Initiating an Open Learning Ecology with Free and Open-source Animation Software in Hong Kong

Abstract

In 1963, UNESCO established the International Institute for Educational Planning, a research center for national educational policy strategies. For the past 50 years breakthroughs in information and communication technology, as well as mobile computing, have facilitated ubiquitous access to digital information, causing a fundamental change in education. In 2002, the term Open Educational Resources was coined to highlight the merits of open access online courseware, and to reinforce the accomplishments of open teaching, open learning, and open educational researches. Numerous researchers have noted a profound change in learning styles and the emergence of transitional learning models in this digital era. Three fundamental aspects of learning have been identified and adapted to a pilot project: collaboration, networking, and self-learning. It is further argued that contemporary universities are unable to offer adequate online courseware due to the impact of cross-institutional, inter-disciplinary, and participatory learning; this is expedited by knowledge-intensive collaboration, which triggers complex flows of resources. Additionally, a transition to ubiquitous learning environments is foreseen. Support in this future learning modality is derived from various forms of mobilizing networks, peer-to-peer knowledge platforms, and heterogeneous content repositories that cannot be offered by a stringent education authority.