MOOCs, openness and changing educator practices : an activity theory case study

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dc.contributor.authorCzerniewicz, Laura
dc.contributor.authorWalji, Sukaina
dc.contributor.authorDeacon, Andrew
dc.contributor.authorGlover, Michael
dc.date.accessioned2019-09-10T08:13:21Z
dc.date.available2019-09-10T08:13:21Z
dc.date.issued2018
dc.description.abstractThe presentation provides an overview of Massive Open Online Courses (MOOCs), specific to University of Cape Town (UCT) South Africa. It reflects on open educational practices (OEP) from the teacher point of view. Developing the MOOC taught one study participant “how to start thinking about bridging online and offline” in their teaching, as well as the significance of building an archive. Interviews with academic staff revealed that educators approach the creation of Open Educational Resources (OER) for the MOOC, or transforming the MOOC into OER, for practical reasons rather than from ideological or theoretical perspectives.en
dc.format.mimetypeapplication/pdf
dc.identifier.urihttp://hdl.handle.net/10625/57997
dc.language.isoen
dc.subjectMOOCen
dc.subjectTEACHERSen
dc.subjectOPEN ACCESSen
dc.subjectOPEN EDUCATIONAL PRACTICESen
dc.subjectACCESS TO EDUCATIONen
dc.subjectROER4Den
dc.subjectSOUTH AFRICAen
dc.subjectSOUTH OF SAHARAen
dc.titleMOOCs, openness and changing educator practices : an activity theory case studyen
dc.typePresentationen
idrc.copyright.holder© 2018, CZERNIEWICZ, L.
idrc.copyright.oapermissionsourceCC BY 4.0en
idrc.dspace.accessOpen Accessen
idrc.project.componentnumber107311001
idrc.project.number107311
idrc.project.titleResearch into Open Educational Resources for Developmenten
idrc.rims.adhocgroupIDRC SUPPORTEDen

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IDRC Research Results / Résultats de recherches du CRDI
2010-2019 / Années 2010-2019
Education / L'éducation