2022

Belluigi, D. Z., Czerniewicz, L., Gachago, D., Camps, C., Aghardien, N., & Marx, R. (2022) “‘Deeply and deliciously unsettled’? mis-reading discourses of equity in the early stages of covid19,” Higher Education [Preprint]. Available at: https://doi.org/10.1007/s10734-022-00847-3.

Cox, G., Masuku, B. & Willmers, M. (2020). “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. 1(2): pp. 1–10. Available at: https://open.uct.ac.za/handle/11427/31887 

Cox, G., Willmers, M. and Masuku, B. (2022) Sustainable open textbook models for social justice, Frontiers.Frontiers. Available at: https://www.frontiersin.org/articles/10.3389/feduc.2022.881998/full. 

Cox, G., Willmers, M. and Masuku, B. (2022) “Open textbook author journeys: Internal conversations and cycles of Time,” The International Review of Research in Open and Distributed Learning, 23(3), pp. 134–152. Available at: https://doi.org/10.19173/irrodl.v23i3.6136. 

Cruz, L., Morkel, J. and Gachago, D. (2022) “Future tense—reorienting higher education toward an unknown future,” Frontiers in Communication, 7. Available at: https://doi.org/10.3389/fcomm.2022.991698. 

Mayisela, T. (2022) “A practice-based approach to developing first-year Higher Education Students' Digital Literacy,” International Journal of Mobile and Blended Learning, 14(3), pp. 1–14. Available at: https://doi.org/10.4018/ijmbl.314582. 

McGreal, R., Mackintosh, W., Cox, G., & Olcott, Jr., D. (2022) “Bridging the gap: Micro-credentials for development,” The International Review of Research in Open and Distributed Learning, 23(3), pp. 288–302. Available at: https://doi.org/10.19173/irrodl.v23i3.6696. 

Beetham, H., Collier, A., Czerniewicz, L., Lamb, B., Lin, Y., Ross, J., Scott, A-M. & Wilson, A. (2022) Surveillance Practices, Risks and Responses in the Post Pandemic University. Digital Culture & Education, 14(1), 16-37 Available at: https://www.digitalcultureandeducation.com/volume-14-1 

Noble, A. & Gachago, D. (2022) Developing critical digital literacies through digital storytelling: : Student attempts at re-telling the District Six Story:International Journal of Mobile and blended learning: Vol 14, no 3. Available at: https://dl.acm.org/doi/10.4018/IJMBL.312184.

Stracke, Christian M.; Burgos, Daniel; Santos-Hermosa, Gema; Bozkurt, Aras; Sharma, Ramesh Chander; Swiatek Cassafieres, Cécile; dos Santos, Andreia Inamorato; Mason, Jon; Ossiannilsson, Ebba; Shon, Jin Gon; Wan, Marian; Obiageli Agbu, Jane-Frances; Farrow, Robert; Karakaya, Özlem; Nerantzi, Chrissi; Ramírez-Montoya, María Soledad; Conole, Grainne; Cox, Glenda and Truong, Vi. (2022).Responding to the initial challenge of the COVID-19 pandemic, Sustainability. MDPI. Available at: https://ideas.repec.org/a/gam/jsusta/v14y2022i3p1876-d743686.html.

Stracke, C. M., Sharma, R. C., Bozkurt, A., Burgos, D., Swiatek Cassafieres, C., Inamorato dos Santos, A., Mason, J., Ossiannilsson, E., Santos-Hermosa, G., Shon, J. G., Wan, M., Agbu, J.-F. O., Farrow, R., Karakaya, Özlem, Nerantzi, C., Ramírez-Montoya, M. S., Conole, G., Truong, V., & Cox, G. (2022) “Impact of COVID-19 on formal education: an international review of practices and potentials of open education at a distance,” The International Review of Research in Open and Distributed Learning, 23(4), pp. 1–18. Available at: https://doi.org/10.19173/irrodl.v23i4.6120.

Trotter, H., Huang, C. W., & Czerniewicz, L. (2022). Seeking Equity, Agility, and Sustainability in the Provision of Emergency Remote Teaching During the COVID-19 Pandemic: A Center for Teaching and Learning Takes an Expanded Role. Higher Learning Research Communications, 12. 1-24. 

