SlideShare a Scribd company logo
1 of 52
Download to read offline
e-Learning
                 @
   University of Mauritius (UoM)
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

Report from Lord Young and Sir John Daniel 1988/1989

                           Recommendation

  “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 (1993-2003)
                             (1993-

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
              45-                        face-to-
   focusing on tutorials supported by print course manuals

 • 10 years without any programme fully on ‘’DE’’ mode
‘Distance’ Education at the University

                  Questions
                  Is it Distance Education?
                  Is it expanding the curriculum?
                  Is it increasing access?

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

              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
                                                                   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
VCILT- early operational issues

Policy 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 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)
               web-                  (2002-

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


 Learning-by-doing Concept


 First online Test Centre developed for exams for the CPP
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-)

                                       Aim
                            LLC        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

            Technology




                                      Authentic Learning

                                      Competencies and Skills




Pedagogy                    Content
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


  Intialisation                                                                     Closing Phase
                                         Create a new learning
(Activity Scope               C                                      C              (Evaluation of
                                                 activity
   Definition)                                                                         learning)


                                     C                           C
                                                     C
             Planning Phase                                               Monitoring &
            (Work Breakdown                                              Control Phase
                Structure)                 Execution Phase                (Manage the
                                             (Achieve the                   activity)
                                               projected
                                               outcome)
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) beforehand




                 Learners like to know about the big picture
Best Practices using Activity-based Approaches

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 teacher
       is important
Best Practices using Activity-based Approaches

Always 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 time-span for completion of learning activities
                     time-

       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 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 – 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
Best Practices using Activity-based Approaches

Allow students to give honest and constructive feedback on their
learning 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 and
              distributed 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
Content – Open Educational Resources



   Repurposing OERs for
   Courses in Mainstream
  Educational Programmes
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
The Case
•   Low Budget
•   Limited Resources
•   Have to Increase Intake                            Why should
                                                       I? I can’t
•   Have to Give More Access
•   Generate Revenue!!




                                                            € 4,000




           Yes We Can!!




                               Be Wise – 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 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

Decision making (poor) and leadership styles can be problematic – academic
institutions need leaders and not administrators

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

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.

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

More Related Content

What's hot

TPACK/TPCK - is it the model for designing learning in the digital age?
TPACK/TPCK - is it the model for designing learning in the digital age?TPACK/TPCK - is it the model for designing learning in the digital age?
TPACK/TPCK - is it the model for designing learning in the digital age?Vanguard Visions
 
Educational Tech Centre
Educational Tech CentreEducational Tech Centre
Educational Tech CentreDerek Moore
 
DisCo 2013: Keynote presentation - Francesco Pisanu: Educational innovation a...
DisCo 2013: Keynote presentation - Francesco Pisanu: Educational innovation a...DisCo 2013: Keynote presentation - Francesco Pisanu: Educational innovation a...
DisCo 2013: Keynote presentation - Francesco Pisanu: Educational innovation a...8th DisCo conference 2013
 
Briefing on ITC test and new ITCE framework - 24-25 May 2011
Briefing on ITC test and new ITCE framework - 24-25 May 2011Briefing on ITC test and new ITCE framework - 24-25 May 2011
Briefing on ITC test and new ITCE framework - 24-25 May 2011LTTC
 
Transforming classroom practices through the learning of TPACK: The case of K...
Transforming classroom practices through the learning of TPACK: The case of K...Transforming classroom practices through the learning of TPACK: The case of K...
Transforming classroom practices through the learning of TPACK: The case of K...Ayoub Kafyulilo
 
The eLearning Club as a Support Strategy in Technology Integration
The eLearning Club as a Support Strategy in Technology IntegrationThe eLearning Club as a Support Strategy in Technology Integration
The eLearning Club as a Support Strategy in Technology Integrationrexcris
 
Digital initiatives dr.c.thanavathi
Digital initiatives dr.c.thanavathi Digital initiatives dr.c.thanavathi
Digital initiatives dr.c.thanavathi Thanavathi C
 
Strategies and Integrational Pedagogy for Instructional Technology
Strategies and Integrational Pedagogy for Instructional TechnologyStrategies and Integrational Pedagogy for Instructional Technology
Strategies and Integrational Pedagogy for Instructional Technologykendragagnon
 
Continuous professional development for secondary education teachers to adopt...
Continuous professional development for secondary education teachers to adopt...Continuous professional development for secondary education teachers to adopt...
Continuous professional development for secondary education teachers to adopt...Up2Universe
 
Collaboration & Learning Environment to enable to be a university leader in e...
Collaboration & Learning Environment to enable to be a university leader in e...Collaboration & Learning Environment to enable to be a university leader in e...
Collaboration & Learning Environment to enable to be a university leader in e...Willem van Valkenburg
 
Understanding ict4 e developments in moes a short brief
Understanding ict4 e developments in moes a short briefUnderstanding ict4 e developments in moes a short brief
Understanding ict4 e developments in moes a short briefJoel Wayne Ganibe, MBA
 
Implementing a VLE threshold standard
Implementing a VLE threshold standardImplementing a VLE threshold standard
Implementing a VLE threshold standardAshley Wright
 
Evaluation of teacher education initiative of CEMCA for three year plan2012 1...
Evaluation of teacher education initiative of CEMCA for three year plan2012 1...Evaluation of teacher education initiative of CEMCA for three year plan2012 1...
Evaluation of teacher education initiative of CEMCA for three year plan2012 1...Gurumurthy Kasinathan
 
Dissertation Defense presented August 8th 2015 Dr. Koffajuah Toeque Ed.D
Dissertation Defense  presented August 8th 2015 Dr. Koffajuah Toeque Ed.DDissertation Defense  presented August 8th 2015 Dr. Koffajuah Toeque Ed.D
Dissertation Defense presented August 8th 2015 Dr. Koffajuah Toeque Ed.DDr. Koffajuah Toeque Ed.D
 
