Presentation Moodle Moot Edinburgh 15 April 2014

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Can Moodle be used to educate the masses in Africa? Part 2

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Presentation Moodle Moot Edinburgh 15 April 2014

  1. 1. Research presentation MOODLE MOOT Edinburgh 15 April 2014 Topic: Can Moodle be used to educate the masses in Africa? Presentation plan 1. Introduction(bio and geo) 2. Some background information(ICT in Africa) 3. Teacher training project description and research 4. Data collection(participants’ experiences) 5. Analysis of the experiences 6. Users’ feedback 7. Conclusion 8. Recommendations 9. References 10. Qs & As
  2. 2. Biography, geography, and context • Presenter: Janvier Nkurunziza(Lecturer City@ of College Glasgow) • Burundi(Where and why?) • One of the smallest and poorest countries • Many decades of war • Hundreds of thousands people died & infrastructure destroyed • Others fled to neighbouring countries • Brain drain
  3. 3. Geography and context Solutions to the problems • Migration for Development in Africa projects(Great Lakes countries) funding • Belgium • Office for International Migration/MIDA project Partners • University of Burundi • Catholic University of Bukavu (RC Congo) • National University of Rwanda • Kigali Institute of Education
  4. 4. Background information (ICT challenges in Africa) • low computer ownership (Boitshwarelo,2009) • no/slow internet connectivity • Unreliable electricity supply (World Bank report: ‘Paying the Price for Unreliable Power Supplies 2009’) • Low Internet usage (18% population, US Census Bureau,2014,see across) • little staff training (Masanja, 2010) US census bureau, Jan.2014
  5. 5. Background information (ICT challenges in Burundi ) What challenges face Burundi? • High levels of poverty(less than a dollar a day) • 90% of population rural • lack of electricity • Very low Internet access • High costs • Lack of/insufficient infrastructure(telephone lines) Source: o Africa, http://www.oafrica.com/ict- policy/internet-updates-from-burundi/
  6. 6. Background information (ICT challenges in Burundi ) What challenges face Burundi? • Skills shortage • Lack of staff • Dependence on foreign expertise • Computer literacy issues • Ageing teaching/academic staff • 67 % of University of Burundi teaching staff are more than 50 years old(OAG 2011) Source:Observatoire de l'Action Gouvernementale(OAG, 2011) Areas are covered by the ITU- McCaw Broadband Network(2011)
  7. 7. Background information (ICT challenges in Burundi ) What challenges face Burundi? • Lack of ICT strategy and policy (education) • Large classes(200-300 students in a science lab class) Source:(OAG, 2011)
  8. 8. Background information (ICT opportunities in Burundi) • ICT strategy(2004) & policy (2007) • ICT vision 2025 :Universal access to ICT & Centre for excellence and hub With the Burundi Backbone System • Price expected to drop • Faster Internet connection • Greater awareness of ICT importance( economy, educ.) • Higher mobile cellular subscription(per 100 people 25.6%, World Bank, 2012)
  9. 9. Background information (ICT in universities) • Much use of ICT at university but insufficient • University of Burundi( 6 sites interconnected) • 500 computers(360 for students with free Internet access) • Connection to the internet through local ISPs • E-library development at the University(sharing resources with partners in the region) • Poor research in general Other universities: minimal ICT infrastructure • Université Lumière • Ecole Nationale Supérieure • Université du Lac Tanganika Source: Hare( 2007); OAG(2011)
  10. 10. Teacher training project Introduction and use of Moodle in Burundi (2010 & 2012) Aim? • Facilitate Moodle training • Build staff capacity(train the trainers) • Design teacher training materials Targets? • University academic staff (Centre de recherche et de formation pour la paix) • University researchers • Librarians • Support staff(ICT)
  11. 11. Project: Introduction and use of Moodle in Burundi (2010 & 2012) Partnership: 5 local and regional universities (public and private) with Migration for Development in Africa(MIDA projects) • Université Nationale du Burundi(main institution and training provider) • Université Lumière • Ecole Nationale Supérieure • Université du Lac Tanganyika • Université Catholique de Bukavu (DR Congo) • 40 participants • age range (20-60) • 13 women • 27 men • Language of instruction:French
  12. 12. Participants 'experiences (Before Moodle training 2012) 2 1 1 1 31 4 How many times have you used Moodle in the past? Survey • interviews • questionnaire • self-evaluation • one-to-one discussion Results (see chart across) • 31/40 ( no experience) • 4/40 (other experience) • 2/40(once a month) • 1/40:once in 3-12 months • User’s comment “Before the training, I had no information on the software” • see more on slides 19-21
  13. 13. Data Collection and analysis Needs analysis aims • Identifying the problem(s) • demand and readiness • Staff training needs • Challenges What is your Moodle experience?
  14. 14. Users' experiences(general) What challenges? • Large numbers of students from secondary education • Fewer resources at university • 9,778 students ( University of Burundi, OAG,2011) • Inadequate/poor instruction • Lack of quality instruction • Inadequacy between instruction and employment • Insufficient/lack of staff
  15. 15. Users' challenges(general) • Large numbers of students • 30, 000- 40, 000 expected in 2015 in the whole country(OAG, 2011) • Insufficient/lack of computers(1 computer for 300 students, OAG, 2011) • Online safety concerns • Heavy workload • Lack of time (see feedback from participant 5 below) • Lack of skills (computer, Moodle,etc. see feedback from participant 7) • Moodle not connected to the University network (intranet)
  16. 16. Users' motivation Intrinsic & extrinsic motivation • Learning new technologies and new skills (see participant 3 feedback below) • Improving knowledge(see participant 4, 5 & 7 feedback below) • Professional development(see participant 4 feedback below) • Certification
  17. 17. Moodle resources & activities developed and objectives
