In the context of course enhancement for hybrid and flexible learning at a university in Namibia, the need was identified to enhance courses to be student-responsive open educational resources. To address this problem, a student-centered design thinking approach was undertaken with a specific focus on gamification, microlearning, cooperative learning and psychological safety. This paper involves qualitative action research of a process in which course enhancements were done drawing on selected theoretical principles and the expertise of the participating lecturing staff. The paper provides an overview of selected educational affordances utilized within an under-resourced environment, and on the deep reflections undertaken in order to focus upon empathizing with and prioritizing students’ needs in the context of cognitive neuroscience. Finally, the paper concludes with recommendations in terms of collaboration, content, communication, critical thinking, and creative innovation.
Attendees of this session will be able to:- Be sensitized to the challenges of implementing open education in areas of poverty where internet data access cannot be guaranteed and is costly for students.
- Reflect deeply on how one can best enable open education in such a context.
- Understand the various educational affordances within a framework that incorporates gamification, microlearning, cooperative learning and the need to enable psychological safety.
- Consider research findings in social cognitive neuroscience and the implications these have in how best to structure online distance education to best cater for our social brains.
