Contextualised open educational practices: Towards student agency and self-directed learning
Jako Olivier, Mahikeng, South Africa.
Charlene du Toit-Brits, Potchefstroom, South Africa
Byron J. Bunt, Vanderbijlpark, South Africa
Amit Dhakulkar, Potchefstroom, South Africa.
Copyright Year: 2022
ISBN 13: 9781779952653
Publisher: AOSIS Publishing
Conditions of Use
The book covers a wide range of topics related to open education and admits where there are gaps. read more
The book covers a wide range of topics related to open education and admits where there are gaps.
Original research is completed and included in the text.
The research is all current and relevant to education. It may be a bit difficult to update the content over time because of how the book is set up, but I could see subsequent volumes which would offer more current research.
The text is clear, but it does use high level vocabulary and verbiage, as it is a research-based text. The text may only be appropriate for upper level students and faculty.
The text is consistent throughout the book and has a wonderful linked table of contents for ease of use.
The linked table of contents is very helpful for locating specific chunks to read.
The topics in the text flow from one research topic to another. It doesn't seem to need or have a direct relationship between topics, other than all being united as OER research. It might have been helpful to organize them differently, but I don't think it affects the flow or the overall impression of the material.
Everything is clearly formatted. There are not any issues with accessibility that I found.
No errors located.
The research is specific to South Africa, but the content could be applied to other contexts as well.
This is a very unique book! It would be nice if the book was available as an ebook in addition to a PDF, but the PDF is excellent.
Table of Contents
- Chapter 1: Open educational practices for self-directed learning: An open educational resources fellowship as a case study
- Chapter 2: Multilingual digital education for social justice through localised self-directed open educational practices in South Africa
- Chapter 3: What open educational resources’ incorporation in education might contribute including implications for self-directed learning
- Chapter 4: Multilingual philosophy glossaries: Steps towards socially just pedagogical praxis
- Chapter 5: Designing an open educational resource as part of a technology-enhanced practice environment developing the oral interactional competence of beginner language learners
- Chapter 6: Decolonising the journalism curriculum through co-creating an OER textbook with students
- Chapter 7: Stories students tell about their learning experiences creating open educational resources in a music education module
- Chapter 8: Second-year health students’ perspectives on developing open educational resources
- 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
- Chapter 10: How decolonial practices can assist with researching open educational resources and developing open legal pedagogies from a South African perspective
About the Book
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.
About the Contributors
Jako Olivier, Research Unit Self-Directed Learning, Faculty of Education, NorthWest University, Mahikeng, South Africa.
Charlene du Toit-Brits, Research Unit Self-Directed Learning, Faculty of Education, North-West University, Potchefstroom, South Africa.
Byron J. Bunt, Research Unit Self-Directed Learning, Faculty of Education, NorthWest University, Vanderbijlpark, South Africa.
Amit Dhakulkar, Research Unit Self-Directed Learning, Faculty of Education, North-West University, Potchefstroom, South Africa.