Pages

• 1tabletest
• About ROER4D
• Adoption studies
• Advisory Group
• Contact Us
• Datasets
• Directory
• Edited volume
• Edited volume
• Gallery
• Impact studies
• Open Data Toolkit
• Policy Briefs
• Posters
• Presentations
• Project Coordination
• Publications
• Question Harmonisation
• Resources
  • Network Hub reports
  • Presentations
• ROER4D Bibliography
• ROER4D Research Reports
• Sitemap
• 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
  • SP 9 – The Effectiveness of OER use in first-year higher education students’ logical-mathematical skills in Chile (Outputs)
• SUB-SAHARAN AFRICA
• What are OER?
• ДЭД ТӨСӨЛ 8: МОНГОЛ УЛСАД БОЛОВСРОЛЫН НЭЭЛТТЭЙ НӨӨЦИЙГ НЭВТРҮҮЛЭХ, АШИГЛАХ

Archives

• 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

• 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
• The use and reuse of open data in low resource settings
• OER Open Data in the Global South
• OER and Open Textbooks part of solution to the current higher education crisis
• OER part of solution to creating capacity for sustainable open, distance and flexible education
• Building towards a community version of an open research course
• CHAT is where it’s AT: An encounter with Engeström
• ROER4D Advancing the Developing Country OER and Open Data Contribution
• Towards institutionalisation of OER practices at the Open University Tanzania
• ROER4D attends the 2nd International Conference of the African Virtual University, in Nairobi, Kenya
• Using open educational resources: a shot in the dark?
• ROER4D joins the Africa Evidence Network
• OER in Africa: Not as well known as anticipated?
• ROER4D at OER15 in Cardiff, United Kingdom
• “The means are the ends”*: The alignment between OER and FOSS
• An Insight into ROER4D’s Evaluation process