Walji, Sukaina2018-06-282018-06-282018-05http://hdl.handle.net/10625/57021The 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.application/pdfenCAPE TOWNSOUTH AFRICASOUTH OF SAHARAOPEN EDUCATIONAL RESOURCESROER4DUNIVERSITIESMASSIVE OPEN ONLINE COURSESHIGHER EDUCATIONLOCAL FOOD SYSTEMSACCESS TO EDUCATIONTEACHING AIDSPresentation