Page 68 - Reimagining Higher Education : Case Studies On Designing For Inclusion, Equity, And Access In The Buka Project
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H. K. Dharam Singh et al. · Empowering educators through the authentic experience of
creating open educational resources - Open University Malaysia (OUM), Malaysia
the team was proactively communicative about delays and their impact on the
project. This helped to manage expectations and ensured that everyone was on the
same page.
Limited Access to Data for Learning Analytics
The project team had limited access to data analysis from the University's learning
management system, myINSPIRE, due to concerns over data security and an
overwhelming workload. This made it challenging to analyse information relating
to project activity, and the data analysis element had to be removed from the
project. However, the team received good technical support from OUM's Digital
Services Department.
Surmounting Challenges
To surmount the challenges faced, the project team identified issues as they arose
and devised appropriate solutions. The experiences taught the team valuable
lessons, such as the need to proactively devise contingency plans to address team
member departures, to collaborate with system administrators to enhance data
accessibility for learning analytics, and to prioritise e cient project management
and communication. These are critical criteria for overcoming hurdles and
completing a successful project.
Findings and Lessons Learned
Here, the findings and lessons learned in the OUM BUKA project will be presented
in two parts: pedagogical impacts; and the evaluation of the modules, focus groups
and OER created.
Pedagogical Impacts
Pedagogy refers to methods, principles, and techniques used in teaching and
learning. The pedagogical approach focuses on creating an e ective, engaging
learning experience for students. The following were pedagogical strategies
incorporated into this pilot. The impact of the pedagogical approaches was
reviewed by the researchers in the OUM BUKA project.
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