Smart Learning in the Pacific: Design of New Pedagogical Tools Bibhya Nand Sharma Faculty of Science, Technology and Environment The University of the South Pacific Suva, Fiji bibhya.sharma@usp.ac.fj Emmenual Reddy Faculty of Science, Technology & Environment The University of the South Pacific Suva, Fiji emmenual.reddy@usp.ac.fj Ravneil Nand Faculty of Science, Technology and Environment The University of the South Pacific Suva, Fiji ravneil.nand@usp.ac.fj Swasti Shubha Narayan Faculty of Science, Technology & Environment The University of the South Pacific Suva, Fiji swasti.narayan@usp.ac.fj Mohammed Naseem Faculty of Science, Technology and Environment The University of the South Pacific Suva, Fiji mohammed.naseem@usp.ac.fj Karuna Reddy Centre for Survey Research and Methods Australian National University Canberra, Australia karuna.reddy@anu.edu.au Abstract—Smart learning ecosystems leverage on state-of-the- art tools and technologies to help students learn better with Information Communication Technologies (ICT). The ubiquity, innovations and advancements of ICT have transformed pedagogies and approaches to content facilitation and delivery in higher education worldwide, the Pacific region being no exception. The paper essays a number of learning and support tools designed in-house or adopted (or outsourced) recently by a higher education institution in the Pacific contributing to the smart learning ecosystem. The institution has integrated these ICT driven tools to its academic and support programmes, and more recently the in-country science programmes introduced in its member countries. The strengths and challenges from the implementation of these new adaptive tools are highlighted with recommendations to the wider academic populace. Keywords—ICT, Pacific, diagnostic tool, smart learning, higher education I. INTRODUCTION Information and Communications Technologies (ICT), a strong agent for change, has made its mark in many facets of human life. From the global success of corporate world to the efficient operation of government departments, ICT has provided positive opportunities to enhance business processes in public and private sectors, including Higher Education Institutes (HEI). Incorporating ICT for the enhancement of the education ecosystem is a key priority amongst educationists and HEI. Through the availability of Internet and smart devices, education has been transformed in ways that were previously impossible. ICT has added value to the process of learning by complementing the traditional teaching methodologies [1][2] hence creating smart learning ecosystems. ICT has transformed pedagogies by making education more student-oriented [3]. It has improved the accessibility of education so that students can benefit from the same quality of education from any location at any time through e-learning. Education that was previously geographically restricted is now possible through different technological mediums such as learning management systems and MOOCs [4]. Advancements in technology has also redefined the role of teachers. The abundance of information online has motivated teachers to make their teaching innovative by designing engaging and interactive online activities and creating instructional materials available online for easy access. Students have access to immense information for their homework and assignments such as e-books, audio, images, and videos [1]–[3]. In recent times, ICTs have been introduced in developed countries creating smart learning platforms and leading to continuing evolution of learning and teaching [1][2]. According to a recent higher education report [5], most of the top 10 big picture themes of educational change focus on technological advancements. However, there is a need for the education systems to be agile enough to promote open content in unique ways. Having benefits through ICT is obvious in HEI but with technological enhancement comes challenges, which need equal consideration as well. Factors such as effective presence of the facilitators, feeling of segregation, lack of student incentives, frequent inclusion of new tools, ICT competencies, and student uncertainties about their learning led to high dropouts [6]–[8]. In HEI, digital literacy has introduced new educational practises to deepen the learning experience of students. According to [9], while digital literacy is essential for HEI there are institutions that have not adequately embraced the concept resulting in digital divide. The challenges brought by digital divide include but not limited to, students’ ability to develop technological skills, unwillingness to learn new technology, and over-confidence that impact acquiring relevant digital skills [10] to perform at the same level as others in a program of study. The lack of infrastructure, issues with network connectivity, accessibility and cost of data plans in developing countries are barriers to enhanced ICT driven learning such as mobile and smart learning [11], and in-country programs such as the Science Teachers Accelerated Programme (STAP) designed for Pacific Island Countries [12]. 978-1-5386-6522-0/18/$31.00 ©2018 IEEE 4-7 December 2018, Wollongong, NSW, Australia 2018 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE) Page 573 Authorized licensed use limited to: University of the South Pacific. Downloaded on February 03,2021 at 02:45:55 UTC from IEEE Xplore. Restrictions apply.