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2019

CILT Research Outputs 2019

Papers

Baguma, R, Namubiru, P, Bagarukayo, E, Brown, C and Mayisela T (2019). Using WhatsApp in Teaching to Develop Higher Order Thinking Skills -A Literature Review Using the Activity Theory Lens. International Journal of Education and Development using Information and Communication Technology, 15 (2), pp98-116. ISSN: 1814-0556. http://ijedict.dec.uwi.edu/viewarticle.php?id=2618 

Behari-Leak, K. (2019). Disrupting single stories through participatory learning and action. In Re-imagining curriculum: Spaces for Disruption. Lynn Quin (ed). African Sun Media.

Behari-Leak, K., Josephy, S., Potts, M.A., Muresherwa, G., Corbishley, J., Petersen, T & Gove, G. (2019) Using vulnerability as a decolonial catalyst to re-cast the teacher as human(e). Teaching in Higher Education. DOI: 10.1080/13562517.2019.1661376.

Behari-Leak, K. & Mokou, G. (2019). Disrupting metaphors of coloniality to mediate social inclusion in the global South, International Journal for Academic Development, 24:2, 135-147, DOI: 10.1080/1360144X.2019.1594236

Behari-Leak, K. (2019). Decolonial Turns, Postcolonial Shifts, and Cultural Connections: Are We There Yet? English Academy Review. The English Academy of Southern Africa.

Chikuni, P.R., Cox, G, and Czerniewicz, L (2019) Exploring the institutional OER policy landscape in South Africa:  dominant discourses and assumptions, International Journal of Education and Development using Information and Communication Technology (IJEDICT), 15:4, 165-179

Czerniewicz, L, Trotter, H & Haupt, G (2019) Online teaching in response to students protests and campus shutdowns:  academics’ perspectives. International Journal of Educational Technology in Higher Education 16: 43, 1-22. https://doi.org/10.1186/s41239-019-0170-1

Deacon, A., Walji, S., Jawitz, J., Small, J., Jaffer, T. (2019) Seizing opportunities: MOOC takers making time for change.  Critical Studies in Teaching and Learning (CriSTaL): Vol 7 No SI (2019): Special issue: Teaching and Learning in Uncertain Times. Papers from the HECU9 Conference. http://cristal.epubs.ac.za/index.php/cristal/issue/view/13

Quinn, L., Behari-Leak, K., Ganas, L., Olsen, A & Vorster, J. (2019). Reflecting on feedback processes for new ways of knowing, being and acting, International Journal for Academic Development, DOI: 10.1080/1360144X.2019.1593174

Mayisela, T, Hodgkinson-Williams, C & Brown, C (2019). Implementing a Practice-Based Approach to Digital Literacy at a South African University. Conference proceedings for the 9th Pan-Commonwealth Forum held on the 9-12 September 2019 under the auspices of the Commonwealth of Learning and the Open University, UK. 

Also available at: http://oasis.col.org/handle/11599/3286

Swinnerton, B, Coop, R, Ivancheva, M, Czerniweicz, L, Morris, N, Swartz, R, Walji, S and Cliff, A (2019). The Unbundled University:  Researching emerging modesl in an unequal landscape.  In Bonderup Doh, N, Jandric, P, Ryberg, T and de Laat, M (edds), Mobility, Data and Learning Agency in Networked Learning (chapter 2).  Springer. 

Conference presentations

Adam, T., Bali, M., Hodgkinson-Williams, C.A. & Morgan, T. (2019). Can we decolonise open? OER19, Galway, Ireland. Retrieved from https://bit.ly/2kINTf4 

Cox, G, Willmers, M & Masuku, B. 2019. Digital Open Textbooks for Development. OER19, Galway, Ireland. 

Cox, G, . Willmers, M & Masuku, B. 2019. Digital Open Textbooks for Development. NMU Open colloquium, Port Elizabeth, South Africa.

Cox, G, Willmers, M & Masuku, B. 2019. Open Textbooks case Studies: Social Justice and agency. OE Global, Milan, Italy.

Behari-Leak, K, Chitanand, N, Ganas,R, Sabata,S, Toni, N  and Jo-Anne Vorster. (2019).  

Inducting new academics into the academy: Pedagogies for developing critical agency 

Higher Education Learning and Teaching Association of Southern Africa (HELTASA) conference, Rhodes University, Grahamstown/Makhanda, 27–29 November, 2019.

