interact regularly. The presentation broadly covers how to facilitate new learning methods through teacher forums as a community of practice in India.
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    MOOCs, openness and changing educator practices : an activity theory case study, 18-20 November 2018, HELTASA, North-West University
    (2018) Czerniewicz, Laura; Walji, Sukaina; Deacon, Andrew; Glover, Michael
    The University of Cape Town (UCT) Massive Open Online Course (MOOC) 3-year project is one of the first major MOOC initiatives in Africa. The presentation provides an outline of development of Open Educational Resources (OER) as these would apply to MOOC conditions, along with an outline of proposed research on the topic, where the MOOC and its OER components are operationalised.
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    Impact of OER on cost and quality of course materials : a study in postgraduate distance education courses in the university of the Philippines open university
    (2018) Bonito, Sheila; Orias, Carmelita; Reyes, Charisse; Ramos, Rita; Serrano, Joane
    The University of the Philippines Open University started raising awareness on use of Open Educational Resources (OER) in 2011. Three fields of disciplines (Education, Health and Development Studies) and 48 courses were offered (2015-2016). These were reviewed and analyzed to determine extent of use of OER in course packages. The presentation breaks down the data in terms of discipline and use of OER: revisions, translations, remixes; as well as the types of learning activities in which they were applied. Results of the study include perceptions of faculty and students as to the (highly rated) relevance and utility of materials adopted and adapted.
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    Antura and the letters : impact and technical evaluation
    (2018-03) Koval-Saifi, Nedjma; Plass, Jan
    Many Syrian children, living as refugees in Turkey, Lebanon, Jordan, and Iraq; or in transit camps in countries like Greece and Italy, have endured multiple traumas and high levels of stress affecting their ability to learn. All Children Reading: A Grand Challenge for Development (ACR GCD), Digital Learning for Development (DL4D), and the United Nations Children’s Fund (UNICEF) Office of Innovation, supported an evaluation of two mobile apps developed for this literacy project, and assessed the effects on literacy learning and psychosocial outcomes. The game apps introduce children to the basics of Arabic literacy showing positive learning outcomes across all age groups and genders.
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    Feed the monster : impact and technical evaluation
    (Foundation for Information Technology Education and Development, Inc., 2018-03) Koval-Saifi, Nedjma; Plass, Jan
    Motivated to ensure Syrian children have an opportunity to learn to read Arabic and continue their lifelong learning process, the Norwegian government funded the EduApp4Syria competition. The competition developed an open-source smartphone application to build foundational literacy skills in Arabic and improve psychosocial well-being for Syrian refugee children. This detailed project summary and evaluation provides insight into key findings in terms of both qualitative and quantitative measurement. Overall, the mobile application game resulted in positive learning outcomes across all age groups and genders. Absolute gains were greater in learning of foundational literacy (letters and syllables), and less with reading fluency.
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    Guide to developing digital games for early grade literacy for developing countries
    (Foundation for Information Technology Education and Development, Inc., 2018) Lim, Kenneth Y. T.; Comings, John; Lee, Richard; Yuen, Ming-De; Hilmy, Ahmed Hazyl; Chua, Derek; Song, Bing Heng
    This guide works to assist game developers, literacy experts, and the staff of agencies interested in funding the development of digital games for early grade literacy learning. It presents information to be considered when designing games for literacy learning, and uses game examples that demonstrate how game developers and literacy educators have worked together. The guide has eight sections that address early grade reading and learning design considerations; design considerations for games development and learning; areas for research and development; case studies and supplemental resources.
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    Use of OER in public schools of Pakistan
    (2018) Shams, Sana; Waqar, Y; Raza, S.M.
    The presentation provides a brief overview of Open Educational Resources in Pakistan. 8300 public school students have been included in the survey as well as 3326 in Universities. The survey indicates the need for training in how to combine and share resources, as well as adding open licensing information to the teacher resources.
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    OER adoption pyramid A4
    (2016-04) Trotter, Henry; Cox, Glenda
    The OER Adoption Pyramid was developed during a research project that focuses on adoption of OER by academics in South Africa. The pyramid prompts a series of questions to help assess the OER readiness of an institution. To clarify which factors are required for any type of OER activity, it consolidates them into six hierarchically related categories: access, permission, awareness, capacity, availability and volition. The graphic reveals that all six of these attributes work together to enable OER activity.
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    Teachers’ perception of open educational resources : data collection through workshops
    (2015-04-22) Mishra, Sanjaya; Sharma, Ramesh
    This conference presentation reviews workshops that were held with teachers so they could better understand the history and development of Open Educational Resources (OER); to enable them to consider the need of OER in their work environment; and to facilitate appreciation of the importance of open licensing in educational materials. The presentation includes barriers to adoption of OER, as well as motivational aspects, and perception of benefits of the use and practices of OER.
