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The role of postgraduate students in co-authoring open educational resources to promote social inclusion: a case study at the University of Cape Town
PublishedAugust 2012
JournalDistance Education
Volume 33, Issue 2, Pages 253 - 269
LocationSouth Africa, Africa

ABSTRACT
Like many universities worldwide, the University of Cape Town (UCT) in South Africa has joined the open educational resources (OER) movement, making a selection of teaching and learning materials available through its OER directory, UCT OpenContent. However, persuading and then supporting busy academics to share their teaching materials as OER still remains a challenge. In this article, we report on an empirical study of how UCT postgraduate students have assisted in the process of reworking the academics’ teaching materials as OER. Using the concept of contradictions (Engeström, 2001), we endeavor to surface the various disturbances or conflicts with which the postgraduate students had to engage to make OER socially inclusive, as well as Engeström’s “layers of causality” (2011, p. 609) to explain postgraduate students’ growing sense of agency as they experienced the OER development process as being socially inclusive.

Keywords social inclusion · Open Educational Resources · contradictions · case study · agency · activity theory

ISSN1475-0198
DOI10.1080/01587919.2012.692052
Other informationDistance Education
Export optionsBibTex · EndNote · Tagged XML · Google Scholar





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