Demystifying the Challenges of Sharable and Open Educational Resources in Tertiary Education
Idrus, Rozhan M.
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There is no more reason for anyone to be left behind or deprived of knowledge and information anymore. Educational media and hence interactive technologies has evolved to the extent that there can and must be a paradigm shift in the way education and the working and learning processes is presented and conducted. Extending these 'educational' norms into the learning environment of the 21st century, one can envisage a flatter field, a spectrum of educational technologies, robust design of instruction, pedagogical re-engineering and including a learning support system that would fulfill any given scenario or environment that is governed by the underlying intention of information revolution and cultural integration, in whatever region one find themselves to be. Educational resources can exist in a variety of forms such that a digital divide need not exist. The ability to have access and share courses/resources and the creation of open source has moved teaching collaboration across boundaries from the realm of possibility to the world of reality. The capability of the Internet has afforded us unprecedented sharing diversities and possibilities, not a duplication of past activities. Based on a standard or anchor content, further learning objects could now be experimented and generated via localisation, customisation, teaching styles, learning styles, learning theories, taking into account the Y-generation and the need of skills of the 21st century. This will give rise to a global classroom effect and further deliberations could be impacted by the teacher-learner interaction in any educational transaction activities. The concept of technogogy is proposed to undertake the resource design framework leading to a student centred and personalised learning environment. Experimental pedagogy will accentuate the importance for pedagogical reasons to communicate the idea that there are process trade-offs, the methods selected for discussion in the classes were not arbitrary or random, but of potential utility, of some currency contributing to the language of interactive design, or intentionally provocative. Methods fell into many categories such as ideation, evaluation, representation, reflection, experience design, acquiring resources, and group work. What ICTs as educational tools can do, if they are used prudently, are enable developing countries to expand access to and raise the quality of education collectively/consortium via shareable and open resources.
- ICTERC 2013