So exalted is He in whose hand is the realm of all things, and to Him you will be returned (36:83)
Rozhan M. Idrus, Ph.D. - Universiti Sains Malaysia, Professor of Open and Distance Learning & Technogogy
POSTGRADUATE STUDIES: Inviting potential candidates to undertake postgraduate research on Technogogy, the Systemic Orbital Model and Learner Continuum Model
ENTER A FOURTH DIMENSION - THE LEARNER AXIS
The content-axis in the 3D relationship was a cause of confusion as I have received many comments that the learner focused content axis was not definitive.
As a result I have separated the learner from the content such that the learner becomes an independent variable.
We now have a 4D technogogy model, one that allow the 3D-TCP to 'slide' on the learner-axis in the creation of the appropriate learning objects.
Read more about Technogogy in the section below ..
2009 - AWARD WINNER - Asia Pacific Mobile Learning & Edutainment Advisory Panel (APACMLEAP) Mobile Learning Initiatives Recognition 2009 for the Universiti Sains Malaysia
2010 - e-INDIA 2010 Awards - WINNER - JURY CHOICE in the category of 'Open and Distance Learning Initiative of the Year' for the Project of Pocket Education in the Universiti Sains Malaysia
Brief Bio ..
Rozhan M. Idrus is currently the Director at the Global Open Access Learning (GOAL) Centre in the Universiti Sains Islam Malaysia (USIM since 2014). He is a Professor of Open and Distance Learning (ODL) & Technogogy with 30 years of experience in ODL. Rozhan is an e-learning analyst, consultant, presenter and workshop facilitator and has presented 37 Keynote addresses in 17 different countries. He has published more than 170 publications in international citation-indexed journals, books and handbook chapters. Spearheaded the first homegrown electronic portal (2003) and pioneered use of sms in teaching of physics (2008) while in the Universiti Sains Malaysia. He has also garnered awards in mobile learning in the World Education Summit (2011), e-INDIA Awards (2010) and the Asia Pacific Mobile Learning & Edutainment Advisory Panel (APACMLEAP) Mobile Learning Initiatives Recognition (2009). He has given a definition to the term ‘technogogy’ and is passionately promoting it. He is the founding chief editor of the Malaysian Journal of Educational Technology and the International Journal of Excellence in e-learning (based in Dubai).
There exist a relationship between what we teach (the subject-matter), the art of teaching (pedagogy) and the technology used in teaching, hence the interplay of content, pedagogy and technology
In 2005m, Koehler and Mishra presented the pedagogical content knowledge (PCK) and the technological pedagogical content knowledge (TPCK) ina 2-Dimensional Venn Diagram - arguing that true technology integration, is understanding and negotiating the relationships between these three components of knowledge.
The three-dimensional perspective will give rise to the depth and volume in the creation of learning objects. The different points seen in the 'cube' are different learning objects based on the deliberations of technology, pedagogy and content.
is this leading to, one may ask? Ultimately, based on technogogy, a
student can enter a site and be administered an interactive learning
style self-assessment and subsequently be led to a sector where
appropriate learning resources/objects (based on the student's style
and preferences) awaits.
Are we able to do this? Then we are moving towards individualised learning and personalisation. Then on, we can create a 'directory' of learning objects. So, we have moved from a simple learning object to a repository to a directory.