Your search
Results 87 resources
-
Taskeen Adam, https://opendeved.net/2020/04/22/the-privilege-of-#pivotonline/, 2020-04-22, 10.5281/zenodo.3760383 As the global number of COVID-19 cases increase, lockdowns continue across the world. Reports from UNESCO highlight that nationwide closures are impacting over 91% of the world’s student population who can no longer attend school. With schools closed, there has been a mass shift to online education — from primary …
-
As online learning modes become more common, this can exacerbate educational inequalities for learners who do not have the ability to utilise these modes effectively. This has been seen in the COVID-19 crisis where there has been a shift to remote and distance learning modalities despite the limited...
-
Digital Personalized Learning (DPL) - tech solutions and products that tailor learning to individuals and their specific learning needs - have the potential to improve learning outcomes and close gaps for students who have fallen behind. However, there is a limited of evidence from digital personalized learning interventions deployed across the developing world. This landscape review identifies trends and gaps in DPL implementation in low- and middle-income country (LMIC) contexts. This...
-
This article reports the lack of epistemic diversity in producers of massive open online courses (MOOCs) through examining whose knowledges and what knowledges are forefronted in MOOCs. Through analysis of 27 semi-structured interviews, the study explored the relationship between South African MOOC designers and their open educational practices (OEP), questioning in what ways MOOC designers enact openness in their design, based on their own reasoning of what openness means. The study...
-
As social justice and decolonisation discussions fill the physical and virtual corridors of universities in South Africa, educators, and in this case, MOOC designers, are inevitably influenced by them. They are prompted to reflect on such topics, whether in agreement or with scepticism. Provoked by one interviewee’s comment that ‘you could decolonise and still have an enormous amount of injustice’, this paper investigates how South African MOOC designers conceptualise (in)justice, and how...
-
Since the onset of COVID-19, governments have launched technology-supported education interventions to ensure children learn. This paper offers a narrative synthesis of emerging evidence on technology-based education to understand the current experiences of learners, teachers and families. Studies find that few students in low- and middle-income countries have access to technology-supported learning with the most marginalised children appearing to have the least educational opportunities. As...
-
The idea of Open Educational Resources (OER) has a history and is embedded in social contexts that influence its practice. To get a handle on tensions between different conceptualizations of “open” we discuss some of the battles surrounding the usage of the term. We note the origin of the concept of OER and how the emergence of the OER movement fits into the discourse of educational improvements through technologies and techniques. We argue that there is a relation between an uncritical...
-
This article reports the lack of epistemic diversity in producers of massive open online courses (MOOCs) through examining whose knowledges and what knowledges are forefronted in MOOCs. Through analysis of 27 semi-structured interviews, the study explored the relationship between South African MOOC designers and their open educational practices (OEP), questioning in what ways MOOC designers enact openness in their design, based on their own reasoning of what openness means. The study...
-
The legacies of colonial rule continue to impact everyday life, particularly in education. These structural inequalities are often reinforced and amplified in online ‘global’ education through a form of digital neocolonialism, which is where hegemonic powers indirectly control or influence marginalised groups through the internet or information technology. In striving for justice-oriented online education models, this study analyses to what extent Massive Open Online Courses (MOOCs),...
-
As social justice and decolonisation discussions fill the physical and virtual corridors of university spaces in South Africa, educators, and in this case, MOOC designers, are inevitably influenced by them. They are prompted to reflect on such topics, whether in agreement or with scepticism. Provoked by one interviewee’s comment that ‘you could decolonise and still have an enormous amount of injustice’, this paper investigates how South African MOOC designers conceptualise justices, and how...
-
In memory of Hector Pieterson and the hundreds of student protesters that were brutally murdered by police on the 16 June 1976 in the Soweto Uprising in South Africa. The Soweto Uprising refers to the protests by black South African high school students during apartheid against the use of Afrikaans as a medium of instruction. […]
-
An output of the Open Development & Education, https://.opendeved.net/
Explore
Our programmes
- Academic Recovery Programme (OECS) (1)
- EdTech Fellowship (1)
- EdTech Hub (15)
- Global EdTech Testbeds Network (1)
-
Improving Learning Through Classroom Experience in East Africa (ILCE Tanzania)
(1)
- Publications (1)
- Tich Me Ar Tich Dem (1)
-
TVET in sub-Saharan Africa (GOVET-BIBB-BMBF)
(26)
- Report (2)
- Report Chapters (23)
- Citations (20)
Organisations, collaborators and clients
- GOVET-BIBB-BMBF (23)
- INEE/Dubai Cares (1)
- Institute of Education, UCL (1)
- KU Leuven (1)
- Leanlab Education (1)
- Open Development & Education (54)
- Swiss EdTech Collider (1)
Publication type
- Blogposts (3)
- Paper and reports (1)
- Resources for researchers (1)
- Software (2)
Theme
- Artificial Intelligence (2)
- Black Lives Matter (1)
- Climate-resilience, classrooms, physical environment (1)
- COVID-19 (4)
- Inclusion and Disability (2)
- Literature Reviews, meta-analysis, evidence synthesis (1)
- Open and Social Justice (4)
-
Research and evaluation
(1)
- Testbeds (1)
- Teacher Education (5)
-
Technical and vocational education and training (TVET)
(26)
- Publications (26)
- Reviews (2020) (1)
- Virtual Learning Environments and Learning Management Systems (3)
Location
-
Africa
(11)
- Eastern Africa (7)
- Middle Africa (2)
- Northern Africa (3)
-
Southern Africa
(10)
- Botswana (1)
- Malawi (1)
- Mozambique (1)
- Namibia (1)
- South Africa (10)
-
Western Africa
(8)
- Benin (1)
- Burkina Faso (1)
- Ghana (6)
- Liberia (4)
- Nigeria (3)
- Senegal (1)
- Sierra Leone (1)
-
Americas
(6)
-
Caribbean
(3)
- Cuba (1)
- Dominica (1)
- Grenada (1)
- Jamaica (1)
- Saint Lucia (1)
- Saint Vincent and the Grenadines (1)
- Central America (2)
-
Northern America
(4)
- Canada (2)
- United States (4)
- South America (3)
-
Caribbean
(3)
-
Asia
(7)
- Eastern Asia (2)
-
South-eastern Asia
(2)
- Malaysia (1)
- Philippines (1)
- Singapore (1)
-
Southern Asia
(7)
- Afghanistan (1)
- Bangladesh (1)
- India (7)
- Iran (1)
- Maldives (1)
- Nepal (1)
- Pakistan (2)
- Sri Lanka (1)
-
Western Asia
(6)
- Georgia (1)
- Israel (1)
- Jordan (5)
- Saudi Arabia (2)
- State of Palestine (1)
- Turkey (2)
-
Europe
(7)
-
Eastern Europe
(1)
- Romania (1)
- Russian Federation (1)
-
Northern Europe
(6)
- Finland (2)
- Ireland (2)
- Sweden (1)
- United Kingdom (6)
- Southern Europe (3)
-
Western Europe
(3)
- Austria (2)
- France (2)
- Germany (2)
- Netherlands (2)
-
Eastern Europe
(1)
-
Oceania
(1)
-
Australia and New Zealand
(1)
- Australia (1)
-
Australia and New Zealand
(1)