Connect project
Connect projectConnect project
Connect projectictgdeddcu
 
Promoting Education through Open Distance Learniong
Promoting Education through Open Distance LearniongPromoting Education through Open Distance Learniong
Promoting Education through Open Distance Learniongjd singh
 
Special Blend: Developing a Model for Technology-Enhanced, Flexible Learning
Special Blend: Developing a Model for Technology-Enhanced, Flexible LearningSpecial Blend: Developing a Model for Technology-Enhanced, Flexible Learning
Special Blend: Developing a Model for Technology-Enhanced, Flexible LearningLeo Havemann
 
Blended-learning in Science and Technology. A Collaborative Project-Based Cou...
Blended-learning in Science and Technology. A Collaborative Project-Based Cou...Blended-learning in Science and Technology. A Collaborative Project-Based Cou...
Blended-learning in Science and Technology. A Collaborative Project-Based Cou...eLearning Papers
 
Education 2.2i - Integration of ICT into Learning of 21st Skills
Education 2.2i - Integration of ICT into Learning of 21st SkillsEducation 2.2i - Integration of ICT into Learning of 21st Skills
Education 2.2i - Integration of ICT into Learning of 21st SkillsHKITF
 

What's hot (19)

TPACK/TPCK - is it the model for designing learning in the digital age?
TPACK/TPCK - is it the model for designing learning in the digital age?TPACK/TPCK - is it the model for designing learning in the digital age?
TPACK/TPCK - is it the model for designing learning in the digital age?
 
Educational Tech Centre
Educational Tech CentreEducational Tech Centre
Educational Tech Centre
 
DisCo 2013: Keynote presentation - Francesco Pisanu: Educational innovation a...
DisCo 2013: Keynote presentation - Francesco Pisanu: Educational innovation a...DisCo 2013: Keynote presentation - Francesco Pisanu: Educational innovation a...
DisCo 2013: Keynote presentation - Francesco Pisanu: Educational innovation a...
 
Briefing on ITC test and new ITCE framework - 24-25 May 2011
Briefing on ITC test and new ITCE framework - 24-25 May 2011Briefing on ITC test and new ITCE framework - 24-25 May 2011
Briefing on ITC test and new ITCE framework - 24-25 May 2011
 
Transforming classroom practices through the learning of TPACK: The case of K...
Transforming classroom practices through the learning of TPACK: The case of K...Transforming classroom practices through the learning of TPACK: The case of K...
Transforming classroom practices through the learning of TPACK: The case of K...
 
The eLearning Club as a Support Strategy in Technology Integration
The eLearning Club as a Support Strategy in Technology IntegrationThe eLearning Club as a Support Strategy in Technology Integration
The eLearning Club as a Support Strategy in Technology Integration
 
Digital initiatives dr.c.thanavathi
Digital initiatives dr.c.thanavathi Digital initiatives dr.c.thanavathi
Digital initiatives dr.c.thanavathi
 
Strategies and Integrational Pedagogy for Instructional Technology
Strategies and Integrational Pedagogy for Instructional TechnologyStrategies and Integrational Pedagogy for Instructional Technology
Strategies and Integrational Pedagogy for Instructional Technology
 
Continuous professional development for secondary education teachers to adopt...
Continuous professional development for secondary education teachers to adopt...Continuous professional development for secondary education teachers to adopt...
Continuous professional development for secondary education teachers to adopt...
 
Collaboration & Learning Environment to enable to be a university leader in e...
Collaboration & Learning Environment to enable to be a university leader in e...Collaboration & Learning Environment to enable to be a university leader in e...
Collaboration & Learning Environment to enable to be a university leader in e...
 
Understanding ict4 e developments in moes a short brief
Understanding ict4 e developments in moes a short briefUnderstanding ict4 e developments in moes a short brief
Understanding ict4 e developments in moes a short brief
 
Implementing a VLE threshold standard
Implementing a VLE threshold standardImplementing a VLE threshold standard
Implementing a VLE threshold standard
 
Evaluation of teacher education initiative of CEMCA for three year plan2012 1...
Evaluation of teacher education initiative of CEMCA for three year plan2012 1...Evaluation of teacher education initiative of CEMCA for three year plan2012 1...
Evaluation of teacher education initiative of CEMCA for three year plan2012 1...
 
Dissertation Defense presented August 8th 2015 Dr. Koffajuah Toeque Ed.D
Dissertation Defense  presented August 8th 2015 Dr. Koffajuah Toeque Ed.DDissertation Defense  presented August 8th 2015 Dr. Koffajuah Toeque Ed.D
Dissertation Defense presented August 8th 2015 Dr. Koffajuah Toeque Ed.D
 
Connect project
Connect projectConnect project
Connect project
 
Promoting Education through Open Distance Learniong
Promoting Education through Open Distance LearniongPromoting Education through Open Distance Learniong
Promoting Education through Open Distance Learniong
 
Special Blend: Developing a Model for Technology-Enhanced, Flexible Learning
Special Blend: Developing a Model for Technology-Enhanced, Flexible LearningSpecial Blend: Developing a Model for Technology-Enhanced, Flexible Learning
Special Blend: Developing a Model for Technology-Enhanced, Flexible Learning
 
Blended-learning in Science and Technology. A Collaborative Project-Based Cou...
Blended-learning in Science and Technology. A Collaborative Project-Based Cou...Blended-learning in Science and Technology. A Collaborative Project-Based Cou...
Blended-learning in Science and Technology. A Collaborative Project-Based Cou...
 
