e-learning @ the University of Mauritius - The case of the VCILT

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

[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

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


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


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


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


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


Activity-based Approach


Why Activity-based approach?

Inspired from Daniel Schneider (2003)


Why Activity-based approach?



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)


A sample Learning Activity



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


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


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


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


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


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


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


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 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 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