Prof. Rozhan M. Idrus

Rozhan M. Idrus, Ph.D. - Universiti Sains Malaysia, Professor of Open and Distance Learning & Technogogy

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 ..

Postgraduate studies:

Alma Mater

University of Salford

My Links

My CV

AWARD WINNER - Asia Pacific Mobile Learning & Edutainment Advisory Panel (APACMLEAP) Mobile Learning Initiatives Recognition 2009 for the Universiti Sains Malaysia

Brief Bio ..

Rozhan M. Idrus is a Professor of Open and Distance Learning & Technogogy at the Universiti Sains Malaysia on the island of Penang in Malaysia. Rozhan is the first Professor of Open and Distance Learning (ODL) appointed in a public institution of higher learning in Malaysia. He holds a PhD in Solid State Physics and has been trained in various aspects of ODL in Australia, Canada and the UK. Trained as an instructional designer, he has published more than 150 scholarly works in the form of books, chapter in books as well as refereed journal contributions.

He has presented 19 Keynote and Plenary addresses in Malaysia, Thailand, the Sultanate of Oman, Turkey, United Arab Emirates, Mauritius, Greece, Spain and Bahrain. He is the Founding Chief Editor of the Malaysian Journal of Educational Technology, the Chief Editor of the International Journal of Excellence in e-Learning (based in Dubai) and is a member of the Editorial Board of ten international journals. He has given a definition to the term ‘technogogy’ and is passionately promoting it.

Technogogy - The Convergence of Technology, Pedagogy and Content in the Transformative Use of Technology to Foster Learning (Rozhan, 2008))

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 2-dimensional representation was bothering me as it was only able to show a relationship, no more than that. Then the answer was staring at me in the face; we can actually teach a certain content in a certain way using a certain technology. It was in effect a 3-dimensional relationship of technology, pedagogy and content

This 3-dimensional relationship is called TECHNOGOGY; defined as the convergence of technology, pedagogy and content in the transformative use of technology to foster learning.

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.

Where 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.