The Big Bang Theory of the Cloud and Educational Resources
Educational resources on the cloud are almost theoretical in scope because they comprise of hitherto unexploited beginnings. Look at pedagogy for example which faces the challenge of defining an instructional methodology in schools using new software resources and methods like the interactive Student Information Systems. At best, research has to go first into developing such curriculums which tutors and educators have to experiment at a localized level. Each will seek to acclimatize tools to their university campus before they go to the mainstream.
There are several approaches to expand this theory of integrating the educational system and cloud resources.
Open-ended Learning Tools
Open-ended software is a rather new phenomenon in the education sector because before this, conventional, generic programs were the in-thing. Generic software was on the computer to facilitate learning other subjects but is now a subject in itself. Now, these new tools can help concentrate the learner on a certain talent like editing his or her voice, synchronizing audio and also creating virtual paintings out of photos using smart phones. The problem with these kinds of learning apps for a would-be virtual learner is that he or she should have to understand them first. Furthermore because of their very open-ended features, there has not been time to develop policies to work with when seeking to make them part of instructional pedagogy in class.
Industry Desktop Resources
One of the supporting elements to further the assertion that cloud resources can finally be available in readymade form and even allow pedagogical changes is the fact that some dynamic platforms have always been there in the industry. For example, Adobe has its own system for enhancing creativity in learners. It also helps to make teaching a more interactive operation using the desktop as the offline chalkboard.
Though effective on its own merits, the above platform comes short because hitherto it is considerably commercial. It requires subscription as it is in package form. It is also yet to gain mandatory inclusion in the typical syllabus rather than being a learner’s alternative engagement tool. However, this can be offset by the fact that it is now a fully-fledged cloud utility.
Resourceful Case Studies
The way to tackle education in the cloud using resources that have hitherto been a prerogative of IT has also gained reinforcement through case studies. Computer giants like Microsoft have presented instances where their systems together with those of others have gained leverage in certain campus settings. They show how certain institutions of higher learning took a daring approach by combining an operating system’s cloud products with the infrastructure of another provider and eventually offset expenditure by as high as six hundred thousand dollars. Such cases reinforce the theory of originating new ideas that can work in the educational sector. The problem is that the above is an isolated study. More institutions need to try such resourceful experiments.
Ukrainian education scientists have been endeavoring to plan a structure where learning resources can fit into the new cloud education model. They seek to show how pedagogy, where teachers integrate IT into their basic instruction kits, can help define policies on making cloud computing a basis of learning. They use various steps, beginning with researching on app development using IT as a Service as the guiding light. They also seek to introduce datacenters where students and researchers can find information about their new tools and other related resources.
It is only through purposive approaches, such as the above; that existing theories about making education available easily though cloud technologies can come true. It may even eradicate the Big Bang theory where things begin from chaos to a clearer hypothesis where things emerge from an orderly process.
By John Omwamba