Authors : Michael Paskevicius, Cheryl Hodgkinson-Williams
This case study explores students’ perceptions of the creation and reuse of digital teaching and learning resources in their work as tutors as part of a volunteer community development organisation at a large South African University.
Through a series of semi-structured interviews, student-tutors reflect on their use and reuse of digital educational resources, and identify the challenges they experience in curating, adapting, and reusing educational resources for use in their teaching activities.
The data is analysed qualitatively within the framework of an activity system (Engeström, 1987) to surface the primary systemic tensions that student-tutors face in the reuse of resources found online as well as open educational resources (OER).
This study found that student-tutors sourced and used educational materials from the Internet, largely irrespective of their licensing conditions, while also creating and remixing a substantial number of educational materials to make them suitable for use in their context.
We conclude that greater awareness of the availability of OER and explicit open licencing for works sourced and created within community development organisations could enhance sharing, collaboration, and help sustain high impact resources.
URL : Student perceptions of the creation and reuse of open educational resources: A case study of the development-oriented student organisation
Alternative location : http://www.jl4d.org/index.php/ejl4d/article/view/253
Author : Joachim Schöpfel
Access to information plays a critical role in supporting development. Open access to scientific information is one solution. Up to now, the open access movement has been most successful in the Western hemisphere.
The demand for open access is great in the developing world as it can contribute to solving problems related to access gaps. Five emerging countries, called BRICS — Brazil, Russia, India, China and South Africa — play a specific and leading role with a significant influence on regional and global affairs because of their large and fast-growing national economies, their demography and geographic situation.
In order to better understand open access in each of the five countries, in this paper we take a look at specific conditions in each country, relying on data from information professionals and scientists from BRICS, with an empirical approach focused on country-specific characteristics and challenges.
URL : http://www.dlib.org/dlib/march17/schopfel/03schopfel.html
South African higher education institutions are the largest producers of research output on the African continent. Given this status, South African researchers have a moral obligation to share their research output with the rest of the continent via a medium that minimizes challenges of access; open scholarship is that medium. The majority of South African higher education libraries provide an open access publishing service. However, in most of these cases this service is via engagement with the green open access route, that is, institutional repositories (IR).
Some of the libraries have piloted and adopted gold open access services such as publishing of “diamond” gold open access journals and supporting article processing charges. The experiment with publishing open monographs is a new venture. This venture must be viewed against the backdrop of the need for open educational resources (OERs). OER is an area that is very much in a fledgling stage and is gaining traction, albeit, at a slow pace.
The growth of IRs, the growth in support for gold open access including the library acting as a publisher, the experimentation with open monographs, and OERs are all shaping South Africa’s scholarly publishing roadmap.
URL : Open Scholarship Practices Reshaping South Africa’s Scholarly Publishing Roadmap
DOI : http://dx.doi.org/10.3390/publications3040263