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Bernard Nkuyubwatsi - One of the best experts on this subject based on the ideXlab platform.

  • Revisiting the Reusability and Openness of Resources in the Massachusetts Institute of Technology Open Courseware
    'Ubiquity Press Ltd.', 2018
    Co-Authors: Bernard Nkuyubwatsi
    Abstract:

    The marketing of the Massachusetts Institute of Technology (MIT) Open Courseware gives the impression that it has the potential to contribute to quality open learning and opening up higher education globally. It is from this perspective that the potential contribution of Open Educational Resources (OER) units in the MIT Open Courseware to opening up higher education in Rwanda was investigated. Ten OER units were sampled as objects of the study. I took the role of an Archive Analyst, giving full attention to any item that constituted each unit. Results indicate that only one unit had enough openly licensed resources to enable its potential adaptation for use in opening up higher education. In other units, only metadata (course information, the syllabus, course calendar, and the list of required and suggested readings), assignments and/or quizzes/exams were openly licensed. Most (if not all) of the required and suggested readings, which are the core learning materials learners need to engage with for quality learning, had to be purchased, mostly from the Amazon website. On the basis of these findings, I argue that the MIT Open Courseware served the marketing agenda (probably for the purpose of acquiring funding), rather than the open access agenda. The study may benefit funding organisations, educators and institutions that are interested in supporting or engaging in the production, adaptation and use of OER with an agenda to contribute to opening up higher education

Encabo, Henry C. - One of the best experts on this subject based on the ideXlab platform.

  • The influence of student teachers\u27 personal learning strategies and teacher experiences on their implicit beliefs on teaching and learning
    Animo Repository, 2001
    Co-Authors: Encabo, Henry C.
    Abstract:

    This project paper is designed to describe how school-related experiences like personal learning strategies and teacher experiences influence student teachers beliefs.The proposed study is basically qualitative in nature. The study is descriptive of student teachers implicit beliefs and experiences. Moreover, it takes on a case study approach in data gathering and interpretation.Five student teachers that are practicing to teach secondary mathematics will be tapped as respondents to the proposed study. Selection would be on the basis of their having finished all their major and education subjects and they should not be taking any math subject, as a back subject at the time of the study. Moreover, they should come from the group of graduating students of Brokenshire College that had undergone the whole course in said institution. Among the qualified student teachers, five would be randomly selected and invited to join the study.The researcher, having been trained in both theory and practice of qualitative research will serve as interviewer, participant observer or an Archive Analyst. He will be assisted by trained and locally based psychologists.Data analysis will be done in three phases: the identification of teachers implicit beliefs and experiences, the clustering of such, and connections between the two. Identification of student teachers implicit beliefs will be guided by the definitions of Pajares (1992), Nespor (1987) and Schraw, Bruning and Ronning (2000) and other authors of similar studies. The data will be assessed for emerging themes (Flores, undated) and will serve as basis for identifying beliefs. Literature will be consulted for such themes and beliefs. Identifying student teacher experiences will also proceed in a similar manner to the identification of student teachers implicit beliefs. Clustering of beliefs will be done through constant comparative analysis of logically related concepts. Connections between experiences and beliefs will be established by examining parallelisms and qualitative relationships between the two