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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KINDLE Edition

Series

NWU Self-Directed Learning Series

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