Educational media and hence interactive technologies has evolved to the extent that there can and must be a paradigm shift in the way education and the working and learning processes is presented and conducted. Extending these 'educational' norms into the learning environment of the 21st century, one can envisage a flatter field, a spectrum of educational technologies, robust design of instruction, pedagogical re-engineering and including a learning support system that would fulfill any given scenario or environment that is governed by the underlying intention of information revolution and cultural integration, in whatever region one find themselves to be. Educational resources can exist in a variety of forms such that a digital divide need not exist. The ability to have access and share courses/resources and the creation of open source has moved teaching collaboration across boundaries from the realm of possibility to the world of reality. The capability of the Internet has afforded us unprecedented sharing diversities and possibilities, not a duplication of past activities. Open Educational Resources (OER) are teaching, learning and research resources that reside in the public domain or have been released under an intellectual property license that permits their free use or re-purposing by others. Although it may seem that the resources have open access, there are cost implications in the preparation, format, delivery and presentation to the users (whoever they may be). It is the opinion of the author that we are not capitalising on the paradigm of networking in cyberspace and still function in an old paradigm but highlighted by the use of technology. As such, every institution is doing their own thing and now has the ability to show it to the world via the Internet. In essence, we are still working in silos rather than create a global classroom. We need to strategise for OER via the elements of a resource directory, a dominant learning object design, customisation/localisation of content, incorporating experimental pedagogy, establishing student centred learning/personalised learning environment and the concept of academe social responsibility (ASR). In end, the open educational resources will need to revert to the aim of the institution for having it in the first place. Is it working? In its finality, institutions must decide whether the focus of the open education movement shift from the provision of mainly classroom-based content as OCW has done to materials specifically designed for online learning. Then, how far would any institution construct their own blend of educational transaction. This paper suggests a new orientation in the notion of sharing and the construction of learning objects to reflect the massive relevance and capability of the global classroom resources. // Paper ID: 441