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This brings us to a few questions. How do we interpret our pedagogy in a dynamic educational setting that is truly anywhere, any time, any place and any mode? How do we present a powerful pedagogy that imparts knowledge and skills in such a dynamic environment and still teach with timetables, outcomes-based assessment and classes with a discrete teacher within a discrete classroom. Indeed, how do we visualise the classroom as an organic learning centre yet maintain traditional pedagogy that promotes 'pre-designed syllabi centered (sic) on a fixed course material to be covered' (Lopez 2005).