Education 2.2i - Integration of ICT into Learning of 21st Skills
Education 2.2i - Integration of ICT into Learning of 21st SkillsEducation 2.2i - Integration of ICT into Learning of 21st Skills
Education 2.2i - Integration of ICT into Learning of 21st Skills
 

Viewers also liked

Capacity-building of in-service teachers through innovative approaches
Capacity-building of in-service teachers through innovative approachesCapacity-building of in-service teachers through innovative approaches
Capacity-building of in-service teachers through innovative approachesM I Santally
 
Service in the third dimension - 3D Printing at Maynooth University Library
Service in the third dimension - 3D Printing at Maynooth University LibraryService in the third dimension - 3D Printing at Maynooth University Library
Service in the third dimension - 3D Printing at Maynooth University LibraryLorna Dodd
 
3d printing in Maynooth University Library: breaking the 3rd dimension
3d printing in Maynooth University Library: breaking the 3rd dimension3d printing in Maynooth University Library: breaking the 3rd dimension
3d printing in Maynooth University Library: breaking the 3rd dimensionHugh Murphy
 
New and innovative services in university library
New and innovative services in university libraryNew and innovative services in university library
New and innovative services in university libraryShiv Prasad
 
Service Blueprint
Service BlueprintService Blueprint
Service BlueprintGul Mann
 
Innovations in Print Media
Innovations in Print MediaInnovations in Print Media
Innovations in Print MediaJay Makwana
 
Top 100 Tools for Learning 2008
Top 100 Tools for Learning 2008Top 100 Tools for Learning 2008
Top 100 Tools for Learning 2008Jane Hart
 
4D printing with smart materials
4D printing with smart materials4D printing with smart materials
4D printing with smart materialsJeffrey Funk
 
The Innovation Game: Why & How Businesses are Investing in Innovation Centers
The Innovation Game: Why & How Businesses are Investing in Innovation Centers The Innovation Game: Why & How Businesses are Investing in Innovation Centers
The Innovation Game: Why & How Businesses are Investing in Innovation Centers Capgemini
 
Hp printing and personal systems presentation
Hp printing and personal systems presentationHp printing and personal systems presentation
Hp printing and personal systems presentationHarry Hecht
 

Viewers also liked (13)

The library a public innovation space athens 1. december 2015
The library a public  innovation space athens 1. december 2015 The library a public  innovation space athens 1. december 2015
The library a public innovation space athens 1. december 2015
 
Open universities and innovation in higher education
Open universities and innovation in higher educationOpen universities and innovation in higher education
Open universities and innovation in higher education
 
Capacity-building of in-service teachers through innovative approaches
Capacity-building of in-service teachers through innovative approachesCapacity-building of in-service teachers through innovative approaches
Capacity-building of in-service teachers through innovative approaches
 
Service in the third dimension - 3D Printing at Maynooth University Library
Service in the third dimension - 3D Printing at Maynooth University LibraryService in the third dimension - 3D Printing at Maynooth University Library
Service in the third dimension - 3D Printing at Maynooth University Library
 
3d printing in Maynooth University Library: breaking the 3rd dimension
3d printing in Maynooth University Library: breaking the 3rd dimension3d printing in Maynooth University Library: breaking the 3rd dimension
3d printing in Maynooth University Library: breaking the 3rd dimension
 
New and innovative services in university library
New and innovative services in university libraryNew and innovative services in university library
New and innovative services in university library
 
Service Blueprint
Service BlueprintService Blueprint
Service Blueprint
 
Innovations in Print Media
Innovations in Print MediaInnovations in Print Media
Innovations in Print Media
 
Top 100 Tools for Learning 2008
Top 100 Tools for Learning 2008Top 100 Tools for Learning 2008
Top 100 Tools for Learning 2008
 
4D printing with smart materials
4D printing with smart materials4D printing with smart materials
4D printing with smart materials
 
The Innovation Game: Why & How Businesses are Investing in Innovation Centers
The Innovation Game: Why & How Businesses are Investing in Innovation Centers The Innovation Game: Why & How Businesses are Investing in Innovation Centers
The Innovation Game: Why & How Businesses are Investing in Innovation Centers
 
Hp printing and personal systems presentation
Hp printing and personal systems presentationHp printing and personal systems presentation
Hp printing and personal systems presentation
 
Services Marketing
Services MarketingServices Marketing
Services Marketing
 

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

Two decades of eLearning at the University of Mauritius
Two decades of eLearning at the University of MauritiusTwo decades of eLearning at the University of Mauritius
Two decades of eLearning at the University of MauritiusM I Santally
 
Evolution of DE at UoM....and Future Perspectives
Evolution of DE at UoM....and Future PerspectivesEvolution of DE at UoM....and Future Perspectives
Evolution of DE at UoM....and Future PerspectivesM I Santally
 
Jisc webinar: Curriculum design: Changing the paradigm
Jisc webinar: Curriculum design: Changing the paradigmJisc webinar: Curriculum design: Changing the paradigm
Jisc webinar: Curriculum design: Changing the paradigmJisc
 
Active Learning and Educational Technologies
Active Learning and Educational TechnologiesActive Learning and Educational Technologies
Active Learning and Educational TechnologiesJeff Van de Poël
 
Deanz 12 workshop_gpr
Deanz 12 workshop_gprDeanz 12 workshop_gpr
Deanz 12 workshop_gprMike KEPPELL
 
Maximising Learning Spaces: technology and design approaches
Maximising Learning Spaces: technology and design approachesMaximising Learning Spaces: technology and design approaches
Maximising Learning Spaces: technology and design approachesUniversity of Newcastle, NSW.
 
