Analytical Insights on the Position, Challenges, and Potential for Promoting OER in ODeL Institutions in Africa

This paper shares analytical insights on the position, challenges and potential for promoting Open Educational Resources (OER) in African Open Distance and eLearning (ODeL) institutions. The researchers sought to use a participatory research approach as described by Krishnaswamy (2004), in convening...
Ausführliche Beschreibung

Gespeichert in:

Autor*in:	Cornelia K Muganda [verfasserIn] Athuman S Samzugi [verfasserIn] Brenda Justine Mallinson [verfasserIn]

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2016

Schlagwörter:	OER participatory action research institutional approach ODeL adoption

Übergeordnetes Werk:	In: International Review of Research in Open and Distributed Learning - Athabasca University Press, 2003, 17(2016), 4
Übergeordnetes Werk:	volume:17 ; year:2016 ; number:4

Links:	Link aufrufen Link aufrufen Link aufrufen Journal toc

DOI / URN:	10.19173/irrodl.v17i4.2465

Katalog-ID:	DOAJ067311563

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callnumber-first	L - Education
author	Cornelia K Muganda
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topic	misc LC8-6691 misc OER misc participatory action research misc institutional approach misc ODeL misc adoption misc Special aspects of education
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title	Analytical Insights on the Position, Challenges, and Potential for Promoting OER in ODeL Institutions in Africa
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title_sort	analytical insights on the position, challenges, and potential for promoting oer in odel institutions in africa
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title_auth	Analytical Insights on the Position, Challenges, and Potential for Promoting OER in ODeL Institutions in Africa
abstract	This paper shares analytical insights on the position, challenges and potential for promoting Open Educational Resources (OER) in African Open Distance and eLearning (ODeL) institutions. The researchers sought to use a participatory research approach as described by Krishnaswamy (2004), in convening a sequence of two workshops at the Open University of Tanzania (OUT) as a strategy for collecting data to obtain the aforementioned insight. The principal workshop objectives were to analyse the existing status of OER at the OUT and subsequently to share lessons learned in OER creation and production, integration and use, and hosting and dissemination. Other objectives were to discuss the rationale for an institutional OER policy and identify a suitable work-flow process for developing OER at the OUT. The workshop participants were purposively selected for their experience in co-developing OER materials with various outside organisations. The study included 28 representatives of the OUT academic units, and one facilitator from OER Africa. Research techniques used to collect data included a questionnaire, focused group discussions, presentations, and panel discussions. Results indicated that OUT staff were willing to engage with OER but had limited awareness, skills and competencies in the creation, integration and use of OER. The outcome of the study was the development of nine draft OER resolutions expressing needs that include the development of a comprehensive institutional OER policy related to existing institutional policies in order to guide, support and promote research and sustainable OER practice via holistic participation. Enabling strategies included capacity building, increased internal and external collaboration, and enhanced access to and visibility of OER via the institutional repository.
abstractGer	This paper shares analytical insights on the position, challenges and potential for promoting Open Educational Resources (OER) in African Open Distance and eLearning (ODeL) institutions. The researchers sought to use a participatory research approach as described by Krishnaswamy (2004), in convening a sequence of two workshops at the Open University of Tanzania (OUT) as a strategy for collecting data to obtain the aforementioned insight. The principal workshop objectives were to analyse the existing status of OER at the OUT and subsequently to share lessons learned in OER creation and production, integration and use, and hosting and dissemination. Other objectives were to discuss the rationale for an institutional OER policy and identify a suitable work-flow process for developing OER at the OUT. The workshop participants were purposively selected for their experience in co-developing OER materials with various outside organisations. The study included 28 representatives of the OUT academic units, and one facilitator from OER Africa. Research techniques used to collect data included a questionnaire, focused group discussions, presentations, and panel discussions. Results indicated that OUT staff were willing to engage with OER but had limited awareness, skills and competencies in the creation, integration and use of OER. The outcome of the study was the development of nine draft OER resolutions expressing needs that include the development of a comprehensive institutional OER policy related to existing institutional policies in order to guide, support and promote research and sustainable OER practice via holistic participation. Enabling strategies included capacity building, increased internal and external collaboration, and enhanced access to and visibility of OER via the institutional repository.
abstract_unstemmed	This paper shares analytical insights on the position, challenges and potential for promoting Open Educational Resources (OER) in African Open Distance and eLearning (ODeL) institutions. The researchers sought to use a participatory research approach as described by Krishnaswamy (2004), in convening a sequence of two workshops at the Open University of Tanzania (OUT) as a strategy for collecting data to obtain the aforementioned insight. The principal workshop objectives were to analyse the existing status of OER at the OUT and subsequently to share lessons learned in OER creation and production, integration and use, and hosting and dissemination. Other objectives were to discuss the rationale for an institutional OER policy and identify a suitable work-flow process for developing OER at the OUT. The workshop participants were purposively selected for their experience in co-developing OER materials with various outside organisations. The study included 28 representatives of the OUT academic units, and one facilitator from OER Africa. Research techniques used to collect data included a questionnaire, focused group discussions, presentations, and panel discussions. Results indicated that OUT staff were willing to engage with OER but had limited awareness, skills and competencies in the creation, integration and use of OER. The outcome of the study was the development of nine draft OER resolutions expressing needs that include the development of a comprehensive institutional OER policy related to existing institutional policies in order to guide, support and promote research and sustainable OER practice via holistic participation. Enabling strategies included capacity building, increased internal and external collaboration, and enhanced access to and visibility of OER via the institutional repository.
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title_short	Analytical Insights on the Position, Challenges, and Potential for Promoting OER in ODeL Institutions in Africa
url	https://doi.org/10.19173/irrodl.v17i4.2465 https://doaj.org/article/048a89be13224245b703c6231b490b1e http://www.irrodl.org/index.php/irrodl/article/view/2465 https://doaj.org/toc/1492-3831
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Analytical Insights on the Position, Challenges, and Potential for Promoting OER in ODeL Institutions in Africa

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