Digital Content

Digital is here and it’s here to stay. UOITC is following new ways of teaching and learning, on our campus and around the world, by inventing and leveraging digital technologies. The university’s portfolio of massively open online courses, offers flexible access to a range of interactive courses developed and taught by instructors from UOITC. The idea is to publish all of our courses materials online and make them widely available. Digital Contents technologies enable students to grasp concepts more quickly and fully, to connect theory and application more adeptly, and to engage in learning more readily, while also improving instructional techniques, leveraging instructor time, and facilitating the widespread sharing of knowledge. Digital technologies will enable this in new and better ways and create possibilities beyond the limits of our current imagination. The open University is the world’s leading distance-learning institution. The study takes place online which gives you the flexibility to earn while you learn. As well as outstanding flexibility, it will offer you value, an excellent reputation and unrivalled quality.

The University’s websites and digital services are the most important element of our communications mix. They are powerful channels for marketing our success and building the perception of our University to provide a cohesive University identity.

Digital content is a common denominator that underlies all discussions on scholarly communication, digital preservation, and asset management. This past decade has seen a distinctive evolution in thinking among stakeholders on how to assemble, care for, deliver, and ultimately preserve digital resources in a college and university environment. At first, institutional repositories promised both a technical infrastructure and a policy framework for the active management of scholarly publications. Now other approaches that take a broader view of digital content hold sway, the result being confusion rather than clarity about where digital content originates, who the stakeholders are, and how to establish and adjust asset management priorities. This article seeks to present a model for plotting the range of digital content that might be amenable to management as digital assets in higher education.



Learning platforms, software and digital devices are together creating countless new ways to modify education. This way, the academic potential, strengths, weaknesses, aptitude and learning pace of every single student is catered to. Precise, mobile and reliable applications are being created to teach students, help them practice their learnings, take assignments and manage their schedules. Schools are now providing their students with digital devices like desktop computers, laptops and tablets. These devices are aiding them in the teaching process while also helping them understand how students learn and how to enhance their learning process. The 'one size fits all' teaching model is being supplemented by adaptive, personalized learning pedagogies. Going forward, this will be the new trend in formal learning that will enable students to be technologically skilled and equipped for modern workplaces.


In the traditional classroom seating scenario, students are unable to get the individual attention they need due to time constraints. In contrast, the one-to-one context of learning in digital mediums currently students to learn through videos and chat with an expert. The upcoming 'Learning Management System' will continue the two-way communication model between students and experts. More importantly, it will let students track their coursework progress, identify improvement areas and offer ways to make the most of them. Through the help of 'Big Data', experts will be able to capture student feedback within the framework of the content provided. With this alone, they'll be able to improvise and enhance their offerings in new ways to further benefit students.


Over the past few years, mobile learning has picked up by the populace who have gradually assimilated it in their lives. It has offered students the flexibility to access educational content seamlessly across multiple digital devices like desktops, laptops, tablets and smartphones. The smartphone user base in India continues to increase, in both urban and rural areas. The coming years will witness users accessing most of their educational content through internet powered smartphones in a massive way. Most educational content, including even online courses, will be optimized entirely for mobile devices.


Video learning has always appealed to students since it closely mirrors the traditional classroom teaching style. Earlier, students watched video lectures as a form of homework and then discussed them during the next class. Over time, this habit brought about a remarkable improvement in their performance, with a noticeable improvement in grades. Video lectures allowed students to learn subject syllabi at their own pace and dedicate time spent in class towards interactions. This will continue to be a trend in the future where students will have access to rich and interactive content, that will be useful for both formal training as well as performance enhancement. The increase in video-based learning on mobile devices will eventually account for 80 per cent of all internet traffic by 2019.


Open digital education resources have commonly been used in distance learning courses. They consist of freely accessible media for learning, teaching and research purposes. They are licensed to be revised and disseminated freely by teachers among students. This allows the latter to gain access to an extensive arrive of study material that is otherwise restricted indigenously. Open educational resources also facilitate the creation of a flexible environment where teachers can customize educational content for individual sessions or classroom sittings. This is applicable for typical curricular subjects like mathematics, sciences and languages, as well as business and fine arts.

successfully harness digital

1 Understand that digital transformation affects every part of the university, not just IT

The idea that digital is all about technology is a common misconception. Of course, technology plays an important role, but it is simply the canvas upon which the digital experience is created. Many universities looking for a digital quick fix, procure new technology platforms via their IT departments without first understanding the wider role of digital across the institution. IT-led programmes seldom deliver the anticipated benefits and can disadvantage universities while they wait for outcomes that never materialise.

2 Link all digital activity to the university’s overall vision and strategy

All successful change programmes need to be underpinned by a clear vision and strategy defined by senior management. Digital is no different and clarity on the anticipated benefits and how these tie back to the overall strategy is necessary for success. A lack of overall vision can lead to disjointed programmes and this siloed thinking leads to siloed IT systems creating an infrastructure that is complex, inflexible and unable to react quickly in a changing marketplace. Before staff and academics can buy into new strategic programmes to improve digital capabilities, they need to understand why the programme exists and what their role is in achieving the strategic outcomes.

3 Invest in communities built around willing and capable digital innovators

To make digital a success, universities need to invest in giving staff, academics and students the right training in digital technologies and combine this with effective support networks. This is an ongoing commitment, and those institutions that, for example, simply provide students with an introduction to a series of software applications during Fresher’s Week with no follow up, should not expect to achieve a significant uptake in digital technologies from those students.

Our Innovations

Learning platforms, software and digital devices are together creating countless new ways to modify education. This way, the academic potential, strengths, weaknesses, aptitude and learning pace of every single student is catered to.
Students can access their courses from everywhere using any device joined to the internet.
In addition to attending the students in the faculties’ classrooms, they also can follow the courses through uploaded videos.
Distinguished service by providing excellent lectures available online with the required videos and resources.
By enrolling qualified graduates in the labor market, they have a significant role to play in serving the community.

Presidency Message

The university aims to become a leading organization in the field of ICT in which the graduates are qualified with a highly competitive competence in the labor market, keeping up with rapid changes in the field of specialization and different working environments, active and contributed members to serve society, have the ability to invent and develop their skills continuously, and participate in researching projects concentrating on the problems of the labor market in the field of ICT.
Prof. Dr. Abbas M. Al-Bakry
president of UOITC