E learning at the University of Mauritius - Case of the VCILT

e-Learning @

University of Mauritius (UoM)

Case of the Virtual Centre for Innovative Learning Technologies (VCILT)

http://vcampus.uom.ac.muhttp://vcilt.blogspot.com

Santally Mohammad IssackOfficer-in-Charge

[email protected]

http://vcampus.uom.ac.mu/

http://vcampus.uom.ac.mu/

http://vcilt.blogspot.com/

mailto:[email protected]

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

Recommendation

“University of Mauritius has the opportunity to expand its curriculum rapidly by the use of Distance Education Courses”

Report from Lord Young and Sir John Daniel 1988/1989

Outcome

The Centre for Distance Learning was established in 1993 at the University of Mauritius


Initial Strategy (1993-2003)

Take on-campus courses with large cohorts and convert them into self-learning mode

• Enrolment on traditional university course is necessary

• Instead of 45-hr lecture, 15 hours of face-to-face contact focusing on tutorials supported by print course manuals

• 10 years without any programme fully on ‘’DE’’ mode


Questions

Not Really – Instead it provides flexibility and convenience in the learning process of on-campus learners to some extent

Is it Distance Education? Is it expanding the curriculum? 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 learning

The need to tap on potential of new educational technologies

Adhering to Government vision - increasing access to tertiary education- building a knowledge society- dissemination of quality education- promoting lifelong learning through a flexible education system

Education is education – it cannot be distant but the means to achieve educational purpose may differ

Virtual Centre for Innovative Learning Technologies

2001 - 2011

Promote innovative teaching and learning practices through the use of technologies

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

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


Policy and Incentives

No predefined policy on how e-learning would be integrated in the Universitysystem

What would be the right incentives to involve academics in the integrationof technology in their courses?

The confusion was whether to have online courses or to have multimediaaids for teaching and learning


Ahead of its time

Internet access and penetration very limited

Students access courses in computer labs

No funding for heavy upfront investment in technology infrastructure

Blended Learning Concept

Mixed mode and web-enhanced teaching (2002-2003)

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)

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 i-Learn 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)

CD is lying in filing cabinets of our primary schools

Lifelong Learning Cluster (2004-)

LLC

VCILT CPDL CITS

Aim synergy will entail that could eventually sustain the University in its development path

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

Technology

Pedagogy Content

Learning community

Authentic Learning

Competencies and Skills

Curriculum Development and PedagogyContent-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 PedagogyActivity-based Approach

Curriculum Development and PedagogyWhy Activity-based approach?

Inspired from Daniel Schneider (2003)

Curriculum Development and PedagogyWhy Activity-based approach?


Curriculum Development and PedagogyA sample Learning Activity

C

CC

C

CClosing Phase(Evaluation of

learning)

Monitoring &Control Phase(Manage the

activity)Execution Phase

(Achieve theprojectedoutcome)

Planning Phase(Work Breakdown

Structure)

Intialisation(Activity Scope

Definition)

Create a new learningactivity

Curriculum Development and PedagogyA sample Learning Activity

Curriculum Development and Pedagogy

Creativity and Innovation

Quality Assu

rance, Outcomes focus


Best Practices using Activity-based Approaches

Define outcomes and competencies (expected) beforehand

Learners like to know about the big picture


Have 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 teacheris important


Always have opening and closing activities for a course

Setting the context

Getting important feedback on student’s learning and their perceptionof the learning environment


Provide a reasonable time-span for completion of learning activities

Experience and previous feedback play important role in the accurateestimation of effort and time

Learning Designers need to take into account that students might beengaged in other parallel learning activities


Provide 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


Use technologies wisely – do 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


Allow students to give honest and constructive feedback on theirlearning experiences

The need to realise that students are the main stakeholders in the 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 altered

Traditional QA forms and stereotype questions do not apply

The ‘classroom’ is not a centralised physical location but a virtual anddistributed location in cyberspace

Educational 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 Castle College)

Research Focus on OERs and Capacity Building of Staff for Educational Innovations using ICT


Repurposing OERs for Courses in Mainstream Educational Programmes


Content from OpenLearn, UK Imported and restored on Local PlatformContent from OpenLearn, UK Imported and restored on Local Platform


Repurposing == decontextualisation (optional) recompose recontextualisation


Interactive Video Lectures

HTML Content

Value Addition in terms of pedagogical design to imported OERs


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 I? I can’t

• Low Budget• Limited Resources• Have to Increase Intake• Have to Give More Access• Generate Revenue!!

€ 4,000

Do more with less!

Yes We Can!!

Be Wise – Sustain it!

The Case

From Prototype to Scale

Diploma in

Web and

Multimedia BSc

(Hons)

Educatio

nal &

Instructio

nal

Technolo

gy

MSc

Educatio

nal

Tech

nologie

s

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 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 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 thesurvival of the centre.

Alternative modes of funding – from research projects to 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 aboutthe 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 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