Contextualised open educational practices: Towards student agency and self-directed learning

Volume editor
Jako Olivier
Volume editor
Charlene du Toit-Brits
Volume editor
Byron J Bunt
Volume editor
Amit Dhakulkar

Synopsis

This book covers original research on the implementation of open educational practices through the use of open educational resources at the university level. The emphasis on open education in this book is on contextualising resources, supporting student agency and fostering self-directed learning specifically within a South African milieu. The envisaged chapters cover conceptual and review research and empirical work focussing on open educational practices and the use of renewable assessments. The work starts off with an overview of an institutional-wide open education project that prompted the research followed by research on open education in terms of various modules in the health science, music education, law, philosophy, dietetics, anthropology, French language learning, journalism and political science. There is a clear gap in the literature on open education in terms of open educational practices, specifically in terms of contextualising resources, supporting student agency and fostering self-directed learning in a South African context. Despite the existence of some general works on open education in terms of policy, social justice and open textbooks, this book will be unique in exploring the intersections of openness, specifically with contextualisation, student agency and self-directedness.

Chapters

  • Chapter 1
    Open educational practices for self-directed learning: An open educational resources fellowship as a case study
    Jako Olivier, Byron J Bunt, Amit Dhakulkar
  • Chapter 2
    Multilingual digital education for social justice through localised self-directed open educational practices in South Africa
    Jako Olivier, Louise Olivier
  • Chapter 3
    What open educational resources’ incorporation in education might contribute including implications for self-directed learning
    Cornelie Nienaber-Rousseau, Charlene du Toit-Brits
  • Chapter 4
    Multilingual philosophy glossaries: Steps towards socially just pedagogical praxis
    Yolandi M Coetser, Chantelle Gray, Aïda Terblanché-Greeff, Nolwandle Lembethe
  • Chapter 5
    Designing an open educational resource as part of a technology-enhanced practice environment developing the oral interactional competence of beginner language learners
    Carina Grobler, Juan Steyn
  • Chapter 6
    Decolonising the journalism curriculum through co-creating an OER textbook with students
    Andre Gouws
  • Chapter 7
    Stories students tell about their learning experiences creating open educational resources in a music education module
    Mignon van Vreden
  • Chapter 8
    Second-year health students’ perspectives on developing open educational resources
    Yolande Heymans, Jessica Pool, Christo Bisschoff, Christmal Christmals, Baaqira Ebrahim, Rhea Koch, Jako Olivier
  • Chapter 9
    An open educational resource as a tool to create awareness around infectious diseases: A focus on the human immunodeficiency virus, Mycobacterium tuberculosis and the severe acute respiratory syndrome coronavirus
    Chandré Liebenberg, Mario Chauque, Byron J Bunt, Rohan Claassen, Alrike Claassen, Aurelia Williams
  • Chapter 10
    How decolonial practices can assist with researching open educational resources and developing open legal pedagogies from a South African perspective
    Kabelo Mutubi

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Cover for Contextualised open educational practices: Towards student agency and  self-directed learning
Print ISSN
2707-1537

Details about the available publication format: PDF

PDF
ISBN-13 (15)
978-1-77995-265-3
Publication date (01)
2022

Details about the available publication format: KINDLE Edition

KINDLE Edition
ISBN-13 (15)
978-1-77995-264-6
Publication date (01)
2022