# of items: 2171
           # of reports: 313

OER Resources

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TAACCCT
[Anonymous] (2014).  State of the commons. Creative Commons. Abstract  Download: CC infographic.pdf (506.53 KB)
tablets
[Anonymous] (2014).  The VLAB OER experience: Modeling potential-adopter student acceptance.. IEEE Transactions on Education, Education. 57(4), 235. Abstract
Tacoma Community College OER Project:
tagging
tagging OER
Kawachi, P., & Yin S. (2012).  Tagging OER for skills profiling: User perspectives and interactions at no cost. Proceedings of the Regional Symposium on Open Educational Resources: An Asian perspective on policy and practices. 1-9. Abstract  Download: OERAsia_Symposium_Penang_2012_Proceedings-18.pdf (1.03 MB)
Taiwan
Tanzania
Mtebe, J., & Raisamo R. (2014).  Investigating perceived barriers to the use of open educational resources in higher education in Tanzania. The International Review of Research in Open and Distributed Learning. 15, 44-66. Abstract  Download: 1803-14261-1-PB.pdf (690.33 KB)
Wolfenden, F., Auckloo P., Buckler A., & Cullen J. (2017).  Teacher educators and OER in East Africa: Interrogating pedagogic change. Adoption and impact of OER in the Global South. 251-286. Abstract

{Citation: Wolfenden, F., Auckloo, P., Buckler, A., & Cullen, J. (2017). Teacher educators and OER in East Africa: Interrogating pedagogic change. In C. Hodgkinson-Williams & P. B. Arinto (Eds.), Adoption and impact of OER in the Global South (pp. 251–286). Retrieved from https://doi.org/10.5281/zenodo.600424 Corresponding author: }

 Download: ROER4D-ch8-final.pdf (198.29 KB)
Komba, W. L. M. (2009).  Increasing education access through open and distance learning in Tanzania: A critical review of approaches and practices. International Journal of Education and Development using Information and Communication Technology . 5(5), 8-21. Abstract  Download: EDICT-2009-859.pdf (231.19 KB)
task analysis
Khalil, M., Wong J., de Koning B., Ebner M., & Paas F. (2018).  Gamification in MOOCs: A review of the state of the art. 2018 IEEE Global Engineering Education Conference (EDUCON)2018 IEEE Global Engineering Education Conference (EDUCON). 1629 - 1638. Abstract
task coupling
task-oriented design
[Anonymous] (2016).  Extending the MOOC footprint: Supporting capacity building in India. Commonwealth of Learning (COL). Abstract  Download: PDF (4).pdf (346.92 KB)
teacher attitudes
Mishra, S., & Singh A. (2017).  Higher education faculty attitude, motivation and perception of quality and barriers towards OER in India. Adoption and impact of OER in the Global South. 425-458. Abstract

{Citation: Mishra, S. & Singh, A. (2017). Higher education faculty attitude, motivation and perception of quality and barriers towards OER in India. In C. Hodgkinson-Williams & P. B. Arinto (Eds.), Adoption and impact of OER in the Global South (pp. 425–458). Retrieved from https://doi.org/10.5281/zenodo.602784 Corresponding author: }

 Download: ROER4D-ch12-final.pdf (193.88 KB)
teacher development
teacher education
[Anonymous] (2017).  Adoption and impact of OER in the Global South. African Minds, International Development Research Centre & Research on Open Educational Resources. 1-610. Abstract  Download: 171204-AM-ROER4D-combined-Web.pdf (4.28 MB)
Stutchbury, K. (2016).  Moving forward with TESSA: What is the potential for MOOCs?. 3rd International Conference of the African Virtual University. 1-11. Abstract  Download: AVU_TESSA Strategy.pdf (728.89 KB)
Moon, B., & Villet C. (2017).  Can new modes of digital learning help resolve the teacher crisis in Sub-Saharan Africa?. Journal of Learning for Development - JL4D. 4(1), 23-35. Abstract  Download: 194-919-8-PB.pdf (696.32 KB)
Butler, D., Leahy M., Hallissy M., & Brown M. (2017).  Scaling a model of teacher professional learning – Harnessing MOOCS to recreate deep learning conversations. (Tatnall, Arthur, Webb, Mary, Ed.).WCCE 2017: Tomorrow's Learning: Involving Everyone. Learning with and about Technologies and Computing. 149–160. Abstract