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This document discusses open textbooks and their potential to support curriculum transformation in higher education in South Africa. It provides context on open educational resources (OER) and open licensing. It notes that while most South African universities claim copyright over teaching materials, only five grant creators copyright over their work. The adoption of open textbooks could help address economic and cultural dimensions of social justice by making education more affordable and representative. Going forward, the document proposes a vision of using open textbooks specifically for social justice, adopting a framework to research their possibilities in South Africa and Sweden through collaboration between universities.
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Sweden south africa research
- 1. Open Textbooks in Higher Education in South Africa: Potential to support transformation of the curriculum Glenda Cox Senior Lecturer Centre for Innovation in Learning and Teaching (CILT) University of Cape Town
- 2. Transition from a project in the Centre for Innovation in Teaching and Learning to the Library-Training Advocacy and Support Management Research in Open Education Glenda Cox, Senior Lecturer, University of Cape Town
- 3. ROER4D research sites across the Global South :: 18 sub-projects in 26 countries In what ways, and under what circumstances, can the adoption of OER impact upon the increasing demand for accessible, relevant, high-quality and affordable education in the Global South?
- 4. What is Open education: No cost Degrees of openness depends on rights of the licence that the creator of content has granted to the user. 4
- 5. Open Educational Resources Open Content / Open educational resources (OER) / Open Courseware are educational materials which are discoverable online and openly licensed that can be: Shared Shared freely and openly to be… Used Improved Redistributed … used by anyone to … … adapt / repurpose/ improve under some type of license in order to … … redistribute and share again. 5 Examples: images, texts, course materials, teaching strategies and textbooks
- 7. What are the enablers of OER? 7
- 8. Alternative to traditional copyright: Creative Commons 1.4 Billion works
- 9. “ The ROER4D project highlights the need for educators to have copyright over their work in order to licence their teaching materials so that they have the choice to share them as OER” A provocation for the #BreakOpen workshops at #OER18 and #OEGlobal18 by Cheryl Hodgkinson-Williams, Principal Investigator, Research on Open Educational Resources for Development (ROER4D) project, University of Cape Town When social inclusion doesn’t go far enough: concerns for the future of the OER movement in the Global South
- 10. IP Policy in Higher education in South Africa …most South African universities explicitly claim copyright over teaching materials produced by their academics. Indeed, of the 26 universities in the country, only five grant the creators of the materials copyright over their work (Trotter, 2016).
- 11. Fees must fall, Picture by Ian Barbour; Wikimedia, CC BY-NC-SA https://www.flickr.com/photos/barbourians/22697273532/in/photostream/
- 12. # feesmustfall Economic dimension # Rhodesmustfall Cultural dimension Opening up education can address some economic and cultural dimensions of social justice
- 13. Curriculum change in Higher Education in South Africa What Knowledge? Whose Knowledge? Knowledge, being and power (Torres, 2016) Representativity Exclusion and inclusion Intersectionality Positionality Gaps, silences and absences Invisibility Marginalisation
- 14. Open to: include student voices Open to: include versus marginalisation Open to: create new knowledge that is transformative, representative and localised
- 15. What next? • Vision: Open education specifically open textbooks for social justice (economic -costs, cultural and political-transformation) • Adopt a joint conceptual framework to research the possibilities of open textbooks (survey and interviews) (SA and Sweden) • Collaboration with Gothenburg University- Anne Algers
Editor's Notes
- Digital Open Textbooks for Development: Broadening access and supporting curriculum transformation at UCT UCT, like many other South African universities, is grappling with how to respond meaningfully and creatively to the call for more relevant curricula and pedagogies (Luckett Shay, 2017). Added to the imperative of curriculum transformation, the cost of textbooks is increasingly prohibitive, resulting in an access crisis where students are forced into either simply not having the resource (thereby compromising the learning process) or participating in various kinds of “shadow library” activities and informal sharing of key resources (Gray & Czerniewicz, 2018). The #RhodesMustFall and #FeesMustFall movements encapsulate this complex set of interrelated challenges, calling for both socio-economic redistribution and cultural recognition. Current modes of scholarly production, including textbook production and authorship of other teaching and learning materials, is a crucial area of investigation in pursuing this agenda as it relates to the power dynamics associated with content production and the question of whose knowledge is foregrounded. A significant response to the challenges of textbook provision and challenges around inequalities of representation in current forms of knowledge production is the creation of open textbooks. Broadly defined as digital collections of open educational resources and open access materials published under open licences on platforms in formats that provide affordances for integration of multimedia, remixing of various content components, printing and redistribution, open textbooks provide educators with a means to build on openly published materials while integrating a more localised approach in terms of examples used and assessment activities. This presentation will provide an overview of Digital Open Textbooks for Development, an initiative in the Centre for Innovation in Learning and Teaching which is aimed at conducting research on open textbook publishing at UCT, providing support to academics interested in pursuing this as a content-generating strategy, and undertaking advocacy activity to promote policy development that supports more open, inclusive textbook publishing models. References Gray & Czerniewicz, (2018, in press). Ecologies: Access to learning resources in post-Apartheid South Africa. In J. Karaganis(Ed.), Shadow libraries. Cambridge, MA: MIT Press. Luckett, K. & Shay, S. (2017). Reframing the curriculum: a transformative approach. Critical Studies in Education, 1-16.
- The Research on Open Educational Resources for Development (ROER4D) project aims to provide evidence-based research from a number of countries in South America, Sub-Saharan Africa and South / South East Asia. The research here is from one of 18 sub-projects from 26 countries that aims to redress the current imbalance where so much research on OER is from the Global North. The primary objective of the programme is to improve educational policy, practice, and research in developing countries by better understanding the use and impact of OER. I conduct research in one of the programme’s sub-projects, focusing – with my colleague Henry Trotter - on OER in South Africa. For more information, see: http://www.roer4d.org
- What is the meaning of “open” in education? Open in the sense that there is access to education eg. The Open University in the UK. It is not free but anyone can sign up. Open education and OER are taking this further to mean access and free Massively open online courses (MOOCs) are accessible to everyone, not always free and many materials are copyrighted and closed
- The key aspect of an OER is that it is both discoverable online – so that people can find it AND openly licensed - so that people can legally make use of it. OER includes texts, different forms of media, ideas, as well as documented teaching strategies/techniques or practices. Advocates of openness would suggest that the value in OER is in its potential to support learning in many ways and in many contexts.
- South African universities which grant lecturers copyright over their teaching materials: Nelson Mandela Metropolitan University (NMMU) Rhodes University University of Cape Town (UCT) University of Limpopo University of Venda (UniVen)
- For repositories that provide open books or open textbooks, you can also see: Project Gutenberg: https://www.gutenberg.org/ Open Culture: http://www.openculture.com/free_textbooks IntraText: http://www.intratext.com/ Siyavula: http://www.siyavula.com/ CK-12: http://www.ck12.org/ College Open Textbooks: http://www.collegeopentextbooks.org/ OpenStax College: http://openstaxcollege.org/ BC Campus Open Ed: http://open.bccampus.ca/