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    Teacher professional learning communities : a participatory resource creation approach to OER in Karnataka
    (2016-04) Kasinathan, G.; Ranganathan, R.
    The presentation focuses on research in open educational resources: the techno-social context such as ICT infrastructure; the pedagogical context as in teacher development; and socio-cultural context (building community), and how these are affected by teacher participation in, and creation of OER. It reviews a survey of teachers in Karnataka (India). The use of digital methods in OER adoption helped teachers to create resources in different formats, using different editors and tools learnt in the workshops, and also to share with peers over mailing lists. OER should be made available in local languages to be contextually relevant.
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    Researching open educational resources and open pedagogical practices : the ROER4D project
    (2016-02-26) Hodgkinson-Williams, Cheryl; Trotter, Henry; Cartmill, Tess; Walji, Sukaina; Goodier, Sarah; King, Thomas; Carstens, Rondine
    The presentation focuses on Open Educational Resources (OER) as a response to education challenges in developing countries, such as affordability, access, relevance, and educational policy, particularly in Africa. Most OER research is taking place in the Global North, and the research questions in what ways, and under what circumstances are OER being adopted in the Global South. It reviews several projects underway in countries South of the Sahara, towards developing capacity of OER and Open Educational Practices (OEP).
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    Reflections on developing an evaluation and communications strategy for the ROER4D project
    (2016-05-04) Walji, Sukaina; Goodier, Sarah
    The presentation outlines key evaluation areas of research into open educational resources for development (ROER4D) in terms of process. It provides a summary of the evaluation plan, which works towards building capacity of researchers along with OER development and dissemination. The utilization-focused evaluation (UFE) works as a decision-making framework within which numerous evaluation approaches can co-exist.
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    Presentation : Open, ready and agile : developing a communications strategy for the ROER4D project
    (2015-04-23) Walji, Sukaina; Hodgkinson-Williams, Cheryl; Goodier, Sarah
    This presentation for the global conference (2015, Cape Town, SA) provides an overview of research into open educational resources (ROER4D). The presentation situates the research within the research communications process in terms of: assessing program readiness; situational analysis and targeted audience; methods and media; institutional framework and other steps. Four key purposes for ROER4D Communications are: 1) Visibility for the project 2) Knowledge generation 3) Networking 4) Research capacity development.
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    Open educational practices and resources in the global south: recommendations for government from the ROER4D project
    (2017-03-02) Hodgkinson-Williams, Cheryl
    Towards better government policy and support, the presentation reviews descriptions of Open Educational Resources (OER), Open Educational Practices (OEP), the Open Licensing continuum, and research into open educational resources (ROER4D). It provides information from cases illustrating government support in Mauritius, and lack of governmental support in Tanzania. Information and Communications Technologies (ICT) and infrastructure capabilities are integral to the practice and uptake of OER.
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    Impacts of OER : what difference does it make and how?
    (2015-10-16) Naidu, Som; Karunanayaka, Shironica
    The Open University of Sri Lanka (OUSL) provides a major role in awareness raising among educators about OER, and encouraging use and creation of Open Educational Resources (OER) within the education system. This presentation outlines details of a proposed study regarding integration of OER and their impact on teaching and learning in Sri Lankan schools.
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    Evaluation : a means to gain insights into and improve the ROER4D project
    (2015-09-09) Goodier, Sarah
    The presentation provides details of evaluation methods in relation to research into open educational resources for development (ROER4D). Key evaluation areas are: 1) capacity of OER researchers 2) networks of OER scholars 3) research dissemination to inform education policy and practice 4) curated outputs as open content. It also covers the utilization-focused evaluation (UFE) methodology, which works as a decision-making framework.
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    Harmonising OER research across South America, Sub-Saharan Africa and Asia : the case of the ROER4D project - OER15 conference paper
    (2015-03-27) Hodgkinson-Williams, Cheryl
    This paper explores key benefits and challenges of conducting research on the use and impacts of open educational resources (OER) across languages and cultures. It highlights successful strategies adopted to address the challenges associated with knowledge building, research capacity building, networking, curation of resources, communication, project management and leadership. Interpretation and understanding of terms across languages is a complex problem. In order to make the entire research process open, challenges in following protocols and processes of documentation occur which require careful consideration, so that all are able to understand. consideration, so that all are able to understand.
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    Developing an evaluation strategy to gain insights into the ROER4D multi-national project
    (2015-04-22) Goodier, Sarah
    DECI-2 (Developing Evaluation and Communication Capacity in Information Society Research) presents steps in the process of developing an evaluation strategy for Research into Open Educational Resources for Development (ROER4D). In collaboration with the ROER4D network hub team, an evaluation plan is formulated, including what to evaluate and how. The experience of the evaluation process and its effects is a key component. In an open project, where outputs can be shared with a wide audience, specific care is necessary in the production of evaluation outputs; in making explicit what can and can’t be shared openly, and at what stage.