EDTECH 554 - Providing professional development for teachers copy
EDTECH 554 - Providing professional development for teachers   copyEDTECH 554 - Providing professional development for teachers   copy
EDTECH 554 - Providing professional development for teachers copyTeresa Froehlke
 
2 project based learning handbook
2   project based learning handbook2   project based learning handbook
2 project based learning handbookakmal a.razak
 
ECER conference presentation
ECER conference presentationECER conference presentation
ECER conference presentationDiogo Casanova
 
Dissertation Defense Powerpoint presented Aug. 8th, 2015
Dissertation Defense Powerpoint presented Aug. 8th, 2015Dissertation Defense Powerpoint presented Aug. 8th, 2015
Dissertation Defense Powerpoint presented Aug. 8th, 2015KJ Slyusar
 
Project-Based Learning and Multi Media
Project-Based Learning and Multi MediaProject-Based Learning and Multi Media
Project-Based Learning and Multi Mediatinerts
 
Project-Based Learning and multi Media
Project-Based Learning and multi MediaProject-Based Learning and multi Media
Project-Based Learning and multi Mediabacolodavegail
 
Technology in Teaching and Learning.pptx
Technology in Teaching and Learning.pptxTechnology in Teaching and Learning.pptx
Technology in Teaching and Learning.pptxmycahabiera1
 
Technology in teaching and learning in the lifelong learning sector - researc...
Technology in teaching and learning in the lifelong learning sector - researc...Technology in teaching and learning in the lifelong learning sector - researc...
Technology in teaching and learning in the lifelong learning sector - researc...Sean Murricane
 
Webinar for ascilite community
Webinar for ascilite communityWebinar for ascilite community
Webinar for ascilite communityMike KEPPELL
 
Technology-enhanced Learning and Teaching Report
Technology-enhanced Learning and Teaching ReportTechnology-enhanced Learning and Teaching Report
Technology-enhanced Learning and Teaching ReportTashHard
 
eLearning Proposal
eLearning ProposaleLearning Proposal
eLearning Proposalayounce
 

Similar to e-learning @ the University of Mauritius - The case of the VCILT (20)

Two decades of eLearning at the University of Mauritius
Two decades of eLearning at the University of MauritiusTwo decades of eLearning at the University of Mauritius
Two decades of eLearning at the University of Mauritius
 
Evolution of DE at UoM....and Future Perspectives
Evolution of DE at UoM....and Future PerspectivesEvolution of DE at UoM....and Future Perspectives
Evolution of DE at UoM....and Future Perspectives
 
Jisc webinar: Curriculum design: Changing the paradigm
Jisc webinar: Curriculum design: Changing the paradigmJisc webinar: Curriculum design: Changing the paradigm
Jisc webinar: Curriculum design: Changing the paradigm
 
Active Learning and Educational Technologies
Active Learning and Educational TechnologiesActive Learning and Educational Technologies
Active Learning and Educational Technologies
 
Deanz 12 workshop_gpr
Deanz 12 workshop_gprDeanz 12 workshop_gpr
Deanz 12 workshop_gpr
 
Meda5400_Week1
Meda5400_Week1Meda5400_Week1
Meda5400_Week1
 
Maximising Learning Spaces: technology and design approaches
Maximising Learning Spaces: technology and design approachesMaximising Learning Spaces: technology and design approaches
Maximising Learning Spaces: technology and design approaches
 
EDTECH 554 - Providing professional development for teachers copy
EDTECH 554 - Providing professional development for teachers   copyEDTECH 554 - Providing professional development for teachers   copy
EDTECH 554 - Providing professional development for teachers copy
 
2 project based learning handbook
2   project based learning handbook2   project based learning handbook
2 project based learning handbook
 
ECER conference presentation
ECER conference presentationECER conference presentation
ECER conference presentation
 
Dissertation Defense Powerpoint presented Aug. 8th, 2015
Dissertation Defense Powerpoint presented Aug. 8th, 2015Dissertation Defense Powerpoint presented Aug. 8th, 2015
Dissertation Defense Powerpoint presented Aug. 8th, 2015
 
Project-Based Learning and Multi Media
Project-Based Learning and Multi MediaProject-Based Learning and Multi Media
Project-Based Learning and Multi Media
 
Project-Based Learning and multi Media
Project-Based Learning and multi MediaProject-Based Learning and multi Media
Project-Based Learning and multi Media
 
Technology in Teaching and Learning.pptx
Technology in Teaching and Learning.pptxTechnology in Teaching and Learning.pptx
Technology in Teaching and Learning.pptx
 
Technology in teaching and learning in the lifelong learning sector - researc...
Technology in teaching and learning in the lifelong learning sector - researc...Technology in teaching and learning in the lifelong learning sector - researc...
Technology in teaching and learning in the lifelong learning sector - researc...
 
Webinar for ascilite community
Webinar for ascilite communityWebinar for ascilite community
Webinar for ascilite community
 
Technology-enhanced Learning and Teaching Report
Technology-enhanced Learning and Teaching ReportTechnology-enhanced Learning and Teaching Report
Technology-enhanced Learning and Teaching Report
 
Armazeg svl
Armazeg svlArmazeg svl
Armazeg svl
 
Interview
InterviewInterview
Interview
 
eLearning Proposal
eLearning ProposaleLearning Proposal
eLearning Proposal
 

More from M I Santally

UoM: A case-study of a research engaged and entrepreneurial university
UoM: A case-study of a research engaged and entrepreneurial universityUoM: A case-study of a research engaged and entrepreneurial university
UoM: A case-study of a research engaged and entrepreneurial universityM I Santally
 
Elearning @ UoM: Past, Present and the Future
Elearning @ UoM: Past, Present and the FutureElearning @ UoM: Past, Present and the Future
Elearning @ UoM: Past, Present and the FutureM I Santally
 
Digital Workforce Needs, and the Role of Universities in the New World - The ...
Digital Workforce Needs, and the Role of Universities in the New World - The ...Digital Workforce Needs, and the Role of Universities in the New World - The ...
Digital Workforce Needs, and the Role of Universities in the New World - The ...M I Santally
 
Digital Learning Ecosystems @ the University of Mauritius
Digital Learning Ecosystems @ the University of MauritiusDigital Learning Ecosystems @ the University of Mauritius
Digital Learning Ecosystems @ the University of MauritiusM I Santally
 
