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- SOUTH AMERICA
- SOUTH AND SOUTHEAST ASIA
- SP1: Desktop review
- SP10: Impact of OER – Case studies
- SP10.1: Engaging with the ‘world beyond’: the impact of OER on practices in teacher education institutions in East Africa
- SP10.2: Assessing the impact of OER adoption in expanding access to quality teacher education in Sub-Saharan Africa
- SP10.3: OER in and as MOOCs
- SP10.4: Early-stage impact study of the Darakht-e Danesh (“Knowledge Tree”) OER Library in Afghanistan
- SP10.5: Ascertain the extent of OER use by secondary and tertiary students and teachers in Pakistan.
- SP10.6: Impact of integrating OER in teacher education at the Open University of Sri Lanka
- SP10.7: Impact of OER on cost and quality of course materials in postgraduate distance education courses in the Philippines
- SP11: Public funding for learning materials in South African basic education: Tracking budget allocation for OER
- SP12: Mapping public finding for OER – South America
- SP2: Survey on OER
- SP3: Academics’ views on sharing OER in India
- SP4: Academics’ views on sharing OER in South Africa
- SP5: Co-creation of OER: India
- SP6: Co-creation of OER in Colombia
- SP7: OER integration for course development
- SP8: Cultural-historical factors influencing OER adoption in Mongolia’s higher education sector
- SP9: La efectividad del uso de REA en las habilidades lógico-matemáticas de estudiantes de primer año de educación superior en Chile
- SP9: The effectiveness of the OER use in first year higher education student’s logical-mathematical skills in Chile
- Sub-project 5 Phase 2
- SUB-SAHARAN AFRICA
- What are OER?
- ДЭД ТӨСӨЛ 8: МОНГОЛ УЛСАД БОЛОВСРОЛЫН НЭЭЛТТЭЙ НӨӨЦИЙГ НЭВТРҮҮЛЭХ, АШИГЛАХ
Archives
- June 2018 (7)
- May 2018 (4)
- April 2018 (4)
- March 2018 (5)
- February 2018 (6)
- January 2018 (3)
- November 2017 (7)
- October 2017 (5)
- September 2017 (7)
- August 2017 (7)
- July 2017 (4)
- June 2017 (6)
- May 2017 (5)
- April 2017 (5)
- March 2017 (5)
- February 2017 (5)
- January 2017 (2)
- November 2016 (1)
- October 2016 (2)
- September 2016 (2)
- August 2016 (1)
- June 2016 (5)
- March 2016 (2)
- February 2016 (1)
- January 2016 (2)
- December 2015 (2)
- November 2015 (1)
- October 2015 (1)
- September 2015 (1)
- August 2015 (2)
- July 2015 (2)
- June 2015 (4)
- May 2015 (3)
- March 2015 (1)
- February 2015 (1)
- January 2015 (1)
- December 2014 (1)
- November 2014 (1)
- October 2014 (1)
- September 2014 (1)
- August 2014 (1)
- July 2014 (1)
- June 2014 (1)
- May 2014 (2)
- March 2014 (1)
Posts
- ROER4D project activity toolkit: Communications
- ROER4D project activity toolkit: Curation and dissemination
- ROER4D project activity toolkit: Evaluation
- ROER4D project activity toolkit: Networking
- ROER4D open research toolkit: Bibliography
- ROER4D open research toolkit: Meta-synthesis methodology
- ROER4D open research toolkit – Meta-synthesis conceptual and analytical frameworks
- Chapter 16 in profile – OER and OEP in the Global South: Implications and recommendations for social inclusion
- Reflections on ROER4D at the OER18 and OE Global conferences
- Chapter 15 in profile – An early stage impact study of localised OER in Afghanistan
- Chapter 14 in profile – Teacher professional learning communities: A collaborative OER adoption approach in Karnataka, India
- Chapter 13 in profile – Impact of integrating OER in teacher education at the Open University of Sri Lanka
- Chapter 12 in profile – Higher education faculty attitude, motivation and perception of quality and barriers towards OER in India
- Chapter 11 in profile – Cultural-historical factors influencing OER adoption in Mongolia’s higher education sector
- The ROER4D Open Data initiative: Some lessons learned
- Chapter 10 in profile – OER in and as MOOCs
- Chapter 9 in profile – Factors shaping lecturers’ adoption of OER at three South African universities
- Contributing to the OECD open data agenda: A Global South perspective
- Chapter 8 in profile – Teacher educators and OER in East Africa: Interrogating pedagogic change
- Chapter 7 in profile – Tracking the money for Open Educational Resources in South African basic education: What we don’t know
- Chapter 6 in profile – Effectiveness of OER use in first-year higher education students’ mathematical course performance: A case study
