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Sustainable open textbook models for social justice

Frontiers in education (Lausanne), 2022-07, Vol.7

2022

Volltextzugriff (PDF)

Open Textbooks and Social Justice: Open Educational Practices to Address Economic, Cultural and Political Injustice at the University of Cape Town

Journal of Interactive Media in Education, 2020-05, Vol.2020 (1)

2020

Volltextzugriff (PDF)

Institutional Culture and OER Policy: How Structure, Culture, and Agency Mediate OER Policy Potential in South African Universities

International review of research in open and distance learning, 2016-09, Vol.17 (5), p.147-164

2016

Volltextzugriff (PDF)

Open Textbook Author Journeys: Internal Conversations and Cycles of Time

International review of research in open and distance learning, 2022-09, Vol.23 (3), p.134-152

2022

Volltextzugriff (PDF)

Researching Resistance to Open Education Resource Contribution: An Activity Theory Approach

E-learning and digital media, 2013-06, Vol.10 (2), p.148-160

Cox, Glenda

2013

Volltextzugriff (PDF)

Impact of COVID-19 on Formal Education: An International Review of Practices and Potentials of Open Education at a Distance

International review of research in open and distance learning, 2022-11, Vol.23 (4), p.1-18

2022

Volltextzugriff (PDF)

Determining isotopic life history trajectories using bone density fractionation and stable isotope measurements: A new approach

American journal of physical anthropology, 2001-09, Vol.116 (1), p.66-79

2001

Volltextzugriff (PDF)

An OER framework, heuristic and lens: Tools for understanding lecturers’ adoption of OER

Open praxis, 2017-04, Vol.9 (2), p.151-171

2017

Volltextzugriff (PDF)

Inclusive Digital Education on Open Platforms: A Case Study of the Complexity of the Future of Education

Computers in the schools, 2024-03, p.1-18

2024

Volltextzugriff (PDF)

Exploring the institutional OER policy landscape in South Africa: dominant discourses and assumptions

International journal of education and development using information and communication technology, 2019-01, Vol.15 (4), p.165-179

2019

Volltextzugriff (PDF)

Defining innovation: Using soft systems methodology to approach the complexity of innovation in educational technology

International journal of education and development using information and communication technology, 2010-04, Vol.6 (1), p.12

Cox, Glenda

2010

Volltextzugriff (PDF)

Defining Innovation: Using Soft Systems Methodology to Approach the Complexity of Innovation in Educational Technology

International journal of education and development using information and communication technology, 2010, Vol.6 (1), p.5

Cox, Glenda

2010

Volltextzugriff (PDF)

Weathering wikis: Net-based learning meets political science in a South African university

Computers and composition, 2007, Vol.24 (3), p.266-284

2007

Volltextzugriff (PDF)

Bridging the Gap: Micro-credentials for Development: UNESCO Chairs Policy Brief Form - Under the III World Higher Education Conference (WHEC 2021) Type: Collective X

International review of research in open and distance learning, 2022-09, Vol.23 (3), p.288-302

2022

Volltextzugriff (PDF)

Evaluating the use of synchronous communication in two blended courses

Journal of computer assisted learning, 2004-06, Vol.20 (3), p.183-193

2004

Volltextzugriff (PDF)

Investigating Identity and Life Histories: Isotopic Analysis and Historical Documentation of Slave Skeletons Found on the Cape Town Foreshore, South Africa

International journal of historical archaeology, 1997-09, Vol.1 (3), p.207-224

1997

Volltextzugriff (PDF)

From peripheral to full participation in a blended trade bargaining simulation

British journal of educational technology, 2004-03, Vol.35 (2), p.197-211

2004

Volltextzugriff (PDF)

Bridging the Gap: Micro-credentials for Development

International review of research in open and distance learning, 2022-09, Vol.23 (3)

2022

Volltextzugriff (PDF)

Evaluating the use of synchronous communication in two blended courses: Developing discussion for learning

Journal of computer assisted learning, 2004, Vol.20 (3), p.183-193

2004

Volltextzugriff (PDF)

Persuasive Strategies for School Administrators: A Key to School Effectiveness

NASSP bulletin, 1994-10, Vol.78 (564), p.97

1994

Volltextzugriff (PDF)

Stable carbon and nitrogen isotopic analyses of the underclass at the colonial Cape of Good Hope in the eighteenth and nineteenth centuries

World archaeology, 2001-06, Vol.33 (1), p.73-97

2001

Volltextzugriff (PDF)

From peripheral to full participation in a blended trade bargaining simulation: Special issue on the work of the Multimedia Education Group at the University of Cape Town

British journal of educational technology, 2004, Vol.35 (2), p.197-211

2004

Volltextzugriff (PDF)

Using the "Grapevine" to Effect Change in Schools

The Clearing house, 1993-09, Vol.67 (1), p.17-20

1993

Volltextzugriff (PDF)

Enhancing comprehension through the use of visual elaboration strategies

Reading research and instruction, 1994-03, Vol.33 (3), p.159-174

1994

Volltextzugriff (PDF)

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Sustainable open textbook models for social justice

Open Textbooks and Social Justice: Open Educational Practices to Address Economic, Cultural and Political Injustice at the University of Cape Town

Institutional Culture and OER Policy: How Structure, Culture, and Agency Mediate OER Policy Potential in South African Universities

Open Textbook Author Journeys: Internal Conversations and Cycles of Time

Researching Resistance to Open Education Resource Contribution: An Activity Theory Approach

Impact of COVID-19 on Formal Education: An International Review of Practices and Potentials of Open Education at a Distance

Determining isotopic life history trajectories using bone density fractionation and stable isotope measurements: A new approach

An OER framework, heuristic and lens: Tools for understanding lecturers’ adoption of OER

Responding to the Initial Challenge of the COVID-19 Pandemic: Analysis of International Responses and Impact in School and Higher Education

Inclusive Digital Education on Open Platforms: A Case Study of the Complexity of the Future of Education

Exploring the institutional OER policy landscape in South Africa: dominant discourses and assumptions

Defining innovation: Using soft systems methodology to approach the complexity of innovation in educational technology

Defining Innovation: Using Soft Systems Methodology to Approach the Complexity of Innovation in Educational Technology

Weathering wikis: Net-based learning meets political science in a South African university

Bridging the Gap: Micro-credentials for Development: UNESCO Chairs Policy Brief Form - Under the III World Higher Education Conference (WHEC 2021) Type: Collective X

Evaluating the use of synchronous communication in two blended courses

Investigating Identity and Life Histories: Isotopic Analysis and Historical Documentation of Slave Skeletons Found on the Cape Town Foreshore, South Africa

From peripheral to full participation in a blended trade bargaining simulation

Bridging the Gap: Micro-credentials for Development

Evaluating the use of synchronous communication in two blended courses: Developing discussion for learning

Persuasive Strategies for School Administrators: A Key to School Effectiveness

Stable carbon and nitrogen isotopic analyses of the underclass at the colonial Cape of Good Hope in the eighteenth and nineteenth centuries

From peripheral to full participation in a blended trade bargaining simulation: Special issue on the work of the Multimedia Education Group at the University of Cape Town

Using the "Grapevine" to Effect Change in Schools

Enhancing comprehension through the use of visual elaboration strategies

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