Personalized Learning with Open Educational Resources in the Web3 Era: Empowering Postindustrial Education Regimes

Potential Abstract:
This research article explores the potential of personalized learning with open educational resources (OER) in the context of the postindustrial education regime enabled by Web3 technologies. The postindustrial era has witnessed rapid advancements in technology, transforming the educational landscape and posing new challenges and opportunities. In this context, the integration of OER and personalized learning has gained attention as a means to address the diverse needs and interests of learners, while promoting equity, accessibility, and learner agency. The emergence of Web3 technologies, characterized by decentralized, peer-to-peer networks, offers new possibilities for OER and personalized learning, challenging traditional educational structures and fostering learner empowerment.

Through a systematic literature review, this article synthesizes existing research on personalized learning with OER and explores the potential implications of Web3 technologies on postindustrial education regimes. It examines the theoretical foundations, pedagogical strategies, and technological affordances relevant to personalized learning and OER in the Web3 era. Moreover, this article discusses the impact of personalized learning with OER on learner engagement, achievement, and equity, as well as the potential challenges and ethical considerations associated with this approach.

Findings from the literature review highlight the potential benefits of personalized learning with OER, such as increased learner motivation, engagement, and self-directed learning. Additionally, the integration of Web3 technologies with OER presents new opportunities for decentralized content creation and distribution, peer collaboration, and learner ownership of learning experiences. However, challenges related to copyright, quality assurance, and learner privacy need to be addressed to ensure the successful implementation of this approach.

Overall, this research article contributes to the understanding of the intersection between personalized learning, OER, and Web3 technologies in shaping postindustrial education regimes. It offers insights for researchers, policymakers, and educators seeking to leverage the potential of personalized learning with OER in the Web3 era, while considering its implications for equity, access, and learner agency.

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