Zarazaga, J., Martin, D.V., Thompson, L., McMillan, J. & McCann, J. (2022) “Developing a Progressive University/Community Connection: A Shared conversation,” International Journal of Engineering, Social Justice, and Peace, 9(1), pp. 46–53. Available at: https://doi.org/10.24908/ijesjp.v9i1.15101. 

Mayisela, T., Govender, S.C. and Hodgkinson-Williams, C.A. (2022) (eds) Open learning as a means of advancing social justice: Cases in Post-School Education and training in South Africa. Cape Town, African Minds Available at: https://doi.org/10.47622/9781928502425.

Dabula, A., Cox, G. and Hodgkinson-Williams, C.A. (2022) “Insights on OER adoption models to inform ways of opening up learning materials to address economic, cultural and political injustices in South African education,” In Mayisela, T., Govender,S C. & Hodgkinson-Williams, C A. (Eds.), Open Learning as a Means of Advancing Social Justice: Cases in Post-School Education and Training in South Africa, Cape Town, African Minds, pp. 199-216. Available at: https://doi.org/10.47622/9781928502425_9.

Czerniewicz, L (2022) “Multi-Layered Digital Inequalities in HEIs: The Paradox of the Post-Digital Society.” In New Visions for Higher Education towards 2030. Higher Education in the World Report. Global University Network for Innovation (GUNI)

Dhurumraj, T. and Govender, S.C. (2022) “Access, quality and success: Working towards social justice through open initiatives at the University of the Free State” In Mayisela, T., Govender,S C. & Hodgkinson-Williams, C A. (Eds.), Open Learning as a Means of Advancing Social Justice: Cases in Post-School Education and Training in South Africa, Cape Town, African Minds, pp. 291-313. Available at: https://www.scienceopen.com/hosted-document?doi=10.47622/9781928502425_13

Gachago, D., Bali, M., & Pallitt, N. 2022. Compassionate Learning Design as a Critical Approach to Instructional. In Jerod Quinn; Martha Burtis; Surita Jhangiani; and Robin DeRosa (Eds): Towards a Critical Instructional Design Design. https://criticalinstructionaldesign.pressbooks.com/chapter/compassionate-learning-design-as-a-critical-approach-to-instructional-design/

Gachago, D., Bali, M. and Pallitt, N. (no date) Compassionate learning design as a critical approach to instructional design, Toward a Critical Instructional Design. Hybrid Pedagogy Inc. Available at: https://pressbooks.pub/criticalinstructionaldesign/chapter/compassionate-learning-design-as-acriticalapproach-to-instructional-design/

Gachago, D. & Hoerfurter, A. 2022. “E-Learning-Entwicklung durch Co-Creation: Bedeutsam und Gemeinsam”. In M. Pfannstiel & P. Steinhoff (Eds): E-Learning im digitalen Zeitalter. Cham: Springer. 327–341. Available at: https://link.springer.com/chapter/10.1007/978-3-658-36113-6_16

Govender, S.C. and Dhurumraj, T. (2022) “Opening up Tvet Lecturer Professional Learning and development through work integrated learning in South Africa,” In Mayisela, T., Govender,S C. & Hodgkinson-Williams, C A. (Eds.), Open Learning as a Means of Advancing Social Justice: Cases in Post-School Education and Training in South Africa, Cape Town, African Minds, pp. 338-372. Available at: https://doi.org/10.47622/9781928502425_15

Gredley, S. and McMillan, J. (2022) “Opening learning to students in a South African university through innovative institutional fundraising initiatives,” In Mayisela, T., Govender,S C. & Hodgkinson-Williams, C A. (Eds.), Open Learning as a Means of Advancing Social Justice: Cases in Post-School Education and Training in South Africa, Cape Town, African Minds, pp. 44-69. Available at: https://doi.org/10.47622/9781928502425_2

Huang, C.-W. and Mayisela, T. (2022) “Exploring the possibilities and constraints of online assessment to advance open learning in a South African TVET college,” In Mayisela, T., Govender,S C. & Hodgkinson-Williams, C A. (Eds.), Open Learning as a Means of Advancing Social Justice: Cases in Post-School Education and Training in South Africa, Cape Town, African Minds, pp. 131-151. Available at: https://doi.org/10.47622/9781928502425_6

