Mediterranean Moodle Moot presentation 3 october 2013


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Presentation, e-learning conference, Tunisia, 2013

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  • Moodle facilitator(2010-2013) in 4 African universitiesBurundi: National University of Burundi, 2 Moodle workshops (2010,2012, French) Congo DR :Catholic University of Bukavu (1 workshop, 2010, French)
  • (Source: The Africa Report, Internet World Stats, 2008) (Africa Development Bank)65% in 2011, internet penetration was at about 11.5% and remains considerably underdeveloped in comparison.Recent article published by How we made it in Africa – Mark Jennings, investment principal of the Investec Africa Frontier Private Equity FundWhile the continent’s mobile penetration was around 65% in 2011, internet penetration was at about 11.5% and remains considerably underdeveloped in comparison.“However, as submarine cables find their way along Africa’s coastlines, the continent is slowly but steadily emerging from an era characterised by excessively high prices, near zero broadband penetration rates and self-defeating regulatory models,” added the report. “The African bandwidth revolution is nearly here, with all its implications for economic growth, social transformation business models and investment opportunities.”National backbones provide access to rural areas but, according to AfDB, they “remain a major supply bottleneck, and probably the weak link in the emerging African broadband infrastructure value chain”.Nevertheless there has been some progress in this area. “Angola, Botswana, Ethiopia, Ghana, Rwanda, Burundi, Kenya, Malawi, Madagascar, Uganda, Tanzania, Sudan, and South Africa are among the countries that have launched plans for the development of their national backbone networks over the last two yearsSource:’s ICT investment landscape: where to look next?
  • computer skills training centre which was set up in Ethiopia for teachers from several schools to come together and learn to develop and share materials. The TIC-EDUC project in Burkina Faso has developed a mailing list for teachers to share knowledge, experience, and material online and offline according to the report
  • computer skills training centre which was set up in Ethiopia for teachers from several schools to come together and learn to develop and share materials. The TIC-EDUC project in Burkina Faso has developed a mailing list for teachers to share knowledge, experience, and material online and offline according to the report
  • Started in 1999; Currently 4 Faculties, 3 Academic Centres; School of Post graduate & Research Special Needs Resource Room Pan-African e-learning Centre Chinese Language Centre (Confucius Institute) 5Regional Centres Staff: 359 (Academic, Administrative, Technical and support staff)
  • Needs analysis (instructor, server, administrator, computers with Internet access, browser , strategic plan, etc)train academic staff (N=50, 14 women and 36 men) design online learning materials(2010-2013)improve online learning and teaching skillsParadign shift from traditional teacher-centred approach to a learner-centred approach Pedagogical implications (interaction, small group learning, etc.(Sife et al., 2007)
  • It’s a course management system that universities, colleges, and individual instructors can use to integrate technology in their courses (Cole & Foster, 2008:ix)
  • Integrating resources (video and label)
  • Self-assessment lets students observe, analyse and judge their performance based on criteria set by the teacher so they can determine how to improve performance (Rice & Nash, 2010). The teacher above (figure 4), has created quizzes in his course (multiple choice, true/false, and matching questions) which help students to become more engaged with the learning and assess their performance.
  • One way to evaluate a course is to look for outcomes (intended or not) in terms of skills, implementation problems, and operation of an instructional system and information can be gathered through different sources including questionnaires, interviews, observations, feedback from teaching staff involved in the instructional system(ibid. p.154).Toolsinformal chats with participants, one-to-one interview with instructors, and an informal evaluation was carried out at the end of the training. Additionally, they completed a needs analysis form before and at the end of each training session.
  • Technological support (software and hardware) should be provided .It is concerned with developing infrastructure to support online delivery for students and teachers, including networks and bandwidths to support Internet access, computers, space where teachers and students can have access to the course platform, etc.( NEA, 2006; Sife, Lwoga, & Sanga,2007).
  • Mediterranean Moodle Moot presentation 3 october 2013

