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Educational Technology

Separating Rhetoric from Reality: The Process of Institutionalizing OER Practices at African Universities

OER Africa is working with four universities in Kenya, Tanzania, and South Africa to support the deepening of pedagogical practices that employ open educational resources (OER) and use information and communication technologies (ICT) to improve teaching and learning at both faculty and institutional levels.

e-Tutor: A Multilingual Open Educational Resource for Faculty Development to Teach Online

The situation in Ukraine poses severe problems to the higher education system and to students in Eastern Ukraine. Many students and academicians had been compelled to leave their university buildings and move westwards. Hence, they are forced to substitute face-to-face teaching with distance learning, often on a large scale, but within a short span of time and with limited resources. While technical/technological infrastructure often exists, know-how about conducting online teaching and respective faculty development is often found to be lacking.

Personal Learning Environments and Open Educational Resources in Higher Education

This paper presents from a theoretical approach the didactic functionality of Personal Learning Environments (PLEs) and Open Educational Resources (OERs) in Higher Education. The combination of both didactic strategies in recent studies show that the joint use of PLEs and OERs designed by students improves their digital competence, mainly in capabilities such as: accessing and searching for online information; articulating information needs; finding relevant information; selecting resources effectively; navigating between online sources; and creating personal information strategies.

Open Educational Resources Initiative at the Open University of Tanzania: Challenges and Lessons Learned

This paper is one of the six series of studies that describes the process of designing and development of an OER based course titled "Academic Digital Fluency for 21st Century Lecturers" at the Open University of Tanzania. Through a descriptive research design approach, the study employed documentary analysis (particularly of the proceedings and records from the course development workshops and planning meetings) and review of

The Best of Two Open Worlds at the National Open University of Nigeria

It will be wise for educational institutions, from primary to tertiary level, globally, to reflect on their position and profile with respect to the new concepts of Open Educational Resources (OER) and Massive Open Online

Courses (MOOCs). Responses will be diverse of course but the potential is so manifest that many institutions probably will consider the benefits to outweigh the barriers. The National Open University of Nigeria (NOUN)

2015 Open and Online Education Trend Report: Perspectives on Developments in Dutch Higher Education

For the fourth consecutive year, the Open Education Special Interest Group and SURFnet have prepared a trend report outlining the latest dynamic developments in the area of open content, open education and – as of this year – online (but not necessarily open) education. How is open education impacting campus education? Which new target groups are finding themselves drawn to open and online education, what are their specific needs, and how is the higher education sector responding to these demands? Effective online education requires valid online testing procedures.

Innovating Pedagogy 2015: Open University Innovation Report 4

This is the fourth in a series of annual reports on innovations in teaching, learning and assessment. The Innovating Pedagogy reports are intended for teachers, policy makers, academics and anyone interested in how education may change over the next ten years. This 2015 report introduces ten pedagogies that either already influence educational practice or offer opportunities for the future. By ‘innovative pedagogies’ we mean theories and practices of teaching, learning and assessment for the modern, technology-enabled world.

Enhancing Teacher Education through OER

TESS-India have developed a MOOC (Massive Open Online Course) to support teacher educators in becoming familiar with and using OER in their work with teachers.

Roadmap for Open ICT Ecosystems

The Berkman Center for Internet & Society at Harvard University, with the support of IBM Corporation and Oracle, has facilitated the creation of this resource. Our hope is to provide policymakers, managers and other stakholders from industry and civil society a user-friendly tool for understanding what open ICT ecosystems are, why they are embraced and how to evolve them. As a result, we hope to change how people see and manage ICT ecosystems and innovation.

Making Sense of MOOCs: Musings in a Maze of Myth, Paradox and Possibility

During his time as a Fellow at the Korea National Open University, Sir John Daniel developed a research paper exploring the phenomenon of Massive Open Online Courses (MOOCs).