Maake-Malatji, M. and Cox, G. (2022) “Advancing social justice through small grants for the development of open educational resources at the University of Cape Town and the Cape Peninsula University of Technology” In Mayisela, T., Govender,S C. & Hodgkinson-Williams, C A. (Eds.), Open Learning as a Means of Advancing Social Justice: Cases in Post-School Education and Training in South Africa, Cape Town, African Minds, pp. 217-240. Available at: https://www.scienceopen.com/hosteddocument?doi=10.47622%2F9781928502425_10

McMillan, J. & Carelse, J. (2022). The educator in global citizenship education: centring context and enabling being. Chapter in: Stanlick, S. & Szmodis, W (Eds.) Perspectives on Lifelong Learning and Global Citizenship: beyond the classroom. Stylus, pp. 9-34. Available at: https://doi.org/10.1007/978-3-031-00974-7

McMillan, J. (2022) Service-learning as a ‘boundary practice’ in higher education: an activity theory lens. Chapter in: E. van Eeden, I Eloff, & H. Dippenaar (Eds). Community engagement research in South Africa: histories, methods, theories, and practice, Pretoria: van Schaik publishers, pp. 51-66.

Pallitt, N., Bali, M., & Gachago, D. 2022. Academic Development as Compassionate Learning Design: Cases from South Africa and Egypt. In T. Jaffer, S. Govender & L. Czerniewicz (Eds.), Learning Design Voices. Available at: https://doi.org/10.25375/uct.20028431

Salmons, J., Carr, T., Nobes, A. & Pallitt, N. (in press) Teaching research methods online: Informal or semi-formal professional development, Handbook of Teaching and Learning Social Science Research Methods, Edward Algar Press.

Sirkhotte, W; Vilakazi, N. (2022): Equity is not an add-on: Designing an inclusive training course for EdTech Advisors. University of Cape Town. In T. Jaffer, S. Govender & L. Czerniewicz (Eds.), Learning Design Voices. Available at: https://doi.org/10.25375/uct.20029163.v1

Raban, M. and Mayisela, T. (2022) “Blended learning as a means of opening up learning at Northlink TVET College in South Africa,” In Mayisela, T., Govender,S C. & Hodgkinson-Williams, C A. (Eds.), Open Learning as a Means of Advancing Social Justice: Cases in Post-School Education and Training in South Africa, Cape Town, African Minds, pp. 86-105. Available at: https://doi.org/10.47622/9781928502425_4

Raban, M. and Mayisela, T. (2022) “Enabling open learning and participatory parity through increased e-learning,” In Mayisela, T., Govender,S C. & Hodgkinson-Williams, C A. (Eds.), Open Learning as a Means of Advancing Social Justice: Cases in Post-SchoolEducation and Training in South Africa, Cape Town, African Minds, pp. 269-290. Available at: https://doi.org/10.47622/9781928502425_12

Van Wyk, G., Huang, C. W., & Hodgkinson-Williams, C. A. (2022) “Using a social justice lens to explore the possibilities and limitations of flexible learning provision in a South African TVET college,” In Mayisela, T., Govender,S C. & Hodgkinson-Williams, C A. (Eds.), Open learning as a means of advancing social justice: Cases in post-school education and training in South Africa, Cape Town, African Minds, pp. 70-85. Available at: https://www.scienceopen.com/hosted-document?doi=10.47622/9781928502425_3

Zungu, S. and Walji, S. (2022) “Online learning at the Durban University of Technology during the COVID-19 pandemic: Insights on openness and parity of participation” In Mayisela, T., Govender,S C. & Hodgkinson-Williams, C A. (Eds.), Open Learning as a Means of Advancing Social Justice: Cases in Post-SchoolEducation and Training in South Africa, Cape Town, African Minds, pp. 106-130. Available at: https://www.scienceopen.com/hosted-document?doi=10.47622/9781928502425_5

“Open education for social justice: students as partners in transdisciplinary research”. By Cox, G. Presentation at UNITWIN/UNESCO Chairs Programme, November 2022. https://docs.google.com/presentation/d/1H667QeTu7XZidHxijipq6SA5CD-BqJqROyq-wTLPfhU/edit#slide=id.g14e8d802739_0_695

