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Evolution of ODL @ the UoM
….and Future Perspectives
‘Distance’ Education at the University
“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
Recommendation
‘Distance’ Education at the University
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
‘Distance’ Education at the University
Questions
Not Really – Instead it provides flexibility and convenience in the learning process of on-campus learners to some extent
Was that Distance Education?
Were we expanding the curriculum?
Were we increasing access?
Highly competitive to secure a place at the University
Virtual Centre for Innovative Learning Technologies (VCILT)
2001
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 meetteaching and learning requirements which attains user satisfaction
Increase access to university education through innovative modes ofdelivery
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 & 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 integrationof technology in their courses?
The confusion was whether to have online courses or to have multimediaaids for teaching and learning
VCILT – Early Operational Issues
Internet access and penetration very limited
VCILT – Early Operational Issues
Ahead of its time
Students access courses in computer labs
No funding for heavy upfront investment in technology infrastructure
Demarcates from the fully online course concept
Blended Learning Concept
Mixed mode and web-enhanced teaching (2002-2003)
Academics are given online space to share course materials with students and to engage in online discussions
Financial Incentives proposed
Lifelong Learning Cluster (2004)
Aim synergy will entail that could eventually sustain the University in its development path
LLC
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 & Professional Development
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
Centre for Innovative and Lifelong Learning (2004)
Centre for Innovative and Lifelong Learning (2004)
21st Century Learning Challenge
Centre for Innovative and Lifelong Learning (2004)
To consolidate the University of Mauritius as a Dual-Mode Institution
To contribute to the Internationalization of the University
To promote an innovative culture of teaching and learning at the University of Mauritius
To contribute to the University’s goal of the knowledge Society Development
To be a high quality provider of online education
Key Partnerships for Internationalization
Evolution of ICT in Education
The Knowledge Society
Definition of the Knowledge Society
Knowledge Societies are identified as societies based on the creation, dissemination and utilization of information and knowledge to enhance socio-economic development.
Key Pillars of Knowledge Society
Information and Communication Technologies
Knowledge Society
Education
Innovation
Development
What Pedagogy for 21st Century ?
The biggest drawback of our Educational system - students are not taught “soft skills”- the competence to discuss, analyse, innovate and communicate.
What Pedagogy for 21st Century ?
All books, papers, notes, everything on the floor
No mobile phones ON during the exam – not allowed at any time during exam
Obsolete concepts in 21st century schools
• Computer labs
• Isolate classroom
• Ban on mobile phones
• Traditional libraries
• Standardized tests
• One-size fits all teaching
What Education for Knowledge Society ?
Our existing system suits the industrialization era – producing disciplined manpower to work in a linear process model.
There is not a need to reform our current education system, but a need to replace them completely to address 21st century challenges..
Bill Gates
21st Century Education
Media-Driven
Learner-Centered
Personalised
Virtual & Global
Networked
Our Educational Philosophy
Technology
Pedagogy Content
Learning community
Authentic Learning
Competencies and Skills
The Educational Process (A networked social activity system)
Mediation
Interaction
Pedagogy
Technology Content
Two Distinct Pedagogical Approaches
•Chapter 1: xxxx•Chapter 2: xxxx•Chapter 3: xxxx
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
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 Pedagogy
A sample learning activity
Curriculum Development and Pedagogy
Inspired from Daniel Schneider (2003)
Creativity
and Innovatio
n
Quality Assurance,
Outcomes focus
Two Distinct Pedagogical Approaches
Skill
s-fo
cuse
d
Reconceptualisation of Learning
Learn anytime, anywhere, but more important of all - learn differently, just-in-time learning
Technology as the mediating instrument for cognitive
stimulation, skills development, ad-hoc learning and knowledge construction/sharing
Key Trends in Education
Massive Open Online Courses (MOOCs)
• Promote informal and lifelong learning
• Virtual communities of practice
• Disruptive innovations – challenging traditional University education
• Massive enrolments, increased access to quality courses, but usually low completion rate
• Opportunities – Big Data applications in Educations e.g. Learning Analytics (Educational Business Intelligence)
Key Trends in Education
Self-Organized Learning Environments
Open Educational Resources
33 contributing partners - OU UK, UNISA, USP …
Cross-border Provisions
The Future of the University of Mauritius in perspective
• The forthcoming Higher Education Act
• The sustainability of free undergraduate courses
• Creation of Faculties and Sustainability
• The need for a new Educational and Business Model
A New Educational Model
EM
Policy Framework
Pedagogical Model
Delivery Model
Business Model
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 future thinkers (foresight)