Disclaimer! Any gaps – in this presentation, my thoughts, my articulations – are my own
OER Africa (and Saide) – My colleagues, Catherine Ngugi (Director), Brenda Mallinson and Tony Mays (IL) – involved since inception – have done wonderful work in this domain
We think in binaries – not always useful
If we aim for transformation – what exactly do we want to transform? We often alienate academics and students – imply your way of doing, being, etc is deficient. Not good enough Rather, improve – implies becoming/change/development – We all strive for this But… sometimes we want to not always do things better, but we also want to do better things (transform) NB! (Who is in the room?) 2017 is the year of action
Teachers/Academics have always relied non-commercial – not paid much attention to the rest CC By as ideal
‘’epistemological access’’ (access to quality academic practices and approaches). By implication access has to be accompanied by relevant, just-in-time support.
Students and faculty decide what counts as valid and legitimate knowledge African voice as legitimate
Authentic real-world relevance – what resonates with us? Examples from Global North not always appropriate for the Global South – textbooks produced by Global North OER mostly from Global North This is the opportunity we have always sought!
Students as consumers vs producers of knowledge Have always assumed that academic – through teaching and research – need to produce knowledge. Not necessarily true!
About choices/options Never one solution
Informs our thinking, guides our practices Schooling/disciplinary orientations and backgrounds determine how we see the world – By making this explicit we can begin to see the blindspots
Iterative process e.g. Quality assurance happens throughout; do not think of assessment independent of content to be included and what the learning outcomes are
Within districts, overlaid by population characteristics requiring services, overlap/non accessibility of existing services: need infrastructure info from GDE, present student numbers vs. anticipated need based on literacy levels
We have supported faculty in creating health OER specifically for their students, based on pre-existing, openly licensed high quality relevant content
In Malawi, Ethiopia, Uganda, Kenya and Tanzania, we have worked with faculty to narrow the divide between the agricultural knowledge produced in the academy and the agricultural know-how generated by farmers on the ground. This is one step towards improved food-security in Africa; one step towards ensuring that drought and climate change do not inevitably result in famine on our continent.
We are working with the Faculty of Veterinary Science at the University of Pretoria, and its partners, in other Faculties of Vet Science across the continent, who have recognized the need to provide high quality Continuing Professional Development (CPD) training for veterinarians and allied professions including para-veterinary professionals. This has initiated the development of the African Veterinary Information Portal (AfriVIP), for veterinary training and information and a training platform of the OIE Collaborating Centre for Training in Integrated Livestock and Wildlife Health and Management.
The African Story Book aims to generate a plethora of stories in languages familiar to Africa’s children. The more stories children read (write, perform, listen to) the more likely they are to enjoy reading. The African Story Book is a practical application of technology to share and generate openly licensed stories and thereby improve Early Childhood Literacy.
Towards Pedagogical improvements in OER: repurposing for the South
Towards Pedagogical improvement in
OER Practices: Repurposing for the
Najma Agherdien (Education Programme Specialist: Learning Design)
OE Global Conference, Cape Town
7-10 March 2017
My involvement in OER - fairly
OER Africa – involved since
Outline OER characteristics
relevant for the
• Pedagogical improvement and Pedagogical
transformation - imply a constant state of
• OER OEP
Making learning assumptions clear – identify
A. Reflecting on Learning assumptions
• What is learning and why is it
• What counts as knowledge?
• Who are our students and how do
students learn best?
• What does quality teaching and
learning look like?
• What is the role of OER in teaching
B. Learning Design Framework: Five Key questions
• Where do we start? Planning, context, administration, student background
• What will students learn? Content (OER) and Structure
• How will we support learning? OEP, Pedagogy, learner support and
• How do we know students have learned? Assessment
• How can we be sure of good, quality learning? Quality assurance (Peer
Where do we start?
• Geographical distribution: face to face, on campus, blended mode, distance
• Programme context: digital support, digital support, internet-
supported/dependent, fully online
• Technology use: Instructive, cognitive, mediative
• Bloom’s taxonomy: remember, understand, apply, evaluate, create
What will students learn?
How will we support learning?
• Students (subject) need
Tools (e.g. OER,
• But, there are tensions…
what are they?
• Uncover these tensions
to effect transformation
• Students are involved in
systems – intersection
C. Foster an evidence-based approach
• More 'know-why' (why working/not)
• Reflective Reports
• Collaborative research projects: between
teaching teams, between/ across faculties
• Participatory Action Research: action
(leading to change) and research (leading
• Design-based research: generating theory
to solve authentic problems; researcher-
Some OER Africa/Saide examples
• Support from Hewlett and Bill and Melinda Gates
• A number of projects in various universities in
Grant 1: Planning
Grant 4: Institutional
Grant 2: Implementation
Grant 3: Implementation and Teacher
Mission: To establish
dynamic networks of
develop, share, and
adapt OER to meet
the education needs
of African societies.
Resource Name : University Certificate in Midwifery
Resource Description :
This CD ROM has been developed to support the UCM and
upgrading midwifery programmes. It combines a number of new
strategies that are being piloted by MCH department to respond
to the national needs within the Health sector. These include
reducing maternal and neonatal morbidity and mortality in
relation to Millennium Development Goals 4, 5 & 6.
Consequently this course embraces the latest methodology
(Problem Based Learning) and technologies (Computer based
education) in an attempt to be relevant and effective in preparing
new midwifes. The materials on the CD ROM have been
authored by both University of Malawi - Kamuzu College of
Nursing and foreign experts.
Resource Author : University of Malawi, Kamuzu College of Nursing
Resource Source : University of Malawi, Kamuzu College of Nursing
Resource Tags :
nursing, Problem Based Learning, maternal and neonatal
morbidity, Computer based education,
Resource Type : Modules, Training Notes/Materials/Tutorials
Resource Year : 2009
Resource Licensing Condition :
Creative Commons: Attribution-Non Commercial Share Alike
Resource Media Type : Text/HTML
Resource Language : English
More general examples: Student created
• Allow learners to use technologies - blogs, wikis, journals, Twitter, Google Docs,
etc. - to create knowledge:
Tweet summary of reading, ask experts questions and
Use Google Docs to write collaborative research report
Daily journal entries on what s/he has learned for the day
• Rewrite textbook questions/examples
• Write course/chapter/section outlines
• Video record an interview and upload on YouTube
• Contribute entries to Wikipedia