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Adapting OER for Professional Communities: The Teacher Education in Sub-Saharan Africa Experience

Adapting OER for Professional Communities: The Teacher Education in Sub-Saharan Africa Experience

Freda Wolfenden, Alison Buckler
Copyright: © 2012 |Pages: 19
ISBN13: 9781466603004|ISBN10: 1466603003|EISBN13: 9781466603011
DOI: 10.4018/978-1-4666-0300-4.ch007
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MLA

Wolfenden, Freda, and Alison Buckler. "Adapting OER for Professional Communities: The Teacher Education in Sub-Saharan Africa Experience." Collaborative Learning 2.0: Open Educational Resources, edited by Alexandra Okada, et al., IGI Global, 2012, pp. 126-144. https://doi.org/10.4018/978-1-4666-0300-4.ch007

APA

Wolfenden, F. & Buckler, A. (2012). Adapting OER for Professional Communities: The Teacher Education in Sub-Saharan Africa Experience. In A. Okada, T. Connolly, & P. Scott (Eds.), Collaborative Learning 2.0: Open Educational Resources (pp. 126-144). IGI Global. https://doi.org/10.4018/978-1-4666-0300-4.ch007

Chicago

Wolfenden, Freda, and Alison Buckler. "Adapting OER for Professional Communities: The Teacher Education in Sub-Saharan Africa Experience." In Collaborative Learning 2.0: Open Educational Resources, edited by Alexandra Okada, Teresa Connolly, and Peter J. Scott, 126-144. Hershey, PA: IGI Global, 2012. https://doi.org/10.4018/978-1-4666-0300-4.ch007

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Abstract

Much is written of the potential of Open Educational Resources (OERs) to contribute to improvements in the quality of and access to education, particularly in environments such as Sub-Saharan Africa. But some of the greatest challenges lie in the processes of adaptation and re-use, and as of yet, little has been reported on how best to support user communities to harness and integrate OERs for their own systems and cultures. This chapter describes an empirically based approach to understanding and representing the OER adaptation processes as it occurred across the TESSA (Teacher Education in Sub-Saharan Africa) consortium. The authors draw on a range of investigations to make explicit the kinds of knowledge, skills, and support employed in the adaptation process, the role of the structured template in supporting this process and the problems encountered. The chapter suggests that OERs will only fulfil their promise if greater attention is given to understanding the conditions of access, motivations, and relevant skills of users, particularly in the challenging context of Sub-Saharan Africa. Finally, the chapter offers suggestions for guidance to support other users in adapting OERs for their own context, whilst maintaining the quality of the OERs and working towards self-sustaining communities of users.

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