- Open textbook innovation in mathematics
- Chapter 5 in profile – Co-creation of OER by teachers and teacher educators in Colombia
- Chapter 4 in profile – Open Access and OER in Latin America: A survey of the policy landscape in Chile, Colombia and Uruguay
- ROER4D weekly announcement – 5 February 2018
- Chapter 3 in profile – OER use in the Global South
- ROER4D weekly announcement – 29 January 2018
- ROER4D weekly announcement – 22 January 2018
- Reflections on the Cape Town Open Education Declaration ten years on #CPT10
- ROER4D weekly update – 24 November 2017
- ROER4D weekly update – 17 November 2017
- OER adoption by higher education instructors and students in the Global South
- ROER4D weekly update – 10 November 2017
- ROER4D at the ICDE World Conference on Online Learning
- ROER4D weekly update – 3 November 2017
- Open Education and Inclusion – musings from OpenEd17
- ROER4D weekly update – 27 October 2017
- ROER4D weekly update – 20 October 2017
- ROER4D weekly update – 14 October 2017
- ROER4D weekly update – 6 October 2017
- The value of an Evaluation Framework to gain insights and inform improvements
- ROER4D weekly update – 29 September 2017
- ROER4D weekly update – 22 September 2017
- ROER4D weekly update – 15 September 2017
- Factors influencing OER adoption in Mongolia’s higher education sector
- ROER4D weekly update – 8 September 2017
- The question of cost-saving and OER: a study from South Africa
- ROER4D weekly update – 1 September 2017
- ROER4D weekly update – 25 August 2017
- A look at the open learning policy framework for post-school education and training in South Africa
- ROER4D weekly update – 18 August 2017
- Advance online publication of chapters from the ROER4D edited volume
- ROER4D weekly update – 11 August 2017
- Pragmatic approaches to OER, copyright and dis/connectivity at the University of Swaziland
- ROER4D weekly update – 4 August 2017
- ROER4D weekly update – 28 July 2017
- ROER4D weekly update – 21 July 2017
- ROER4D weekly update – 14 July 2017
- ROER4D weekly update – 7 July 2017
- ROER4D weekly update – 30 June 2017
- Beyond policy: thoughts on institutional culture as an arbiter of OER adoption activity
- ROER4D weekly update – 23 June 2017
- ROER4D weekly update – 16 June 2017
- ROER4D weekly update – 9 June 2017
- ROER4D weekly update – 2 June 2017
- ROER4D weekly update – 26 May 2017
- ROER4D weekly update – 19 May 2017
- ROER4D weekly update – 12 May 2017
- Taking a conference home – sharing the experience of #OER17
- ROER4D weekly update – 5 May 2017
- ROER4D weekly update – 28 April 2017
- ROER4D weekly update – 21 April 2017
- OEP and OER – perspectives from ROER4D at OE Global
- ROER4D weekly update – 14 April 2017
- ROER4D weekly update – 7 April 2017
- ROER4D weekly update – 31 March 2017
- Musings of the Program Chair- reflecting on OE Global
- ROER4D weekly update – 24 March 2017
- ROER4D weekly update – 17 March 2017
- ROER4D weekly update – 3 March 2017
- ROER4D weekly update – 24 February 2017
- ROER4D weekly update – 17 February 2017
- Students as change agents and capacitators for OER production
- ROER4D weekly update – 10 February 2017
- ROER4D weekly update – 3 February 2017
- ROER4D weekly update 27 January 2017
- ROER4D weekly update – 20 January 2017
- A role for Open Education in the #feesmustfall movement in South African Higher Education
- ROER4D attends the 12th European Evaluation Society Biennial Conference
- Sharing data openly: the ROER4D specialised open data collection
- How institutional culture mediates the role of an OER policy
- Open for Participation – you’re all invited!
- Academics’ ultimate concerns explain motivation for sharing OER
- Ideological Openness – More than just a principle
- Focus on mentoring in evaluation and communication: ROER4D attends the DECI-2 workshop
- How Intellectual Property (IP) Policies affect OER Creation at South African Universities
- Upscaling participatory OER by a professional learning community of teachers to the national level
- The OER Adoption Pyramid
- Feature: Open is as Open Does
- Students’ piracy practices- accessing learning resources
- Following the money for OER: reflections on the ROER4D SP11 research project
- Curation and Dissemination a Central Theme at ROER4D Impacts of OER Workshop
- Communications for participation in the ROER4D Communications Strategy