عملکردهای آموزشی باز زمینه‌مند: به سوی خودمختاری دانش‌آموزان و یادگیری خودمدار

This book covers original research on the implementation of open educational practices through the use of open educational resources at the university level. The emphasis on open education in this book is on contextualising resources, supporting student agency and fostering self-directed learning specifically within a South African milieu. The envisaged chapters cover conceptual and review research and empirical work focussing on open educational practices and the use of renewable assessments. The work starts off with an overview of an institutional-wide open education project that prompted the research followed by research on open education in terms of various modules in the health science, music education, law, philosophy, dietetics, anthropology, French language learning, journalism and political science. There is a clear gap in the literature on open education in terms of open educational practices, specifically in terms of contextualising resources, supporting student agency and fostering self-directed learning in a South African context. Despite the existence of some general works on open education in terms of policy, social justice and open textbooks, this book will be unique in exploring the intersections of openness, specifically with contextualisation, student agency and self-directedness. Chapter 1: Open educational practices for self-directed learning: An open educational resources fellowship as a case study (Jako Olivier, Byron J. Bunt, Amit Dhakulkar) Chapter 2: Multilingual digital education for social justice through localised self-directed open educational practices in South Africa (Jako Olivier, Louise Olivier) Chapter 3: What open educational resources’ incorporation in education might contribute including implications for self-directed learning (Cornelie Nienaber-Rousseau, Charlene du Toit-Brits) Chapter 4: Multilingual philosophy glossaries: Steps towards socially just pedagogical praxis (Yolandi M. Coetser, Chantelle Gray, Aïda Terblanché-Greeff, Nolwandle Lembethe) Chapter 5: Designing an open educational resource as part of a technology-enhanced practice environment developing the oral interactional competence of beginner language learners {(arina Grobler, Juan Steyn) Chapter 6: Decolonising the journalism curriculum through co-creating an OER textbook with students (Andre Gouws) Chapter 7: Stories students tell about their learning experiences creating open educational resources in a music education module (Mignon van Vreden) Chapter 8: Second-year health students’ perspectives on developing open educational resources (Yolande Heymans, Jessica Pool, Christo Bisschoff, Christmal Christmals, Baaqira Ebrahim, Rhea Koch, Jako Olivier) Chapter 9: An open educational resource as a tool to create awareness around infectious diseases: A focus on the human immunodeficiency virus, Mycobacterium tuberculosis and the severe acute respiratory syndrome coronavirus (Chandré Liebenberg, Mario Chauque, Byron J. Bunt, Rohan Claassen, Alrike Claassen, Aurelia Williams) Chapter 10: How decolonial practices can assist with researching open educational resources and developing open legal pedagogies from a South African perspective (Kabelo Mutubi)