Moodle Step-by-Step Guide
Moodle Step-by-Step GuideMoodle Step-by-Step Guide
Moodle Step-by-Step GuideM I Santally
 
eLearning Maturity Assessment of the University of Mauritius
eLearning Maturity Assessment of the University of MauritiuseLearning Maturity Assessment of the University of Mauritius
eLearning Maturity Assessment of the University of MauritiusM I Santally
 
A vision of the future for the University of Mauritius
A vision of the future for the University of MauritiusA vision of the future for the University of Mauritius
A vision of the future for the University of MauritiusM I Santally
 
Capacity building to address Innovation - Some Examples from the University o...
Capacity building to address Innovation - Some Examples from the University o...Capacity building to address Innovation - Some Examples from the University o...
Capacity building to address Innovation - Some Examples from the University o...M I Santally
 
A Model for the Transformation of the Mauritian Classroom based on the Living...
A Model for the Transformation of the Mauritian Classroom based on the Living...A Model for the Transformation of the Mauritian Classroom based on the Living...
A Model for the Transformation of the Mauritian Classroom based on the Living...M I Santally
 
ICTs in Education - Drivers of Innovation and Enablers towards Knowledge Soci...
ICTs in Education - Drivers of Innovation and Enablers towards Knowledge Soci...ICTs in Education - Drivers of Innovation and Enablers towards Knowledge Soci...
ICTs in Education - Drivers of Innovation and Enablers towards Knowledge Soci...M I Santally
 
Learning Analytics as a Method to Examine Students’ Learning Patterns in an O...
Learning Analytics as a Method to Examine Students’ Learning Patterns in an O...Learning Analytics as a Method to Examine Students’ Learning Patterns in an O...
Learning Analytics as a Method to Examine Students’ Learning Patterns in an O...M I Santally
 
MISP: A Multiple-Impact Social Partnership Model to promote Educators’ Develo...
MISP: A Multiple-Impact Social Partnership Model to promote Educators’ Develo...MISP: A Multiple-Impact Social Partnership Model to promote Educators’ Develo...
MISP: A Multiple-Impact Social Partnership Model to promote Educators’ Develo...M I Santally
 
Policy Coherence in Education towards Knowledge Society Development in Mauritius
Policy Coherence in Education towards Knowledge Society Development in MauritiusPolicy Coherence in Education towards Knowledge Society Development in Mauritius
Policy Coherence in Education towards Knowledge Society Development in MauritiusM I Santally
 
Towards an Open Education Model for Mauritius
Towards an Open Education Model for Mauritius Towards an Open Education Model for Mauritius
Towards an Open Education Model for Mauritius M I Santally
 
Copyright, Creative Commons and Implications for e-Learning
Copyright, Creative Commons and Implications for e-LearningCopyright, Creative Commons and Implications for e-Learning
Copyright, Creative Commons and Implications for e-LearningM I Santally
 
Multimedia Learning Design and Learning Experiences
Multimedia Learning Design and Learning ExperiencesMultimedia Learning Design and Learning Experiences
Multimedia Learning Design and Learning ExperiencesM I Santally
 
Learning Design Implementations for Distance e-Learning
Learning Design Implementations for Distance e-LearningLearning Design Implementations for Distance e-Learning
Learning Design Implementations for Distance e-LearningM I Santally
 
OERs in Courseware Design and Development
OERs in Courseware Design and DevelopmentOERs in Courseware Design and Development
OERs in Courseware Design and DevelopmentM I Santally
 

More from M I Santally (19)

UoM: A case-study of a research engaged and entrepreneurial university
UoM: A case-study of a research engaged and entrepreneurial universityUoM: A case-study of a research engaged and entrepreneurial university
UoM: A case-study of a research engaged and entrepreneurial university
 
Elearning @ UoM: Past, Present and the Future
Elearning @ UoM: Past, Present and the FutureElearning @ UoM: Past, Present and the Future
Elearning @ UoM: Past, Present and the Future
 
Digital Workforce Needs, and the Role of Universities in the New World - The ...
Digital Workforce Needs, and the Role of Universities in the New World - The ...Digital Workforce Needs, and the Role of Universities in the New World - The ...
Digital Workforce Needs, and the Role of Universities in the New World - The ...
 
Digital Learning Ecosystems @ the University of Mauritius
Digital Learning Ecosystems @ the University of MauritiusDigital Learning Ecosystems @ the University of Mauritius
Digital Learning Ecosystems @ the University of Mauritius
 
Moodle Step-by-Step Guide
Moodle Step-by-Step GuideMoodle Step-by-Step Guide
Moodle Step-by-Step Guide
 
eLearning Maturity Assessment of the University of Mauritius
eLearning Maturity Assessment of the University of MauritiuseLearning Maturity Assessment of the University of Mauritius
eLearning Maturity Assessment of the University of Mauritius
 
A vision of the future for the University of Mauritius
A vision of the future for the University of MauritiusA vision of the future for the University of Mauritius
A vision of the future for the University of Mauritius
 
Capacity building to address Innovation - Some Examples from the University o...
Capacity building to address Innovation - Some Examples from the University o...Capacity building to address Innovation - Some Examples from the University o...
Capacity building to address Innovation - Some Examples from the University o...
 
Youth Empowerment
Youth EmpowermentYouth Empowerment
Youth Empowerment
 
A Model for the Transformation of the Mauritian Classroom based on the Living...
A Model for the Transformation of the Mauritian Classroom based on the Living...A Model for the Transformation of the Mauritian Classroom based on the Living...
A Model for the Transformation of the Mauritian Classroom based on the Living...
 
ICTs in Education - Drivers of Innovation and Enablers towards Knowledge Soci...
ICTs in Education - Drivers of Innovation and Enablers towards Knowledge Soci...ICTs in Education - Drivers of Innovation and Enablers towards Knowledge Soci...
ICTs in Education - Drivers of Innovation and Enablers towards Knowledge Soci...
 
