e-learning @ the university of mauritius - the case of the vcilt
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e-Learning
@
University of Mauritius (UoM)
Case of the Virtual Centre for Innovative Learning Case of the Virtual Centre for Innovative Learning
Technologies (VCILT)
http://vcampus.uom.ac.mu
http://vcilt.blogspot.com
Santally Mohammad Issack
Officer-in-Charge
m.santally@uom.ac.mu
Menu of the talk
Distance Education Concept in Mauritius
From DE concept to e-learning: the VCILT
Educational Philosophy of the VCILT
The three axes: Content, Pedagogy and Technology
Projects, Achievements and Related Issues
‘Distance’ Education at the University
RecommendationRecommendation
“University of Mauritius has the opportunity to expand its curriculum
Report from Lord Young and Sir John Daniel 1988/1989
“University of Mauritius has the opportunity to expand its curriculum
rapidly by the use of Distance Education Courses”
Outcome
The Centre for Distance Learning was established in
1993 at the University of Mauritius
‘Distance’ Education at the University
Initial Strategy (1993Initial Strategy (1993--2003)2003)
Take on-campus courses with large cohorts and convert
them into self-learning modethem into self-learning mode
•• EnrolmentEnrolment onon traditionaltraditional universityuniversity coursecourse isis necessarynecessary
•• InsteadInstead ofof 4545--hrhr lecture,lecture, 1515 hourshours ofof faceface--toto--faceface contactcontact
focusingfocusing onon tutorialstutorials supportedsupported byby printprint coursecourse manualsmanuals
•• 1010 yearsyears withoutwithout anyany programmeprogramme fullyfully onon ‘’DE’’‘’DE’’ modemode
‘Distance’ Education at the University
QuestionsQuestions
Is it Distance Education? Is it Distance Education?
Is it expanding the curriculum? Is it expanding the curriculum?
Is it increasing access?Is it increasing access?
Not Really – Instead it provides flexibility and convenience in the learning
process of on-campus learners to some extent
Is it increasing access?Is it increasing access?
Highly competitive to secure a place at the University
Paradigm shift in University Education: the need to
focus on the outcomes (needs) rather than means
The need to enhance teaching and learningThe need to enhance teaching and learning
The need to tap on potential of new educational technologiesThe need to tap on potential of new educational technologies
Adhering to Government vision Adhering to Government vision Adhering to Government vision Adhering to Government vision
-- increasing access to tertiary educationincreasing access to tertiary education
-- building a knowledge societybuilding a knowledge society
-- dissemination of quality educationdissemination of quality education
-- promoting lifelong learning through a flexible education systepromoting lifelong learning through a flexible education systemm
Education is education – it cannot be distant but the means to achieve educational purpose
may differ
Virtual Centre for Innovative Learning Technologies
2001 2001 -- 20112011
Promote innovative teaching and learning practices through the use of technologies
Experiment with new educational delivery systems Experiment with new educational delivery systems
Establish a partnership with the academic staff to help them meet teaching and
learning requirements which attains user satisfaction
Increase access to university education through innovative modes of delivery
VCILT- early operational issues
Human resources Human resources
Lack of qualified personnel in instructional design, educational technology,
multimedia development
No clear pre-defined structure in terms of HR for the centre
Started with a few trainees and temporary research assistants
Hired people with right skills but mismatched job descriptions
VCILT- early operational issues
Policy and IncentivesPolicy and Incentives
No predefined policy on how e-learning would be integrated in the University
system
What would be the right incentives to involve academics in the integration
of technology in their courses?
The confusion was whether to have online courses or to have multimedia
aids for teaching and learning
VCILT- early operational issues
Ahead of its timeAhead of its time
Internet access and penetration very limited
Students access courses in computer labsStudents access courses in computer labs
No funding for heavy upfront investment in technology
infrastructure
Blended Learning Concept
Mixed mode and webMixed mode and web--enhanced teaching (2002enhanced teaching (2002--2003)2003)
Demarcates from the fully online course concept
Academics are given online space to share course materials with
students and to engage in online discussions
Financial Incentives proposed
First Projects
The Mass Computer Proficiency Programme (2002)The Mass Computer Proficiency Programme (2002)
Aim is to make Mauritius become a cyber island by providing
training to citizens on ICT on a very minimal fee
VCILT involved in developing the content and train-the-trainers
First online Test Centre developed for exams for the CPP
Learning-by-doing Concept
First Projects
The The ii--Learn PlatformLearn Platform
VCILT hired a manager Learning Technologies in 2003
The IT team embarked on a costly project to develop an in-house
learning platform
Project abandoned after 3 years due to the rapid growth and
population of open-source learning platforms like MOODLE
A clear example where ICT tends to (erroneously) drive business strategies!!!
