Open educational resources and open pedagogy in Lebanon and South Africa

Editors
Notes on Contributors
Editors
Contributors
Research Justification
Preface
Jako Olivier
Fawzi Baroud
CHAPTER 1: Open Educational Resources and Open Pedagogy in Lebanon: A Steppingstone into Openness
Fawzi Baroud
Kamal Abouchedid
1.1 Introduction
1.2 The Trajectory of Open Educational Resources
1.3 Open Educational Resource Development in the Arab Countries
1.4 Situational Analysis and the Consequential Assignment of OER
1.5 Inequitable Access to Quality Education
1.6 Capacity-Building of Schoolteachers
1.7 Textbooks
1.8 The Use of Technology
1.9 Styles of Pedagogy
1.10 The Open Educational Resource Experience in Lebanon: Addressing Educational Issues
1.11 Institutionalizing Open Educational Resources: Towards a Policy
1.11.1 University Level
1.11.2 K-12 Level
1.12 Steps for Implementation: Preparing the Ground
1.12.1 Training Faculty Members
1.12.2 Training Librarians
1.12.3 Training Students
1.12.4 Implementing Open Educational Resources in Teaching and Learning
1.13.1 Center for Educational Research and Development
1.13.2 Building a Community of Practice at the Grassroots Level
1.14 Concluding Remarks
References
CHAPTER 2: Completing the circle: Returning to blended learning in a culture of impunity
Rima Malek+
Eugene Sensenig
Rouba El Helou
Preface: a dedication to the late Professor Rima Malek
2.1 A pedagogical and political introduction
2.2 Toward justice within the creative commons
2.3 Formulating an alternative to North-South confrontation
2.4 Governing the Commons in the Global South
2.5 Creation of open content in the Global South – the narrative of OER in Lebanon
2.6 Chronology of a revolution
2.7 Open content creation at Notre Dame University-Louaize
2.8 Conclusion: Bending the arc and governing the commons
References
CHAPTER 3: A Case Study of Open Educational Resource Implementation at Notre Dame University-Louaize, Lebanon
Dany Azzi
Maya El Hajj
3.1 Introduction
3.2 Literature Review
3.3 Methodology
3.4 Research question and objectives
3.5 Implementation at Notre Dame University-Louaize
3.6 Planning the use of Open Educational Resources
3.6.1 Finding Open Educational Resources
3.6.2 Reviewing Open Educational Resources
3.6.3 Adapting and licensing Open Educational Resources
3.6.4 Delivering Open Educational Resources
3.6.5 Evaluating Open Educational Resource implementation
3.7 Conclusion and recommendations
References
CHAPTER 4: Investigating the awareness, use and challenges of open educational resources: A survey of an open distance e-learning-based institution in South Africa
Morakinyo Akintolu
Moeketsi Letseka
4.1 Introduction
4.2 Research Questions
4.3 Methodology
4.3.1 Research design
4.3.2 Research approach
4.3.3 Population
4.3.4 Sampling procedure
4.3.5 Research instrument
4.3.6 Data collection
4.3.7 Data analysis
4.3.8 Validity and Reliability
4.3.9 Ethical Considerations
4.3.10 Presentation of Results
4.3.11 Demographic information of respondents
4.4 Descriptive Results
4.5 Limitations of the Study
4.6 Discussion of findings, conclusion, and recommendations
References
CHAPTER 5: Localisation of open educational resources in academic libraries: A South African experience
Mahlaga J. Molepo
5.1 Introduction
5.2 Addressing the problem
5.3 Literature review
5.3.1 What are open educational resources?
5.3.2 The transformative role of open educational resources in South African university libraries
5.3.2.1 Transformation of teaching and learning
5.3.2.2 Limitations of information literacy programmes
5.3.2.3 Critical information literacy
5.3.2.4 OER and student-centred open pedagogy
5.3.2.5 What is open pedagogy?
5.4 Methodology
5.5 Findings and discussion
5.5.1 The use of lib-guides and portals for open educational resource practice
5.5.1.1 University of Cape Town
5.5.1.2 University of KwaZulu-Natal
5.5.1.3 University of South Africa
5.5.1.4 Cape Peninsula University of Technology
5.5.1.5 North-West University
5.5.2 Challenges for localisation of open educational resources in South African university libraries
5.5.2.1 Programmes to support the reskilling of librarians and faculty members
5.5.2.2 Collection development practices
5.6 Framework
5.6.1 The frames
5.6.1.1 Collections
5.6.1.2 Alternatives
5.6.1.3 Students
5.7 Conclusion
References
CHAPTER 6: Guidelines for the Development of Open Educational Resources at a Higher Education Institution through the Lens of Domestication
Siphamandla Mncube
Maureen Tanner
Wallace Chigona
Mpine Makoe
6.1 Introduction
6.2 Open educational resources in higher education
6.3 Open educational resource policy for higher education institutions
6.4 Development of open educational resources
6.5 Theoretical framework
6.5.1 Commodification phase
6.5.2 Appropriation
6.5.3 Conversion
6.6 Methodology
6.6.1 Sample and sampling
6.6.2 Data collection and analysis
6.6.3 Ethical aspects
6.7 Seven guidelines for developing OER
6.7.1 Gathering of users’ experiences
6.7.2 Conducting an induction
6.7.3 Identifying OER enablers
6.7.4 Defining pedagogical frameworks
6.7.5 Defining e-learning approaches
6.7.6 Formulating mechanisms for the promotion of OER development
6.7.7 Designing the OER dissemination procedures
6.8 Conclusion and recommendations
Acknowledgment
References
CHAPTER 7: African OER Initiatives in Higher Education: Insights into OER Localisation, Advocacy and Sustainability
Mohini Baijnath
Sarah Hoosen
Neil Butcher
Tony Lelliott
7.1 Introduction
7.2 Background and methodology
7.3 Localisation
7.4 Advocacy
7.5 Sustainability
7.5.1 Innovative models, agreements for continuation and institutional embedding
7.5.2 Rewards and incentives for participation
7.5.3 Policy, the necessary implementation vehicles, and an enabling environment
7.6 Conclusion
References