Session 2 - Learning Resources and Technologies

A Reflective Journey in Higher Education

The rapid evolution of digital technologies continues to redefine how knowledge is accessed, constructed, and shared in higher education. Reflecting on my exploration of learning resources and technologies – particularly Learning Management Systems (LMS) and Open Educational Resources (OER) – I recognize a shift from content delivery to learning ecosystem design. My engagement with Canvas and various procurement-focused OER highlights both the opportunities and pedagogical considerations inherent in technology-enabled learning.

Reframing Learning Through Technology

The discovery of Instructure’s Canvas LMS reinforced the importance of integrated digital environments in supporting teaching and learning. Canvas is not merely a repository of content; it is a platform that facilitates interaction, assessment, and analytics. This aligns with Garrison, Anderson, and Archer’s Community of Inquiry (CoI) framework, which emphasizes the interplay of social, cognitive, and teaching presence in meaningful online learning (Garrison et al., 2000).

In reflecting on Canvas, I now see how:

• Teaching presence is operationalized through structured modules and assessments
• Social presence is fostered via discussion boards and collaborative tools
• Cognitive presence emerges through reflective activities and applied learning tasks

However, a deeper critique reveals that simply adopting LMS technology does not guarantee meaningful learning. As Selwyn (2016) argues, digital tools must be critically examined for how they shape – not just support – learning practices. Thus, the effectiveness of Canvas depends on pedagogical intentionality rather than technological capability alone.

Open Educational Resources as Catalysts for Learning

My exploration of OER in procurement and supply chain management illustrates how open resources democratize education. The open textbook Procurement in the Supply Chain World exemplifies the principles of accessibility, adaptability, and academic rigor. Licensed under Creative Commons, it supports the ideals of open pedagogy described by Wiley (2014), where learners are not just consumers but potential co-creators of knowledge.

Critical Reflection on OER Effectiveness

The selected OER demonstrate several pedagogical strengths:

• Structured Knowledge Progression

The textbook scaffolds learning from foundational concepts to strategic decision-making, aligning with Bloom’s taxonomy – progressing from understanding to evaluation and application.

• Higher-Order Thinking Development

Case studies, ethical dilemmas, and scenario-based exercises promote analysis and critical thinking, which are essential for professional fields like procurement.

• Multimodal Learning Opportunities

The YouTube playlist complements textual learning with visual and auditory explanations, supporting diverse learning preferences (Mayer, 2009).

Yet, critical gaps remain. For instance, while the video playlist enhances engagement, its lack of transcripts limits accessibility – an issue emphasized in inclusive education literature (CAST, 2018). Similarly, the textbook could be strengthened with instructor guides to support teaching presence.

Integrating Technology, Pedagogy, and Content

The intersection of LMS platforms like Canvas and OER resources reflects the TPACK framework (Technological Pedagogical Content Knowledge), proposed by Mishra and Koehler (2006). Effective teaching in digital environments requires not only access to tools and resources but also the ability to integrate them meaningfully.

From my reflection:

• Canvas serves as the technological infrastructure
• OER provide content richness and flexibility
• Pedagogical strategies (e.g., case-based learning, discussions) create learning depth

This integration enables blended and hybrid learning models, which are increasingly relevant in Pacific higher education contexts, including institutions like University of the South Pacific.

Suggested Educational Videos for Deeper Learning

To complement the discussed OER and enhance conceptual understanding, the following videos are recommended. These resources reinforce both theoretical and applied dimensions of learning technologies.

Open Educational Resources, playlist by UNESCO

What is a Learning Management System?

Re-inventing Education for the Digital Age by David Middelbeck

Don’t miss these two Video!

Should we let students use ChatGPT? by Natasha

AI Literacy: The Key to Responsible Use of AI in Education by Mary Lou Maher

Conclusion Towards Reflective and Inclusive Digital Learning

This reflection has deepened my understanding that learning resources and technologies are not inherently transformative – they become powerful only when aligned with sound pedagogy. Platforms like Canvas and OER repositories offer immense potential, but their impact depends on how educators design learning experiences that foster interaction, critical thinking, and inclusivity.

References

CAST (2018). Universal Design for Learning Guidelines

Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment

Mishra, P., & Koehler, M. (2006). Technological Pedagogical Content Knowledge

Mayer, R. E. (2009). Multimedia Learning

Selwyn, N. (2016). Education and Technology: Key Issues and Debates

Wiley, D. (2014). The Access Compromise and the 5th