The OER Knowledge Cloud makes use of cookies. By continuing, you consent to this use. More information.
Educators and the Cape Town Open Learning Declaration: Rhetorically reducing distance
Wynsculley, Catherine and Deacon, Andrew

Published2009
JournalInternational Journal of Education and Development using Information and Communication Technology
Volume 5, Issue 5, Pages 117-129
CountrySouth Africa, Africa

ABSTRACT
The Cape Town Open Education Declaration and other visionary documents seek to unify and challenge educators in the creation and use of open learning resources. We rhetorically analyse the Declaration which idealizes the educational process and contrast this with the practical challenges which affect the development and use of open educational resources. We draw on classical rhetoric and hermeneutics as analytical tools of such visionary documents that contain little factual information. Without an initial vision, an enabling environment, complete with policies and funding, means very little. We argue that analysing such vision documents is important part in persuading educators to take further steps towards creating, shaping and evolving their own educational practices.

Keywords Cape Town Open Education Declaration · Distanciation · hermeneutics · rhetoric

ISSN1698-580X
RefereedYes
Rightsby-nc-nd/3.0
URLhttp://ijedict.dec.uwi.edu/viewissue.php?id=23#Refereed_Articles
Other informationIJEDICT
Export optionsBibTex · EndNote · Tagged XML · Google Scholar



AVAILABLE FILES
EDICT-2009-878.pdf · 212.7KB7 downloads



Viewed by 38 distinct readers




CLOUD COMMUNITY REVIEWS

The evaluations below represent the judgements of our readers and do not necessarily reflect the opinions of the Cloud editors.

Click a star to be the first to rate this document


POST A COMMENT
SIMILAR RECORDS

OER in and as MOOCs
Czerniewicz, Laura; Deacon, Andrew; Walji, Sukaina; Glover, Michael; et al.
This chapter reports on the investigation into the production and rollout of four Massive Open Online Courses (MOOCs) at the University of Cape Town (UCT) in South Africa, and on the experiences of the educators ...
Match: Deacon, Andrew; South Africa

Towards a sustainable inter-institutional collaborative framework for Open Educational Resources (OER)
Ng'ambi, Dick; Luo, Airong; McGreal, Rory; Kinuthia, Wanjira; Marshall, Stewart
Match: South Africa; Africa

Can massive open online courses fill African evaluation capacity gaps?
Mapitsa, Caitlin B.; Khumalo, Linda; Engel, Hermine; Wooldridge, Dominique
Background: Theory of Change for Development is a free online course developed at an African institution to strengthen evaluation capacity in the region. Massive Open Online Courses (MOOCs) provide a platform for ...
Match: South Africa; Africa

2010-2011 African health OER network phase 2 evaluation: Consolidation and sustainability
Harley, Ken
As part of the Hewlett Foundation grant for the African Health OER Network, Professor Ken Harley (University of KwaZulu-Natal) conducts an annual external evaluation of the project. For his 2009 evaluation, Prof Harley ...
Match: South Africa; Africa

MOOCs, openness and changing educator practices: an Activity Theory case study
Czerniewicz, Laura; Glover, Michael; Deacon, Andrew; Walji, Sukaina
The practices and perceptions of educators formed through the creation and running of a Massive Open Online Course (MOOC) provide a case study of how educators understandings of ‘openness’ change (Beetham et al ...
Match: Deacon, Andrew

Learning through engagement: MOOCs as an emergent form of provision
Walji, Sukaina; Deacon, Andrew; Small, Janet; Czerniewicz, Laura
Massive open online courses (MOOCs) are a new form of educational provision occupying a space between formal online courses and informal learning. Adopting measures used with formal online courses to assess the outcomes ...
Match: Deacon, Andrew

MOOC: Making and open educational practices
Czerniewicz, Laura; Deacon, Andrew; Glover, Michael; Walji, Sukaina
MOOCs have been seen as holding promise for advancing Open Education. While the pedagogical design of the first MOOCs grew out of the Open Education Movement, the current trend has MOOCs exhibiting fewer of the original ...
Match: Deacon, Andrew

MOOCs and open education around the world
Bonk, Curtis J.; Lee, Mimi Miyoung; Reeves, T C.; Reynolds, Taylor
As new digital forms of formal and informal learning proliferate, there is an increasing need to better understand how people in different regions of the world are implementing massive open online courses (MOOCs) and ...
Match: South Africa; Africa

Understanding the impact of OER: Achievements and challenges
Hoosen, Sarah; Butcher, Neil; Knyazeva, Svetlana
The publication “Understanding the Impact of OER: Achievements and Challenges” is the result of partnership between the UNESCO Institute for Information Technologies in Education (UNESCO IITE) and OER Africa, an ...
Match: South Africa; Africa

Developing a pedagogy of mutuality in a capability approach: Teachers’ experiences of using the Open Educational Resources (OER) of the teacher education in sub-Saharan Africa (TESSA) programme
Murphy, Patricia; Wolfenden, Freda
The TESSA (teacher education in sub Saharan Africa) programme aims to improve teacher education at scale by developing open educational resources (OER) that allow sustainable and locally managed pedagogical change in ...
Match: Africa