“Why Open education matters in Higher education” By Cox, G. Learning LandsCAPE and (e)Learning Update conference, 6-7 September 2022

“Open education for social justice: students as partners in transdisciplinary research”. By Cox, G. Presentation at UNITWIN/UNESCO Chairs Programme, November 2022. https://docs.google.com/presentation/d/1H667QeTu7XZidHxijipq6SA5CD-BqJqROyq-wTLPfhU/edit#slide=id.g14e8d802739_0_695

“Open Textbook Journeys: Lessons learnt at the University of Cape Town” by Cox, G. & Masuku, B. Presentation to European Network of Open Education Librarians, November 2022. https://docs.google.com/presentation/d/1dTJndwcvthiOBNydDRJVUYYuYEBWzLAUfW4KfORjmU8/edit#slide=id.g18c5f5880ac_0_564

“Open textbook authorship, quality assurance and publishing: Social justice models of participatory design, engagement, co-creation and partnership”. By Cox, G. & Masuku, B. Presentation in Centre for Higher Education Development Seminar Series, June 2022. http://hdl.handle.net/11427/36836

“Collaborative open textbook creation: Perspectives on student involvement” (October 2022). By Cox, G., Masuku, B. & Willmers, M. Presentation at Open Ed Conference, October 2022. https://docs.google.com/presentation/d/1aWoRCDyDnyqNZ3t6LLc_KTdQBrqy07u9-bnc3iWuwds/edit#slide=id.g148f7091d30_0_170

“Decolonising learning in the Global South: Opportunities and challenge in higher education”. By Cox, G., Masuku, B. & Willmers, M. Panel discussion at Open Ed Conference, October 2022. https://docs.google.com/presentation/d/1aWoRCDyDnyqNZ3t6LLc_KTdQBrqy07u9-bnc3iWuwds/edit#slide=id.g148f7091d30_0_170

“Sustainable, collaborative models of open textbook production for social justice and student co-creation: Open textbooks at the University of Cape Town”. By Cox, G., Masuku, B. & Willmers, M. Presentation in South Africa Sweden University Forum Goes Digital virtual event, September 2022. http://hdl.handle.net/11427/36838%C2%A0

“Open textbooks for curriculum change and student co-creation: Introduction to open textbooks for social justice”. By Cox, G., Masuku, B. & Willmers, M. Siyaphumelela National Service Workshop 1, August 2022. http://hdl.handle.net/11427/36839

“Open textbooks for curriculum change and student co-creation: Collaborative models of open textbook production and student co-creation”. By Cox, G., Masuku, B. & Willmers, M. Siyaphumelela National Service Workshop 2, September 2022. http://hdl.handle.net/11427/36837

“Open textbook authorship, quality assurance and publishing: Social justice models of participatory design, engagement, co-creation and partnership”. By Cox, G., Masuku, B. & Willmers, M. Presentation at OE Global Conference, May 2022. https://open.uct.ac.za/bitstream/handle/11427/36452/OE%20Global%202022.pptx.pdf?sequence=1&isAllowed=y

“Digital Open Textbooks for Development: Collaborative, sustainable models for transformation and student involvement”. By Cox, G. & Willmers, M. Siyaphumelela National Conference, June 2022. http://hdl.handle.net/11427/36833

“Inclusivity, collaboration and student co-creation: Open textbook production models for social justice". By Cox, G., Masuku, B. & Willmers, M. Presentation at UCT Open Education Week, March 2022. https://docs.google.com/presentation/d/1_dSl8md517hWdmJuK9fZzB_RqBisJxdsk-WUaY9jhug/edit#slide=id.ga70ea6c5a0_0_0

Our Journeys with Liberating Structures by Carr, T. & Maweu, I. Bring Your Own Topic session at MyFEST (online) 6 May 2022.

What to Grow and What Needs to Go? by Carr, T. & Maweu, I. Short workshop at MyFEST (online) 16 August 2022.

The Dance of Change and Transformation by Carr, T. & Maweu, I. Workshop at the Fully Online Distance Education Seminar (online) 20 October 2022.

