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Laura Czerniewicz

Director

Laura Czerniewicz is the Director of the Centre for Innovation in Learning and Teaching (CILT), at the University of Cape Town, CILT's first director when it was formed in 2014. She is presently an associate professor (and a full professor from January 2019). She has worked in education in a number of roles with a continuous focus on inequality, access and digital inequality. These have permeated her research interests which include the changing nature of higher education in a digitally-mediated society as well as student and academic technological practices. She is currently the South African lead on an ESRC NRF funded project on the Unbundled University, researching emerging models of teaching and learning provision. 

She has played a key strategic and scholarly role in the areas of blended and online learning as well as open education. 

An NRF-rated researcher, Laura has published widely, both formally and informally. Her research output can be found at  http://uct.academia.edu/LauraCzerniewicz and many of her presentations at https://www.slideshare.net/laura_Cz. She can be followed on Twitter at @czernie. 

For an interview with Laura Czerniewicz listen to her podcast with Mark Nicols at http://onlinelearninglegends.com/podcast/007-professor-laura-czerniewicz/

 

Contact details

laura.czerniewicz@uct.ac.za
021 650
Room 7.38.5, Floor 7, PD Hahn Building
 

Some recent outputs

Czerniewicz, L. Deacon, A., Walji, S. & Glover, M. (2017b). Chapter 10: OER in and as MOOCs. In: C. Hodgkinson-Williams & P. B. Arinto (Eds.), Adoption and Impact of OER in the Global South. http://roer4d.org/edited-volume-2

Czerniewicz, L., Deacon, A., Glover, M., Walji, S. (2017). MOOC-making and open educational practices. Journal of Computing in Higher Education 29 (1), 81–97.

Czerniewicz, L. (2017). Student practices in copyright culture: accessing learning resources, Learning, Media and Technology, 42(2), 171-184. DOI: 10.1080/17439884.2016.1160928

Czerniewicz L, Goodier S, Morrell R. 2017. Southern knowledge online? Climate change research discoverability and communication practices, Information, Communication and Society (3), 386 – 405.

Brown, C; Czerniewicz, L; Noakes, T. (2016) Online content creation: looking at students’ social media practices through a Connected Learning lens in the Journal of Learning, Media and Technology, 46(1). VoR, doi/abs/10.1080/17439884.2015.1107097?journalCode=cjem20

Brown, C; Czerniewicz, L; Huang C-W & Mayisela T (2016) (In collaboration with the C-DELTA CILT Advisory Group). Curriculum for Digital Education Leadership: A concept paper. University of Cape Town, Centre for Innovation in Learning and Teaching

Brown, C, Czerniewicz, L., Mayisela T. & Huang, C-W (in press). A practice based approach theorizing digital education leadership. Conference proceedings for the 8th Pan-Commonwealth Forum to be held on 27-30 November 2016 under the auspices of the Open University Malaysia.

Czerniewicz, Laura. (2016) Student practices in copyright culture: accessing learning resources in the Journal of Learning, Media and Technology. VoRdoi/full/10.1080/17439884.2016.1160928, MS at https://goo.gl/9BhkNF

Czerniewicz,L; Goodier, S and Morrell, R (2016): Southern knowledge online? Climate change research discoverability and communication practices, in Information, Communication & Society, DOI: 10.1080/1369118X.2016.1168473 Postprint at http://goo.gl/8Pvw2U 

Czerniewicz, L; Glover, M; Deacon, A; Walji, S. (2016) MOOCs, openness and changing educator practices: an Activity Theory case study. Paper presented a the Networked Learning Conference, Lancaster, England, 9 - 11 May 2016. 

Glover, M; Czerniewicz, L; Walji, S; Deacon, A; Small, J. (2016) Approaches from the literature: Activity Theory, new tools and changing educators' practices. Poster for presentation at Higher Education Learning and Teaching Association of Southern Africa, North West University, Potchefstroom, South Africa, 17 - 20 November 2015.

Kell, C and Czerniewicz. L. (2016, in press)  Visibility of Scholarly Research and Changing Research Communication Practices: A Case Study from Namibia In Esposito, A (Ed)  Research 2.0 and the Impact of Digital Technologies on Scholarly Inquiry IGI Global. Postprint at http://goo.gl/ptxCfc.

Walji, S; Deacon, A; Small, J & Czerniewicz, L. (2016) Learning through engagement: MOOCs as an emergent form of provision in the Distance Education, 37(2), 208-223. VoR, doi.org/10.1080/01587919.2016.1184400, MS at  goo.gl/799rqZ

Related links

Twitter: @czernie
Blog: http://lauraczerniewicz.uct.ac.za