Produced by the World Wide Web Foundation, the Open Data Barometer aims to uncover the true prevalence and impact of open data initiatives worldwide.
In spite of a few studies on reusability of open educational content in different contexts, there is insufficient information and understanding about the processes involved in Open Educational Resources (OER) integration and contextualisation.
As part of Research on Open Educational Resources for Development (ROER4D) strategy, development of research communications becomes intrinsic to the research process itself and may contribute to answering key research questions.
This paper examines three tools for analysing lecturers’ adoption of Open Educational Resources (OER) in higher educational settings: an analytical framework (OER Adoption Pyramid); a comparative heuristic (OER Readiness Tables); a differentiating
It is argued that ICT-for-development interventions should be seen as a dynamic and hybrid network of actors, artefacts, communities, and institutions embedded within the context.
The study involves understanding why some teachers share educational resources and others do not.
Understanding how structure, culture, and agency interact at an institution offers insights into how Open Educational Resources (OER) policy development could proceed.
MOOCs have been seen as holding promise for advancing Open Education.
During recent years, we have witnessed revolutionary developments of Information and Communication Technologies (ICTs) and their impact on people’s lives.
Produced by the World Wide Web Foundation, the Open Data Barometer aims to uncover the true prevalence and impact of open data initiatives around the world.