Keynote speech at the e/merge Africa 2018, hosted by the CILT of the University of Cape Town. It reports on the evolution of eLearning at the University of Mauritius and the experiences including issues and innovations brought to the University's teaching and learning landscape.

1. Two decades of eLearning : The
University of Mauritius
Experience
Assoc Prof (Dr) M I SANTALLY
Pro Vice-Chancellor
University of Mauritius

2. ‘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

3. ‘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

4. 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 meet
teaching and learning requirements which attains user satisfaction
Increase access to university education through innovative modes of
delivery

5. 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

6. 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!!!

7. First Projects
The Interactive DVD on History and Geography (2003)

8. First Projects

9. 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

10. 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 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

11. 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

12. 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

13. 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

14. 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

15. ……………is the separation of teacher and
learner, usually in both time and space
(Holmberg, 1989).
The defining feature of Distance Education
fosters non-contiguous communication
(communication that occurs between the
learner and teacher from a distance),
which has to be mediated
Consequently, mediated communication
becomes the second defining feature of distance
education (Rumble, 1989)

16. Reduced significance with technology emergence
Shale (1991) argues that distance education is a
phenomenon that has proved its existence
without a standardized definition.
The Distance Education Paradox
There has been too much focus on the term
“distance” rather than on the term “education”
Distance Education is essentially an educational
process

17. Teacher-Student Relationship in (Distance) Education
Interaction
is the key concept in the distance education setting
f
f
Mediation
80% asynchronous 20% Synchronous

18. Our Educational Philosophy
Technology
Pedagogy Content
Learning
community
Authentic Learning
Competencies and Skills

19. The Educational Process (A networked social activity system)
Mediation
Interaction
Pedagogy
Technology Content

20. Two Distinct Pedagogical Approaches
•Chapter 1: xxxx
•Chapter 2: xxxx
•Chapter 3: xxxx

21. 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

22. Curriculum Development and Pedagogy
Activity-based Approach

23. Curriculum Development and Pedagogy
Why Activity-based Approach ?
Inspired from Daniel Schneider (2003)

24. Curriculum Development and Pedagogy
Why Activity-based Approach ?
Inspired from Daniel Schneider (2003)

25. Curriculum Development and Pedagogy
A sample learning activity
C
C
C
C
C
Closing Phase
(Evaluation of
learning)
Monitoring &
Control Phase
(Manage the
activity)
Execution Phase
(Achieve the
projected
outcome)
Planning Phase
(Work Breakdown
Structure)
Intialisation
(Activity Scope
Definition)
Create a new learning
activity

26. Curriculum Development and Pedagogy
A sample learning activity

27. Curriculum Development and Pedagogy
Inspired from Daniel Schneider (2003)

28. Two Distinct Pedagogical Approaches
Skills-focused
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

29. Centre for Innovative and Lifelong Learning (2014)

30. Centre for Innovative and Lifelong Learning
Ensures wider access to higher education opportunities through
lifelong learning by utilising ICT-based innovative pedagogies
Brings grass-roots level innovation in educational practices to align with
21st century education models to address KS needs

31. Merging of
Universities
TNE &
Borderless
Education
ICTs Higher Ed
Demographics
and Mobility
Global Research
partnerships
4P Open
Innovation

32. Centre for Innovative and Lifelong Learning (2014)
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

34. 21st Century Education
Media-Driven
Learner-Centered
Personalised
Virtual & Global
Networked

35. Living Labs for Teaching and Learning

36. Innovative Learning and Teacher Education
Living Lab
4P Innovation Model
• Public
• Private
• People
• Partnership

37. Key Capacity-Building Initiatives

38. Key Capacity-Building Initiatives
21st Century Skills for Educators in collaboration with COL
and Microsoft under Living Lab
Interactive Materials
Development
Teaching with Technology
Education Leadership
Exchange Programme

39. Key Capacity-Building Initiatives
Launching of an online Masters Programme in
Leadership Development in ICT and Knowledge Society
Innovative Partnership Model the Global e-Schools and Communities
Initiatives (GESCI)
Programme offered in about 16 African Countries to develop leadership
capacity in public sector to embrace innovation for knowledge society
development

40. Key Capacity-Building Initiatives
Launching of the DUCERE MBA (Innovation & Leadership)
Provide real-world learning through invaluable industry engagement
underpinned by traditional academic rigour
Participants work with three different MBA Industry Partners to
complete real industry projects and develop invaluable skills
Operates on a ‘eminent pool of global faculty’ model

41. Key Capacity-Building Initiatives
Launching of a postgraduate programme in
Virtual Reality and 3D Development
Innovative Partnership Model with
Industry ( EON Reality Ltd)
UoM Programme delivered in the
industry by experts of the field

42. Three Scenarios
Status - Quo
Transformation
Regression & Crisis

43. Education
&
Curriculum
Innovations
&
Consultancy
TNE & Borderless
Education
ICTs
Merging of
Universities
Global partnerships
for Research
Higher Ed
Demographics and
Mobility
4P Open Innovation

44. Open & Online Courses
International
Faculty
From Credits
to Competency
Education & Curriculum Model
Technology-Enabled
Learning
QA
Function

45. A New Educational Model
EM
Policy
Framework
Pedagogical
Model
Delivery Model
Business Model

46. Open Educational Resources
33 contributing partners
- OU UK, UNISA, USP …

47. Cross-border Provisions

48. Alignment to Innovation Pathways
Review our traditional model of learning to explore industry-based curricula
on a larger scale
Develop and implement a university-wide system of accreditation and
recognition of prior learning
Promote entrepreneurship and collaborative business startups
(academia/students)

49. Conclusion
The need for strong and stable leadership at all levels of the institution
Coherent visioning and consistency to achieve the strategic goals
The need for new structures based on flexibility, autonomy and
accountability
Staff empowerment at all levels to foster innovation, creativity and new
thinking