Learning Analytics as a Method to Examine Students’ Learning Patterns in an O...
Learning Analytics as a Method to Examine Students’ Learning Patterns in an O...Learning Analytics as a Method to Examine Students’ Learning Patterns in an O...
Learning Analytics as a Method to Examine Students’ Learning Patterns in an O...
 
MISP: A Multiple-Impact Social Partnership Model to promote Educators’ Develo...
MISP: A Multiple-Impact Social Partnership Model to promote Educators’ Develo...MISP: A Multiple-Impact Social Partnership Model to promote Educators’ Develo...
MISP: A Multiple-Impact Social Partnership Model to promote Educators’ Develo...
 
Policy Coherence in Education towards Knowledge Society Development in Mauritius
Policy Coherence in Education towards Knowledge Society Development in MauritiusPolicy Coherence in Education towards Knowledge Society Development in Mauritius
Policy Coherence in Education towards Knowledge Society Development in Mauritius
 
Towards an Open Education Model for Mauritius
Towards an Open Education Model for Mauritius Towards an Open Education Model for Mauritius
Towards an Open Education Model for Mauritius
 
Copyright, Creative Commons and Implications for e-Learning
Copyright, Creative Commons and Implications for e-LearningCopyright, Creative Commons and Implications for e-Learning
Copyright, Creative Commons and Implications for e-Learning
 
Multimedia Learning Design and Learning Experiences
Multimedia Learning Design and Learning ExperiencesMultimedia Learning Design and Learning Experiences
Multimedia Learning Design and Learning Experiences
 
Learning Design Implementations for Distance e-Learning
Learning Design Implementations for Distance e-LearningLearning Design Implementations for Distance e-Learning
Learning Design Implementations for Distance e-Learning
 
OERs in Courseware Design and Development
OERs in Courseware Design and DevelopmentOERs in Courseware Design and Development
OERs in Courseware Design and Development
 

Recently uploaded

LEAD6001 - Introduction to Advanced Stud
LEAD6001 - Introduction to Advanced StudLEAD6001 - Introduction to Advanced Stud
LEAD6001 - Introduction to Advanced StudDr. Bruce A. Johnson
 
BBA 205 BE UNIT 2 economic systems prof dr kanchan.pptx
BBA 205 BE UNIT 2 economic systems prof dr kanchan.pptxBBA 205 BE UNIT 2 economic systems prof dr kanchan.pptx
BBA 205 BE UNIT 2 economic systems prof dr kanchan.pptxProf. Kanchan Kumari
 
Metabolism , Metabolic Fate& disorders of cholesterol.pptx
Metabolism , Metabolic Fate& disorders of cholesterol.pptxMetabolism , Metabolic Fate& disorders of cholesterol.pptx
Metabolism , Metabolic Fate& disorders of cholesterol.pptxDr. Santhosh Kumar. N
 
30-de-thi-vao-lop-10-mon-tieng-anh-co-dap-an.doc
30-de-thi-vao-lop-10-mon-tieng-anh-co-dap-an.doc30-de-thi-vao-lop-10-mon-tieng-anh-co-dap-an.doc
30-de-thi-vao-lop-10-mon-tieng-anh-co-dap-an.docdieu18
 
LEAD5623 The Economics of Community Coll
LEAD5623 The Economics of Community CollLEAD5623 The Economics of Community Coll
LEAD5623 The Economics of Community CollDr. Bruce A. Johnson
 
AUDIENCE THEORY - PARTICIPATORY - JENKINS.pptx
AUDIENCE THEORY - PARTICIPATORY - JENKINS.pptxAUDIENCE THEORY - PARTICIPATORY - JENKINS.pptx
AUDIENCE THEORY - PARTICIPATORY - JENKINS.pptxiammrhaywood
 
3.14.24 Gender Discrimination and Gender Inequity.pptx
3.14.24 Gender Discrimination and Gender Inequity.pptx3.14.24 Gender Discrimination and Gender Inequity.pptx
3.14.24 Gender Discrimination and Gender Inequity.pptxmary850239
 
BÀI TẬP BỔ TRỢ TIẾNG ANH 11 THEO ĐƠN VỊ BÀI HỌC - CẢ NĂM - CÓ FILE NGHE (GLOB...
BÀI TẬP BỔ TRỢ TIẾNG ANH 11 THEO ĐƠN VỊ BÀI HỌC - CẢ NĂM - CÓ FILE NGHE (GLOB...BÀI TẬP BỔ TRỢ TIẾNG ANH 11 THEO ĐƠN VỊ BÀI HỌC - CẢ NĂM - CÓ FILE NGHE (GLOB...
BÀI TẬP BỔ TRỢ TIẾNG ANH 11 THEO ĐƠN VỊ BÀI HỌC - CẢ NĂM - CÓ FILE NGHE (GLOB...Nguyen Thanh Tu Collection
 
3.12.24 Freedom Summer in Mississippi.pptx
3.12.24 Freedom Summer in Mississippi.pptx3.12.24 Freedom Summer in Mississippi.pptx
3.12.24 Freedom Summer in Mississippi.pptxmary850239
 
EDD8524 The Future of Educational Leader
EDD8524 The Future of Educational LeaderEDD8524 The Future of Educational Leader
EDD8524 The Future of Educational LeaderDr. Bruce A. Johnson
 
Metabolism of lipoproteins & its disorders(Chylomicron & VLDL & LDL).pptx
Metabolism of  lipoproteins & its disorders(Chylomicron & VLDL & LDL).pptxMetabolism of  lipoproteins & its disorders(Chylomicron & VLDL & LDL).pptx
Metabolism of lipoproteins & its disorders(Chylomicron & VLDL & LDL).pptxDr. Santhosh Kumar. N
 
ICS2208 Lecture4 Intelligent Interface Agents.pdf
ICS2208 Lecture4 Intelligent Interface Agents.pdfICS2208 Lecture4 Intelligent Interface Agents.pdf
ICS2208 Lecture4 Intelligent Interface Agents.pdfVanessa Camilleri
 
