OER in and as MOOCs : impact on educators' practices in African-developed higher education courses
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2018-05
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Abstract
The University of Cape Town research examines what the ‘open’ in Massive Open Online Courses (MOOCs) means - as a contested space, and to identify constraints as they emerge during design and implementation of courses. 12 MOOCS have been created over a three year period. The working hypothesis is that Open Educational Resources (OER) adoption in a MOOC format contributes to the spread of open educational practices as well as a transformation in educators’ teaching and learning practices. This presentation delivers preliminary findings which suggest a marked change in educators’ attitude to open courses and teaching online.
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CAPE TOWN, SOUTH AFRICA, SOUTH OF SAHARA, OPEN EDUCATIONAL RESOURCES, ROER4D, UNIVERSITIES, MASSIVE OPEN ONLINE COURSES, HIGHER EDUCATION, LOCAL FOOD SYSTEMS, ACCESS TO EDUCATION, TEACHING AIDS