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Fullan, M. (2002). The change. Educational Leadership, 59(8), 16–20. Lane-Kelso, M. (2012). Global digital citizenship: Becoming a world university in Oman. Journal of the World Universities Forum, 5(3), 97–113. 10 M. Lane-Kelso Lane-Kelso, M. (2014). Mobiles and flipping in Oman: Bloom buys a smart phone. Journal of Information Technology and Application in Education, 3(2), 67–76. Lane-Kelso, M. (2015). The pedagogy of flipping in Oman. Turkish Online Journal for Educational Technology, 14(1), 143–150.
Digital technology offers unique affordances too. It is dynamic, is keyboardable, and can instantly transmit large amounts of information. That means the process can create interactivity and dimensionality and can simultaneously appeal to more senses than does paper. Using Bloom’s cognitive taxonomy adds structure to the process of identifying what affordance works best with specific delivery system and materials. Learning experiences, such as comprehension and knowledge that are at the lower levels of Bloom’s taxonomy, do not require face-to-face interaction with a teacher.
As important a feature to fast-tracking is the establishment of a sound quality assurance plan that evaluates all aspects of students’ experiences and operates on a continuum of improvement. Accreditation by a foreign organization can be very challenging, but the legitimacy and transparency this relationship establishes is distinctly valuable toward arriving on the world stage. Fast-tracking features of Sultan Qaboos University have seen its presence expanded beyond its borders, establishing its regional reputation as a world university and quickly establishing a global status of high-quality education.