My department and I at the Ali Institute were approached by HOPE TV, a private channel working in the field of education. Their main objective of these recordings was to record episodes for their educational programming. Initially it sounded strange as I was in the habit of interactive teaching, so I felt that I I will have to understand the idea behind getting my lectures recorded. After getting important information on different websites, I was able to widen my vision of how we misunderstand education. For most of us, education has taken place only in one sphere - in schools, colleges and universities. Learning, meant to stop our other activities, removes us to some distinct place and then for a certain period of time, we dedicate ourselves solely to learning.
We never considered that one day work and learning (especially) and play and learning (to some degree) would converge online. The same site we use to chat with people who share our interests will be the site where we also find our research materials, our examples of best practices, and our online courses and programmes.
After getting over the fear of facing the camera, I firmly believe that educational institutions need to do two things: First, they need to devise mechanisms that will enable their courses to be embedded in the offerings of a portal, and second, they need to equip both staff and students with the mechanics of portal education so that it is not considered as an alien tool for teaching and learning.
I think we need to place a few considerations in order to comply with these digital demands. With respect to the development of online learning materials and support systems, we should not just develop portals just for their own sake, but we need to make them fully functional for our students:
• learn how to develop and deliver learning materials 'on-demand'
• learn how to produce customised or tailored learning programmes/topics/modules for particular individual students(students with specific weaknesses and concerns)
• learn how to provide a completely online learning experience (this includes things such as books, online quizzes, classroom videos, testing and grading tools)
• learn how to promote the authority and trustworthiness of online course offerings
• learn how to partner with other educational institutions offering courses and programmes in the same field.
In a very short time we can master these opportunities and support our teaching practices in a much wider and wiser way.