  18. 18. Users’ specific Moodle experiences(after the training) 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 38 32 34 39 33 33 38 32 31 27 28 31
  19. 19. Users 'feedback (my translation from French) Participant 1 • “created a virtual course” • “added a course” • “prepared a questionnaire” • “converted a file into a PDF format” • “changed the appearance of Moodle” Participant 2 • “Made contact with the Moodle software” • “had some knowledge of making online courses” • “practiced in a group with my colleagues” Participant 3 “Before the training, I wondered how I could participate in an online course and now I know that with Moodle, I will manage a million things”
  20. 20. Users 'feedback (my translation from French) Participant 4 “I have improved my knowledge in • “managing platform Moodle” • “linking (files, website, ....)” • “converting documents into different formats” Participant 5 • “I do not have the same needs as before the training” • “I learned a lot about Moodle but time is insufficient”
  21. 21. Users 'feedback (my translation from French) Participant 6 • “For me, the training objectives were achieved except how to register students …” • “I expected that I know the concepts and Moodle can be accessed easily…” • “ I need to better develop my knowledge in the use of Moodle” Participant 7 • “Before the training, I had no information on the software” • “After having undergone Moodle training, I have improved my knowledge”.
  22. 22. Can Moodle be used to educate the masses in Africa? Yes it can! A lot of experiences despite challenges • Logging in to Moodle, • Enrolling in a course and creating a course • Distinguishing users' roles (teacher‘s, student's, etc.) • Setting course format (thematic, weekly, and informal) • Enrolling students/participants • Activating or exiting edit mode in a course • Navigating into blocks
  23. 23. Can Moodle be used to educate the masses in Africa? Yes it can! A lot of experiences despite challenges (cont.) • Integrating and managing communication tools (forum, chat,etc.) • Creating multimedia resources (text page, web page, etc.) • Engaging students in collaborative activities (Glossary, Wiki, etc.) • Assessing/evaluating students and giving feedback online • Managing course files & offering participants a space for sharing experiences • Monitoring participants' activities • Backing up and restoring a course content
  24. 24. Conclusion and further contacts • Moodle is a reality in Africa • It can be used in a face-to-face and blended mode • Challenges hinder implementation • More effort and resources are needed • ‘Political’ will is a must for ICT/Moodle to have an impact Contacts • For further contact: janvier.nkurunziza@cityofglasgowcollege.ac.uk • Do you have questions? • Please email them to me through the email above or make comments on the slideshare presentation. Thank you for your attention and interest.
  25. 25. Recommendations to policy makers Why recommend Moodle? • Open source • Free course management system • Free download, help and support • 24/7 access, any time, any where(with Internet connection!) • Can be used to teach masses of learners(subject to conditions) • Supports fully online courses or blended courses • Supplements face-to-face courses • Great philosophy of learning(social constructionism) • Supports group learning Cole & Foster (2007)
  26. 26. Recommendations to policy makers What needs to be done? • Review strategies and policies • Improve access and infrastructure(labs, network, bandwidth, etc) • Provide training (Developing, delivering, implementing, and evaluation online courses,) • Train the trainers and students (basic computer skills) • Improve teaching methods from teacher-centered to learner- centered (82% lectures, OAG, 2011)
  27. 27. Recommendations to policy makers What needs to be done? • Improve assessment and evaluation techniques • Review assessment objectives( formative not for failing students!) • Develop quality assurance(teaching and learning) • Focus on independent learning and research • Introduce a learner-centered approach • Teach students independent learning skills • Train teachers and students for new roles • Reassure them
  28. 28. Recommendations to policy makers • Bear costs of infrastructure(classrooms, computer labs, etc.) • Develop mobile learning solutions across the country (subject to mobiles & broadband) • Share experiences & learn from others e.g.solar energy provision • Ensure technological support(software and hardware) • Provide administrative support • Train teachers and students and encourage ICT uptake • Build on acquired knowledge and skills(see participant 6 feedback) • Start small and keep it short and simple(e.g.one Moodle course in one department/faculty, learn from the experience and roll out)
  29. 29. Recommendations to policy makers • Improve partnership with other institutions • Develop quality assurance (internally and externally) • Develop & Implement ICT strategy in education • Imbed ICT in key subjects • Develop distance learning • Encourage and support research • Strike a balance between instruction/training and employment needs • Teach basic computer courses(e.g. word processing and spreadsheets at school, college and university) • Use computers for teaching, research & learning-not just for administration work( Hare, 2007) • Save the trees!
  30. 30. References Boitshwarelo, B. (2009). Exploring Blended Learning for Science Teacher Professional Development in an African Context. International Review of Research in Open & Distance Learning, 10(4). Cole, J. & Foster, H. (2007). Using Moodle: teaching with the popular open source course management system. O'Reilly. Hare, H. (2007). Survey of ICT in Education in Burundi. Washington, DC: infoDev/World Bank. Masanja, V. G. (2010). Introducing eLearning in Industrial Mathematics in Tanzania and Rwanda. In Progress in Industrial Mathematics at ECMI 2008 (pp. 681-687). Springer Berlin Heidelberg. http://link.springer.com/chapter/10.1007/978-3-642-12110-4_110#page-1 [last viewed 14 April 2014] Observatoire de l’Action Gouvernementale (OAG, 2011). Analyse du fonctionnement et du financement de l'enseignement supérieur public au Burundi. http://www.oag.bi/spip.php?article1608[last viewed 16 April 2014]

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