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OverviewEducation in the Global South faces several key interrelated challenges, for which Open Educational Resources (OER) are seen to be part of the solution. These challenges include: unequal access to education; variable quality of educational resources, teaching, and student performance; and increasing cost and concern about the sustainability of education. The Research on Open Educational Resources for Development (ROER4D) project seeks to build on and contribute to the body of research on how OER can help to improve access, enhance quality and reduce the cost of education in the Global South. This volume examines aspects of educator and student adoption of OER and engagement in Open Educational Practices (OEP) in secondary and tertiary education as well as teacher professional development in 21 countries in South America, Sub-Saharan Africa and South and Southeast Asia. The ROER4D studies and syntheses presented here aim to help inform Open Education advocacy, policy, practice and research in developing countries. Full Product DetailsAuthor: Cheryl Hodgkinson-Williams , Patrick B. ArintoPublisher: Compress Imprint: African Minds Dimensions: Width: 14.80cm , Height: 3.10cm , Length: 21.00cm Weight: 1.166kg ISBN: 9781928331483ISBN 10: 1928331483 Pages: 592 Publication Date: 12 December 2017 Audience: College/higher education , Undergraduate , Postgraduate, Research & Scholarly Format: Paperback Publisher's Status: Active Availability: In stock  We have confirmation that this item is in stock with the supplier. It will be ordered in for you and dispatched immediately. Table of ContentsAcknowledgements; About the editors; Foreword by Tel Amiel, UNESCO Chair in Open Education; Foreword by Matthew Smith, IDRC SECTION 1: OVERVIEW; Chapter 1: Research on Open Educational Resources for Development in the Global South: Project landscape; Chapter 2: Factors influencing Open Educational Practices and OER in the Global South: Meta-synthesis of the ROER4D project; Chapter 3: OER use in the Global South: A baseline survey of higher education instructors; SECTION 2: SOUTH AMERICA; Chapter 4: Open Access and OER in Latin America: A survey of the policy landscape in Chile, Colombia and Uruguay; Chapter 5: Co-creation of OER by teachers and teacher educators in Colombia; Chapter 6: Effectiveness of OER use in first-year higher education students’ mathematical course performance: A case study; SECTION 3: SUB-SAHARAN AFRICA; Chapter 7: Tracking the money for Open Educational Resources in South African basic education: What we don’t know; Chapter 8: Teacher educators and OER in East Africa: Interrogating pedagogic change; Chapter 9: Factors shaping lecturers’ adoption of OER at three South African universities; Chapter 10: OER in and as MOOCs; SECTION 4: SOUTH AND SOUTHEAST ASIA; Chapter 11: Cultural–historical factors influencing OER adoption in Mongolia’s higher education sector; Chapter 12: Higher education faculty attitude, motivation and perception of quality and barriers towards OER in India; Chapter 13: Impact of integrating OER in teacher education at the Open University of Sri Lanka; Chapter 14: Teacher professional learning communities: A collaborative OER adoption approach in Karnataka, India; Chapter 15: An early stage impact study of localised OER in Afghanistan; SECTION 5: CONCLUSION AND RECOMMENDATIONS; Chapter 16: OER and OEP in the Global South: Implications and recommendations for social inclusion.ReviewsA rich tapestry of research, data and insights on the adoption and impact of OER from across a multitude of contexts. If you are interested in Open Education and Open Educational Resources, there is something in this book for you. Matthew Smith, International Development Research CentreHere, and perhaps this is the volume's greatest contribution, we have challenges laid out collectively, with detailed descriptions of initiatives and projects that showcase the activity around OER in regions which (if at all) are often presented in the aggregate, and usually in negative terms. Tel Amiel, UNESCO Chair in Open Education Author InformationCheryl Hodgkinson-Williams is an Associate Professor in the Centre for Innovation in Learning and Teaching (CILT) at the University of Cape Town (UCT), South Africa. She holds a PhD in computer-assisted learning and has taught and supervised in the field of information communication technologies (ICT) in education since 1994, first at the University of Pretoria, then at Rhodes University in Grahamstown and now at UCT. She teaches online learning design and research design in the Educational Technology postgraduate programme and is the coordinator of the Mellon-funded scholarships for this programme. She supervises PhD and masters students and is a supervisor for the Global OER Graduate Network (GO-GN). Her particular research interests include online learning design, electronic portfolios and the adoption and impact of OER. She is the Principal Investigator of the IDRC-funded Research on Open Educational Resources for Development in the Global South (ROER4D) project. Patricia Brazil Arinto is a Professor and former Dean of the Faculty of Education at the University of the Philippines - Open University (UPOU). She has a Doctor in Education degree from the Institute of Education, University of London, and has designed training programmes on technology-supported teaching and learning for secondary school teachers, teacher educators and university faculty in the Philippines, Cambodia and Laos. She has also led several funded research programmes on ICT integration in Philippine schools, including a United States Agency for International Development (USAID)-funded blended teacher professional development program in early literacy instruction for K-3 teachers in 2015-2017, an Australian Government-funded study on use of tablet computers in nine public secondary schools in 2012-2014, and a USAID-funded national assessment of the state of ICT in Philippine basic education in 2012. She is the theme advisor for MOOC research in the Digital Learning for Development (DL4D) project and the Deputy Principal Investigator of the ROER4D project, both of which are funded by the IDRC. Tab Content 6Author Website:Countries AvailableAll regions |
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