New, Emerging and Alternative Tools by Carr, T., Maweu, I. & Pedersen, J. Workshop at the Fully Online Distance Education Seminar (online) 20 October 2022.

Designing Online Conferences - Lessons Learned During the Pandemic by Carr, T. Presented at the Fully Online Distance Education Seminar (online) 21 October 2022.

Using Liberating Structures to Think Together about the Altered Normal by Barlow-Zambodla, A., Carr, T., Maweu, I. & Pedersen, J. Workshop at the digiTAL2K conference. 1 December 2022.

New, Emerging and Alternative Tools by Carr, T., Debrah, R. & Maweu, I. Workshop at the digiTAL2K conference. 1 December 2022.

Capabilities Needed for Online Teaching by Barlow-Zambodla, A., Carr, T., Debrah, R. & Ferreira-Meyers, K. Panel at the digiTAL2K conference. 2 December 2022.

Online Facilitation for Student Engagement and Retention by Debrah, R., Fortune, C. & Maweu, I. Workshop at the Fully Online Distance Education Seminar (online) 21 October 2022.

Krull, G., Gachago, D., Pallitt, N., Titus, S. & Govender, S.C. (2022). Digital Gardens. HELTASAFest 2022

Gachago, D., McMillan, J. & Pickering, R. (2022) Critical reflections on encountering whiteness…a journey of engagement, discomfort, and commitment. Presentation at the UCT Teaching and Learning conference, 25 October.

Govender, S.C., Jaffer, T. & Czerniewicz (2022). Opening Up Learning Design Research. Conference Presentation at OER2022. Slides. Recording.

Active and interactive ways to engage students online…using contact sessions to interact not just present, Lewis, D. Presented at Digital Learning Africa 2022. 04 February 2022

If the answer can be Googled you are asking the wrong question, Lewis, D. Presented at Future of Educational Assessments in Africa Summit: Preventing Fraud & Examination Irregularities in the new normal. 28 July 2022

Low Resource, Post-processed Lecture Recording from 4K Video Streams, Fitzhenry, Charles and Khatieb, Tanweer and Marais, Patrick and Marquard, Stephen (2022) Proceedings of 43rd Conference of the South African Institute of Computer Scientists and Information Technologists (SAICSIT), 18-20 July 2022, Cape Town, EPiC Series in Computing, 85, 15-35, EPiC. https://easychair.org/publications/paper/V8j2

Moolman, B., Carlse, J. & McMillan, J. (2022) The undergraduate social responsiveness curriculum project: serving the decolonial imperative through curriculum change. Discussion at the UCT Teaching and Learning conference, 25 October.

Kiely, R., McMillan, J. & Vandermaas-Peeler, M. (2022). Relational Engagement: A Vision for Community Driven CBGL. A workshop run as part of the global service-learning collaborative workshop series https://www.cbglcollab.org

“Roadmap for open textbook development”. By Willmers, M. Presentation in Nelson Mandela University ‘Open Textbook Fellowship Community Conversation, May 2022. https://open.uct.ac.za/bitstream/handle/11427/36600/NMU%20Open%20Textbook%20Fellowship%20170522.pdf?sequence=1&isAllowed=y

Dhurumraj, T. and Govender, S.C. (2022) Working Towards Open: Opening post-school education in South Africa through alternative access routes. Cape Town, African Minds, pp. 1-8. Available at: https://doi.org/10.47622/9781928502425_p13

Mancilla, R. & Hamman, N. 2022. Asynchronous communication strategies for successful learning design partnerships. Times Higher Education, April 25. Available at: https://www.timeshighereducation.com/campus/asynchronous-communication-strategies-successful-learning-design-partnerships

Mancilla, R. & Hamman, N. 2022. Synchronous communication strategies for a successful learning design partnership. Times Higher Education, Jun 14. Available at: https://www.timeshighereducation.com/campus/synchronous-communication-strategies-successful-learning-design-partnership

Mancilla, R. & Hamman, N. 2022. What ‘norms’ support successful learning design collaborations? Times Higher Education, Jul 25. Available at: https://www.timeshighereducation.com/campus/what-norms-support-successful-learning-design-collaborations