Fife, M. &  Jaffer, T. (2018). Our approach to Online Learning Design: Five learning design principles. Apereo Africa 2019. Cape Town, South Africa

Hodgkinson-Williams, C.A. (2019). The Warp and Weft of Open Education and Social Justice. Keynote presentation at Open Education Global 2019, Milan, Italy, 26-28 November. Retrieved from: http://tiny.cc/x1kxgz 

Hodgkinson-Williams, C.A. (2019). Open Education & Social Justice: Value Propositions for Higher Education. AMICAL 2019 Conference, 29 March- 1 April, Cairo, Egypt. Retrieved from https://docs.google.com/presentation/d/1mjCFX-YABTPge4ADXAn0bf0FV-WrlfahrmoRxMvrG-4/edit?usp=sharing

Hodgkinson-Williams, C.A. (2019). Open Education & Social Justice in the Global South: Opportunities, seized, missed & to be grasped. In E. Bruillard & de Coëtlogon, P.  (Eds.). Panels Proceedings of Open Education Leadership Summit: Open Education Leadership Summit Achieve More through Collaboration OELS 2018, 3-4 December, CNAM, Paris, France. (pp. 40-41). Paris Descartes University. Retrieved from http://eda.recherche.parisdescartes.fr/wp-content/uploads/sites/6/2019/02/OELS_2018_Panels_Proceedings.pdf

Hodgkinson-Williams, C. A. (2019). Digital Pedagogy Lab. (Virtual guest for Q & A of Hodgkinson-Williams & Trotter, 2018). 6 August, University of Mary Washington, Fredericksburg, VA.  

Kleyweg, J, Van Belle, JP & Czerniewicz, L (2019) MOOCs for Africa:  What is the Problem? Conference Proceedings for the 2019 International Conference on e-Commerce, e-Administration, e-Society, e-Education and e-Technology, 1-3 April 2019. (pp 236-252). https://tw-knowledge.org/ecase2019/

Mayisela, T., Hodgkinson-Williams, C. & Brown, C. (2019). Implementing a Practice-Based Approach to Digital Literacy at a South African University. Conference proceedings for the 9th Pan-Commonwealth Forum (PCF9), 9-12 September 2019. Retrieved from http://oasis.col.org/handle/11599/3286

McMillan, J (2019) Democratically engaged assessment: case study of the University of Cape Town’s social responsiveness project. Imagining America 20th Anniversary National Gathering 18-20 October, University of New Mexico, Albuquerque.

McMillan, J. (2019) Democratically engaged assessment: organisational affordances and challenges at the University of Cape Town. International Association of Research on Service Learning and Community Engagement (IARSLCE) conference 23-25 October, Albuquerque, New Mexico. 

Shay, S. Troubling the achievement gap: A social realist perspective. Presented at Society for Research in Higher Education (SRHE) in Newport, Wales 9-11 December. 

Shay, S. Understanding the gap: A realist investigation. Presented at the Cambridge Symposium of Knowledge on Education: University of Cambridge, UK. 1-3 July.   

Small, J., Deacon, A., Walji, S., Jawitz, J., Jaffer, T, and Lester, S. (2019). Ready to succeed in life: Using MOOCs to make transitions in work. Open Education Global Conference. 26-28 November 2019, Milan, Italy.

Walji, S. 2019. The Unbundling University: Digital technology and emerging models in unequal landscapes. Keynote presentation Apereo Africa 2019. 16 April 2019, University of Cape Town. 

Walji, S. 2019. Flexibility or fragmentation: Implications of Unbundled Online and Distance education. Keynote presentation at the Association of Asian Open Universities Annual Conference 2019.  14-16 October 2019, Lahore, Pakistan

Walji, S. & Czerniewicz, L. Degrees of (un)ease: Emerging relationships between OPMs and University Stakeholders in an unbundling landscape. World Conference on Online Learning 2019. 3-7 November 2019, Dublin, Ireland

Walji, S., Deacon, A., Small, J., Jawitz, J., Jaffer, T., Lester, S. (2019). Making it Count: How MOOC Takers in African Countries Use and Value Their Learning: Considering the role of certificates. World Conference on Online Learning 2019. 3-7 November 2019, Dublin, Ireland

 

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