The Interactive DVD on History and Geography (2003)The Interactive DVD on History and Geography (2003)
CD is lying in filing cabinets of our primary schools
Lifelong Learning Cluster (2004-)
LLC
Aim
synergy will entail that could eventually
sustain the University in its development
path
VCILT CPDL CITS
Curriculum Development Research Consultancy
A shift in focus (from a policy perspective) from DE to innovative and
alternative modes of delivery to promote lifelong learning
Our Educational Philosophy
TechnologyTechnology
PedagogyPedagogy ContentContent
Authentic Learning
Competencies and Skills
Curriculum Development and Pedagogy
Content-based Approach
The classical approach : e-book equivalent
Fits well with content management systems
Follows a tell and ask approach
Supported by basic communication tools, learning management tools etc
Maps well on traditional approaches to (distance) learning
Curriculum Development and Pedagogy
Activity-based Approach
Curriculum Development and Pedagogy
Why Activity-based approach?
Inspired from Daniel Schneider (2003)
Curriculum Development and Pedagogy
Why Activity-based approach?
Inspired from Daniel Schneider (2003)
Curriculum Development and Pedagogy
A sample Learning Activity
CC
Closing Phase
(Evaluation of
learning)
Intialisation
(Activity Scope
Definition)
Create a new learning
activity
C
C
C
Monitoring &
Control Phase
(Manage the
activity)Execution Phase
(Achieve the
projected
outcome)
Planning Phase
(Work Breakdown
Structure)
Curriculum Development and Pedagogy
A sample Learning Activity
Curriculum Development and Pedagogy
Inspired from Daniel Schneider (2003)
Best Practices using Activity-based Approaches
Define outcomes and competencies (expected) beforehandDefine outcomes and competencies (expected) beforehand
Learners like to know about the big picture
Best Practices using Activity-based Approaches
Have a reasonable outcomes list and number of learning activitiesHave a reasonable outcomes list and number of learning activities
Students get overloaded, panicked and frustrated
Difficult to manage – quality issues as timely feedback might
not be available
Support of instructional designer and experience of the teacher
is important
Best Practices using Activity-based Approaches
Always have opening and closing activities for a courseAlways have opening and closing activities for a course
Setting the context
Getting important feedback on student’s learning and their perception
of the learning environment
Best Practices using Activity-based Approaches
Provide a reasonable timeProvide a reasonable time--span for completion of learning activitiesspan for completion of learning activities
Experience and previous feedback play important role in the accurate
estimation of effort and time
Learning Designers need to take into account that students might be
engaged in other parallel learning activities
Best Practices using Activity-based Approaches
Provide learners with examples of what is expected from themProvide learners with examples of what is expected from them
Worked out examples and sample of previous work is very helpful
Minimizes confusion and boosts student self-confidence
Best Practices using Activity-based Approaches
Use technologies wisely Use technologies wisely –– do not overly focus on themdo not overly focus on them
It is not necessary for students to build a concept-map for every
lesson!
If students can meet, do not force them to use Skype
Best Practices using Activity-based Approaches
Allow students to give honest and constructive feedback on theirAllow students to give honest and constructive feedback on their
learning experienceslearning experiences
The need to realise that students are the main stakeholders in
the processthe process
Feedback should not be anonymous as it kills objectivity of the
process
Learners feel valued to know they count!
