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Open Praxis
225 Publications
OpenAIRE 3.0 (OA, funding)


  • Capacity-building in open education: an Australian approach

    Carina Bossu; Wendy Fountain (2015)
    Addressing the gap between global open educational resource (OER) proliferation and the slow adoption of OER and open educational practices (OEP) in Australian higher education, this paper focuses on a capacity-building project targeting academics, academic support staff and educational developers. The conception, design, development, piloting and evaluation of an open, online professional development micro course are detailed, highlighting key aspects of the open design and considerations fo...

    Book Review of Integrating Pedagogy and Technology: Improving Teaching and Learning in Higher Education

    Cronk, Jeanna (2016)
    Technology applied in university courses must also include pedagogical rationale to be most effective. Likewise, faculty that are only using pedagogy and not including current technology are not fully preparing their students for careers beyond their undergraduate studies. Bernauer and Tomei aim to help college professors become master educators by fully utilizing both technology and pedagogy in unison. To that end, they have created a framework for faculty and an impressive list of tools wit...

    Book review of Minds Online: Teaching Effectively With Technology

    Nathan Sand (2016)
    As online learning continues to flourish, educators and institutions frequently question how to leverage emerging technologies in a way that effectively enhances the learning process for students. In Minds Online, Miller (2014) suggests that we already have an answer to this question—we just need to know where to look. Reflecting on basic fundamentals found in cognitive psychology, the author advocates a provocative approach: We need to align our teaching with the way the mind works.

    Open Praxis, volume 8 issue 1

    Gil-Jaurena (ed.), Various Authors, Inés (2016)

    Mainstreaming use of Open Educational Resources (OER) in an African context

    Tony John Mays (2017)
    The study derives from a multi-year project implemented by OER Africa. The project sought to understand how OER might be used as a catalyst for pedagogical transformation in African universities. Within a non-determinist and interpretivist theoretical framework and an over-arching project methodology of participatory action research, the study made use of an analytical autoethnographic approach to capture and analyse data and to make recommendations. The approach was informed primarily by her...
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