Quantitative research methodology and survey design
Quantitative research methodology and survey designQuantitative research methodology and survey design
Quantitative research methodology and survey designBalelaBoru
 
Riti theory by Vamana Indian poetics.pptx
Riti theory by Vamana Indian poetics.pptxRiti theory by Vamana Indian poetics.pptx
Riti theory by Vamana Indian poetics.pptxDhatriParmar
 
Awards Presentation 2024 - March 12 2024
Awards Presentation 2024 - March 12 2024Awards Presentation 2024 - March 12 2024
Awards Presentation 2024 - March 12 2024bsellato
 
Pharmacology chapter No 7 full notes.pdf
Pharmacology chapter No 7 full notes.pdfPharmacology chapter No 7 full notes.pdf
Pharmacology chapter No 7 full notes.pdfSumit Tiwari
 
ASTRINGENTS.pdf Pharmacognosy chapter 5 diploma in Pharmacy
ASTRINGENTS.pdf Pharmacognosy chapter 5 diploma in PharmacyASTRINGENTS.pdf Pharmacognosy chapter 5 diploma in Pharmacy
ASTRINGENTS.pdf Pharmacognosy chapter 5 diploma in PharmacySumit Tiwari
 
POST ENCEPHALITIS case study Jitendra bhargav
POST ENCEPHALITIS case study  Jitendra bhargavPOST ENCEPHALITIS case study  Jitendra bhargav
POST ENCEPHALITIS case study Jitendra bhargavJitendra Bhargav
 

Recently uploaded (20)

LEAD6001 - Introduction to Advanced Stud
LEAD6001 - Introduction to Advanced StudLEAD6001 - Introduction to Advanced Stud
LEAD6001 - Introduction to Advanced Stud
 
BBA 205 BE UNIT 2 economic systems prof dr kanchan.pptx
BBA 205 BE UNIT 2 economic systems prof dr kanchan.pptxBBA 205 BE UNIT 2 economic systems prof dr kanchan.pptx
BBA 205 BE UNIT 2 economic systems prof dr kanchan.pptx
 
Metabolism , Metabolic Fate& disorders of cholesterol.pptx
Metabolism , Metabolic Fate& disorders of cholesterol.pptxMetabolism , Metabolic Fate& disorders of cholesterol.pptx
Metabolism , Metabolic Fate& disorders of cholesterol.pptx
 
30-de-thi-vao-lop-10-mon-tieng-anh-co-dap-an.doc
30-de-thi-vao-lop-10-mon-tieng-anh-co-dap-an.doc30-de-thi-vao-lop-10-mon-tieng-anh-co-dap-an.doc
30-de-thi-vao-lop-10-mon-tieng-anh-co-dap-an.doc
 
LEAD5623 The Economics of Community Coll
LEAD5623 The Economics of Community CollLEAD5623 The Economics of Community Coll
LEAD5623 The Economics of Community Coll
 
AUDIENCE THEORY - PARTICIPATORY - JENKINS.pptx
AUDIENCE THEORY - PARTICIPATORY - JENKINS.pptxAUDIENCE THEORY - PARTICIPATORY - JENKINS.pptx
AUDIENCE THEORY - PARTICIPATORY - JENKINS.pptx
 
ANOVA Parametric test: Biostatics and Research Methodology
ANOVA Parametric test: Biostatics and Research MethodologyANOVA Parametric test: Biostatics and Research Methodology
ANOVA Parametric test: Biostatics and Research Methodology
 
3.14.24 Gender Discrimination and Gender Inequity.pptx
3.14.24 Gender Discrimination and Gender Inequity.pptx3.14.24 Gender Discrimination and Gender Inequity.pptx
3.14.24 Gender Discrimination and Gender Inequity.pptx
 
BÀI TẬP BỔ TRỢ TIẾNG ANH 11 THEO ĐƠN VỊ BÀI HỌC - CẢ NĂM - CÓ FILE NGHE (GLOB...
BÀI TẬP BỔ TRỢ TIẾNG ANH 11 THEO ĐƠN VỊ BÀI HỌC - CẢ NĂM - CÓ FILE NGHE (GLOB...BÀI TẬP BỔ TRỢ TIẾNG ANH 11 THEO ĐƠN VỊ BÀI HỌC - CẢ NĂM - CÓ FILE NGHE (GLOB...
BÀI TẬP BỔ TRỢ TIẾNG ANH 11 THEO ĐƠN VỊ BÀI HỌC - CẢ NĂM - CÓ FILE NGHE (GLOB...
 
3.12.24 Freedom Summer in Mississippi.pptx
3.12.24 Freedom Summer in Mississippi.pptx3.12.24 Freedom Summer in Mississippi.pptx
3.12.24 Freedom Summer in Mississippi.pptx
 
EDD8524 The Future of Educational Leader
EDD8524 The Future of Educational LeaderEDD8524 The Future of Educational Leader
EDD8524 The Future of Educational Leader
 
Metabolism of lipoproteins & its disorders(Chylomicron & VLDL & LDL).pptx
Metabolism of  lipoproteins & its disorders(Chylomicron & VLDL & LDL).pptxMetabolism of  lipoproteins & its disorders(Chylomicron & VLDL & LDL).pptx
Metabolism of lipoproteins & its disorders(Chylomicron & VLDL & LDL).pptx
 
ICS2208 Lecture4 Intelligent Interface Agents.pdf
ICS2208 Lecture4 Intelligent Interface Agents.pdfICS2208 Lecture4 Intelligent Interface Agents.pdf
ICS2208 Lecture4 Intelligent Interface Agents.pdf
 
Quantitative research methodology and survey design
Quantitative research methodology and survey designQuantitative research methodology and survey design
Quantitative research methodology and survey design
 
