Page 69 - Reimagining Higher Education : Case Studies On Designing For Inclusion, Equity, And Access In The Buka Project

H. K. Dharam Singh et al. · Empowering educators through the authentic experience of

creating open educational resources - Open University Malaysia (OUM), Malaysia

Authentic Learning

The authentic learning pedagogy component was incorporated through the

problem-solving, critical thinking, and collaboration tasks situated within the case
scenarios faced by the participants. The participants reflected on the challenges

and complexities that they may encounter in their own teaching practices and
reported on their reflections in their journal portfolios. This pedagogical strategy

emphasised the application of knowledge and skills in meaningful and relevant

ways.

Experiential Learning

Experiential learning strategies were integrated through the activities. The

participants had active conversations and engagements in the focus groups. This
helped them to learn the module content through their reflections on the

experience. The outcome of the discussion was evident in the group projects
related to the ‘Learning Design’ module.

Transformative Learning

Transformative learning often challenges learners' preconceptions and seeks to

promote personal growth and development. Hence, the activities require

participants to review the materials and subsequently be involved in answering
questions, engaging in the focus group, and reflecting on their learning. These

elements were intentionally included to allow participants to explore new ideas
and perspectives. The purpose of this pedagogical strategy is to foster meaningful

changes in the participants’ perspectives, beliefs, and assumptions, particularly of
the academic sta who are not in the Faculty of Education.

Innovative Learning

The innovative pedagogy was applied to the production of OERs by participants.
This exercise had three parts. First, it allowed participants to explore their

innovativeness and their understanding of innovative pedagogy. Participants were

also encouraged to incorporate the principles of universal design in the OER they
developed. Next, the OER developed by a participant served as the evidence of their

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