Constructive Disruption
Quality assurance processes have to be alteredQuality assurance processes have to be altered
Traditional QA forms and stereotype questions do not apply
The ‘classroom’ is not a centralised physical location but a virtual andThe ‘classroom’ is not a centralised physical location but a virtual and
distributed location in cyberspace
Educational Processes and Learning Support ProcessesEducational Processes and Learning Support Processes
Assessment methods differ
Online learner support, tutorial activities
Need for flexibility
Content – Open Educational Resources
SIDECAP - Transnational EDULINK funded project
– 32 months duration since June 2008
OU UK, UOM, UWI, USP and UHI (Lews CastleOU UK, UOM, UWI, USP and UHI (Lews Castle
College)
Research Focus on OERs and Capacity Building
of Staff for Educational Innovations using ICT
Content – Open Educational Resources
RepurposingRepurposingRepurposingRepurposing OERsOERsOERsOERs for for for for Courses in Courses in Courses in Courses in MainstreamMainstreamMainstreamMainstreamCourses in Courses in Courses in Courses in MainstreamMainstreamMainstreamMainstreamEducationalEducationalEducationalEducational ProgrammesProgrammesProgrammesProgrammes
Content – Open Educational Resources
Content from OpenLearn, UK Imported and restored on Local Platform
Content – Open Educational Resources
Repurposing == decontextualisation (optional)� recompose � recontextualisation
Content – Open Educational Resources
Interactive Video Lectures
HTML Content
Value Addition in terms of pedagogical design to imported OERs
Content – Open Educational Resources
OER in Courseware design:
• as building blocks of new courses
• as supplementary and complementary materials
to existing courses
• as ready-made courses that are imported in the local e-
learning platform
Why should Why should Why should Why should
I? I can’tI? I can’tI? I can’tI? I can’t
• LowLowLowLow BudgetBudgetBudgetBudget
• Limited Limited Limited Limited ResourcesResourcesResourcesResources
• Have to Have to Have to Have to IncreaseIncreaseIncreaseIncrease IntakeIntakeIntakeIntake
• Have to Have to Have to Have to GiveGiveGiveGive More AccessMore AccessMore AccessMore Access
• GenerateGenerateGenerateGenerate Revenue!! Revenue!! Revenue!! Revenue!!
The CaseThe CaseThe CaseThe Case
€ 4,000
Yes We Can!!
Be Wise Be Wise –– Sustain it!Sustain it!
From Prototype to Scale
Student Population (2010)~ > 200(2008) ~ >15
e-learning technologies
MOODLE Development Projects
Personalisation Module
Allows learning objects to be customized depending on learner preferences
Proposes the most appropriate learning path for the learner based onProposes the most appropriate learning path for the learner based on
his/her profile
MOODLE Development Projects
E-Portfolio Module
Existing e-Portfolio module of MOODLE was a failure – pedagogy,
usability and functionality
Currently reworking on requirements for a completely new e-
portfolio system that can be applied for the student population in
general
e-learning (rapid) technologies
SCORM Compliant Multimedia Learning
e-learning (rapid) technologies
Cartoon-based educational material
Research in Interactive Pedagogical Multimedia
Effects of split-attention elements in multimedia learning
environments on students’ learning experiences and learning
outcomes
Outcomes of using multimedia learning environments withOutcomes of using multimedia learning environments with
primary school kids suffering from ADHD (attention and
hyperactivity)
Design elements of interactive pedagogical multimedia for mobile
devices
Major Projects
SideCAP Project
SADC ODL KMS Project
E-Learning Platform Deployment for COMESA
Courseware Digitization for Dubai e-University
ICOOL Series The Learning Conference 2011
Important Achievement
Local Context Issues
In early days of operation – unflinching management support
Change in Top Management – same vision of University but
different priorities
E-Learning, ICT in Education, Educational Technology and Teaching and
Learning enhancement are not currently the operational priorities
Turf-war issues and mindset (lack of open-mindedness) is a big problem
Decision making (poor) and leadership styles can be problematic – academic
institutions need leaders and not administrators
No clear educational policy that promotes innovation and creativity
Strategies
The Lifelong Learning Cluster Concept was instrumental in the
survival of the centre.
Alternative modes of funding – from research projects to
consultancy assignments.consultancy assignments.
Focusing on international recognition – no one is prophet in his country
Embarking on formal teacher training programmes
Relying a bit on luck by chance!
The future
Trying to create a critical pool of ‘change agents’ to bring about
the needed mindset change
The Open University of Mauritius – supposedly be a scaled up
model of the VCILT
The need for a specific educational policy on making e-
learning integrated to a mainstream educational model
Revisiting the concept of Quality Assurance which currently
links to rules and regulations
Conclusion
ICT should be seen as an enabler to improve existing
processes and/or to create innovative ones – an not an end in
itself
Educational Research should focus on pedagogies and the role
of (accessible) technologies to facilitate or support theseof (accessible) technologies to facilitate or support these
pedagogies
University Policies should be needs-driven and outcomes-
based
Universities of the 21st Century should be driven by leaders
and visionaries rather than administrators and managers
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