Riti theory by Vamana Indian poetics.pptx
Riti theory by Vamana Indian poetics.pptxRiti theory by Vamana Indian poetics.pptx
Riti theory by Vamana Indian poetics.pptx
 
Awards Presentation 2024 - March 12 2024
Awards Presentation 2024 - March 12 2024Awards Presentation 2024 - March 12 2024
Awards Presentation 2024 - March 12 2024
 
Pharmacology chapter No 7 full notes.pdf
Pharmacology chapter No 7 full notes.pdfPharmacology chapter No 7 full notes.pdf
Pharmacology chapter No 7 full notes.pdf
 
Problems on Mean,Mode,Median Standard Deviation
Problems on Mean,Mode,Median Standard DeviationProblems on Mean,Mode,Median Standard Deviation
Problems on Mean,Mode,Median Standard Deviation
 
ASTRINGENTS.pdf Pharmacognosy chapter 5 diploma in Pharmacy
ASTRINGENTS.pdf Pharmacognosy chapter 5 diploma in PharmacyASTRINGENTS.pdf Pharmacognosy chapter 5 diploma in Pharmacy
ASTRINGENTS.pdf Pharmacognosy chapter 5 diploma in Pharmacy
 
POST ENCEPHALITIS case study Jitendra bhargav
POST ENCEPHALITIS case study  Jitendra bhargavPOST ENCEPHALITIS case study  Jitendra bhargav
POST ENCEPHALITIS case study Jitendra bhargav
 

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

  • 1. e-Learning @ University of Mauritius (UoM) 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
  • 2. 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
  • 3. ‘Distance’ Education at the University Report from Lord Young and Sir John Daniel 1988/1989 Recommendation “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
  • 4. ‘Distance’ Education at the University Initial Strategy (1993-2003) (1993- 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 45- face-to- focusing on tutorials supported by print course manuals • 10 years without any programme fully on ‘’DE’’ mode
  • 5. ‘Distance’ Education at the University Questions Is it Distance Education? Is it expanding the curriculum? Is it increasing access? Not Really – Instead it provides flexibility and convenience in the learning process of on-campus learners to some extent Highly competitive to secure a place at the University
  • 6. 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 system Education is education – it cannot be distant but the means to achieve educational purpose may differ
  • 7. 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
  • 8. 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
  • 9. VCILT- early operational issues Policy 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
  • 10. VCILT- early operational issues 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
  • 11. Blended Learning Concept Mixed mode and web-enhanced teaching (2002-2003) web- (2002- 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
  • 12. 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 Learning-by-doing Concept First online Test Centre developed for exams for the CPP
  • 13. 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!!!
  • 14. The Interactive DVD on History and Geography (2003) CD is lying in filing cabinets of our primary schools
  • 15. Lifelong Learning Cluster (2004-) Aim LLC 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
  • 16. Our Educational Philosophy Technology Authentic Learning Competencies and Skills Pedagogy Content
  • 17. 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
  • 18. Curriculum Development and Pedagogy Activity-based Approach
  • 19. Curriculum Development and Pedagogy Why Activity-based approach? Inspired from Daniel Schneider (2003)
  • 20. Curriculum Development and Pedagogy Why Activity-based approach? Inspired from Daniel Schneider (2003)
  • 21. Curriculum Development and Pedagogy A sample Learning Activity Intialisation Closing Phase Create a new learning (Activity Scope C C (Evaluation of activity Definition) learning) C C C Planning Phase Monitoring & (Work Breakdown Control Phase Structure) Execution Phase (Manage the (Achieve the activity) projected outcome)
  • 22. Curriculum Development and Pedagogy A sample Learning Activity
  • 23. Curriculum Development and Pedagogy Inspired from Daniel Schneider (2003)
  • 24. Best Practices using Activity-based Approaches Define outcomes and competencies (expected) beforehand Learners like to know about the big picture
  • 25. Best Practices using Activity-based Approaches 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 teacher is important
  • 26. Best Practices using Activity-based Approaches Always 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
  • 27. Best Practices using Activity-based Approaches Provide a reasonable time-span for completion of learning activities time- 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
  • 28. Best Practices using Activity-based Approaches 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
  • 29. Best Practices using Activity-based Approaches 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
  • 30. Best Practices using Activity-based Approaches Allow students to give honest and constructive feedback on their learning 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!
  • 31. 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 and distributed location in cyberspace Educational Processes and Learning Support Processes Assessment methods differ Online learner support, tutorial activities Need for flexibility
  • 32. 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
  • 33. Content – Open Educational Resources Repurposing OERs for Courses in Mainstream Educational Programmes
  • 34. Content – Open Educational Resources Content from OpenLearn, UK Imported and restored on Local Platform
  • 35. Content – Open Educational Resources Repurposing == decontextualisation (optional) recompose recontextualisation
  • 36. Content – Open Educational Resources Interactive Video Lectures HTML Content Value Addition in terms of pedagogical design to imported OERs
  • 37. 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
  • 38. The Case • Low Budget • Limited Resources • Have to Increase Intake Why should I? I can’t • Have to Give More Access • Generate Revenue!! € 4,000 Yes We Can!! Be Wise – Sustain it!
  • 39. From Prototype to Scale Student Population (2010)~ > 200 (2008) ~ >15
  • 41. 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
  • 42. 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
  • 43. e-learning (rapid) technologies SCORM Compliant Multimedia Learning
  • 44. e-learning (rapid) technologies Cartoon-based educational material
  • 45. 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
  • 46. 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
  • 48. Local Context Issues In early days of operation – unflinching management support Change in Top Management – same vision of University but different priorities Decision making (poor) and leadership styles can be problematic – academic institutions need leaders and not administrators 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 No clear educational policy that promotes innovation and creativity
  • 49. Strategies The Lifelong Learning Cluster Concept was instrumental in the survival 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!
  • 50. 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
  • 51. 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