The Role of Postgraduate Students in Co-Authoring Open Educational Resources to Promote Social Inclusion: A Case Study at the University of Cape Town
ARTICLE
Cheryl Hodgkinson-Williams, Michael Paskevicius
Distance Education Volume 33, Number 2, ISSN 0158-7919
Abstract
Like many universities worldwide, the University of Cape Town (UCT) in South Africa has joined the open educational resources (OER) movement, making a selection of teaching and learning materials available through its OER directory, UCT OpenContent. However, persuading and then supporting busy academics to share their teaching materials as OER still remains a challenge. In this article, we report on an empirical study of how UCT postgraduate students have assisted in the process of reworking the academics' teaching materials as OER. Using the concept of contradictions (Engestrom, 2001), we endeavor to surface the various disturbances or conflicts with which the postgraduate students had to engage to make OER socially inclusive, as well as Engestrom's "layers of causality" (2011, p. 609) to explain postgraduate students' growing sense of agency as they experienced the OER development process as being socially inclusive. (Contains 1 table and 4 figures.)
Citation
Hodgkinson-Williams, C. & Paskevicius, M. (2012). The Role of Postgraduate Students in Co-Authoring Open Educational Resources to Promote Social Inclusion: A Case Study at the University of Cape Town. Distance Education, 33(2), 253-269. Retrieved March 19, 2024 from https://www.learntechlib.org/p/86938/.
ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.
Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.
Keywords
- Access to Education
- case studies
- computer mediated communication
- Computer Uses in Education
- Copyrights
- Courseware
- distance education
- educational policy
- educational resources
- educational technology
- electronic learning
- Electronic Libraries
- Electronic Publishing
- Foreign Countries
- Graduate students
- Health Education
- higher education
- Inclusion
- Inclusive Education
- instructional materials
- Integrated Learning Systems
- Interviews
- Open Source Technology
- Program Descriptions
- Program Implementation
- Student Role
- Web 2.0 Technologies
- Web Sites
Cited By
View References & Citations Map-
Content is King: An Analysis of How the Twitter Discourse Surrounding Open Education Unfolded From 2009 to 2016
Michael Paskevicius, Vancouver Island University; George Veletsianos, Royal Roads University; Royce Kimmons, Brigham Young University
The International Review of Research in Open and Distributed Learning Vol. 19, No. 1 (Feb 23, 2018)
-
Conceptualizing Open Educational Practices through the Lens of Constructive Alignment
Michael Paskevicius
Open Praxis Vol. 9, No. 2 (Jun 29, 2017) pp. 125–140
-
Institutional Culture and OER Policy: How Structure, Culture, and Agency Mediate OER Policy Potential in South African Universities
Glenda Cox & Henry Trotter, University of Cape Town
The International Review of Research in Open and Distributed Learning Vol. 17, No. 5 (Sep 26, 2016)
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.