    1. 1. Mediterranean Moodle Moot,Tunisia, 2-3 October 2013, Janvier Nkurunziza, City of Glasgow College, UK Topic: Can Moodle be used as a tool to educate the masses in Africa? Plan 1. Introduction(bio,geo,etc) 2. Background information 3. Case study(Rwanda, KIE,…online learning via Moodle) 4. Perceived constraints 5. Moodle training 6. Evaluation of the training 7. Recommendations to policy makers 8. Conclusion 9. Q & A session
    2. 2. Introduction:Burundi
    3. 3. Introduction DR Congo
    4. 4. Introduction(Rwanda)
    5. 5. Background information Internet usage in Africa
    6. 6. Background information • Much ICT infrastructure investment in Africa (Masanja, 2010) • Computer training for teachers(Ethiopia,IICD, 2013) • TIC-EDUC project (Burkina Faso, teachers, IICD, 2013) • Rwanda: widely applauded ICT infrastructure and policy(Farrell ,2007)
    7. 7. Background information limitations Question: Are there any ICT challenges/ limitations in Africa you may know/think of? What are the impacts? • low computer ownership (Boitshwarelo, 2009) • computer games(IICD,Kenya, 2013) • no/slow internet connectivity(rural areas, IICD, 2013) • little staff training/re-training (Masanja, 2010)
    8. 8. Case study(Rwanda, Kigali Institute of Education, KIE) sal-docs/upload/KIE-STATISTICS.PDF
    9. 9. KIE students
    10. 10. Project: Introduction and use of online materials in KIE (2009) • Needs analysis(2009) • Moodle introduced(staff and students, 2009) Aim: • train academic staff • design online learning materials • improve online learning and teaching skills • Shift paradigm (teaching and learning approach) Pedagogical implications (interaction, small group learning, etc.(Sife et al., 2007)
    11. 11. Local challenges • resistance to change • lack of basic computer skills • insufficient computers • online security • heavy workload • Lack of expertise(Moodle)
    12. 12. Moodle implementation(2010-2013) What is Moodle and why Moodle? • open source • Course management system • free download, help and support • 24/7 access, any time, any where • Supports fully online courses • Supports group learning • supplements a face-to-face course (Cole & Foster, 2007)
    13. 13. Moodle implementation(2010-2013) Sample online courses • Introduction to geomorphology • counselling • introduction to oral literature • introduction to psychology
    14. 14. Moodle implementation Course:GPHGEO
    15. 15. Moodle implementation Course: Educational Psychology
    16. 16. Moodle implementation Forum discussions(teacher-teacher)
    17. 17. Moodle implementation course: counselling(Moodle glossary)
    18. 18. Moodle implementation course:Introduction to geomorphology Q:What tools are being developed with Moodle?
    19. 19. Analysis of needs Q:What is your Moodle experience like? Tick the box as appropriate
    20. 20. Evaluation of the training What is an evaluation(education programme)? Why? What evaluation tools can be used? • Many types • Information collection • Data analysis • Data interpretation Why? • judge effectiveness, efficiency, outcomes (Ellington et al., 1995)
    21. 21. Teachers’ evaluation of the training • “Everyone was free to share their ideas so it was wonderful” • “…I have shared experiences with colleagues on forum. • “…I have also learnt how to set different kinds of quizzes on Moodle. • “…I have learnt how to use videos, pictures, labels etc. in my lessons”
    22. 22. Teachers’ evaluation of the training • “…course was learner-centered; the teacher acted as a facilitator; learners were motivated and shared experiences”; • “Learners supported each other and learning was active” • “The interaction between teacher and student and students-students was assured”
    23. 23. Teachers’ evaluation of the training Challenges to Moodle implementation • “…trainees were overloaded …” • “problem of implementation due to poor connection to the net, • “…students are not introduced to Moodle software” • “…inaccessibility by students to computers and internet connection”
    24. 24. Teachers' recommendations • “Train more teachers to acquire knowledge and skills in Moodle” • “Carry out a Moodle implementation in a given subject/department and implement it at the institution level”;
    25. 25. Recommendations to stakeholders Provide • Infrastructure • Technical support • Administrative support “The department/institution has to install all the equipment so as to start creating courses and students can be enrolled” (teacher,KIE)
    26. 26. Conclusion • Moodle can be used to educate everyone in Africa • Challenges hinder implementation • More efforts • ‘Political’ will Thank you Question Time
    27. 27. For further contacts • Type Janvier Nkurunziza in • Like it and follow me • Follow me on Twitter
    28. 28. References • Aderinoye, R., Siaciwena, R., & Wright, C. R. (2009). A snapshot of distance education in Africa. The International Review of Research in Open and Distance Learning, 10(4). • Cole, J. & Foster, H. (2007). Using Moodle: teaching with the popular open source course management system. O'Reilly. • Farrell, G., Isaacs, S., Trucano, M., Hamdy, A., Hare, H., Tetang Tchinda, J., & Fall, B. (2007). Survey of ICT in Education in Africa, Volume 2: 53 Country Reports. [viewed 05 July 2013]. • Ellington, H. (1993). Handbook of educational technology. Nichols Publishing.
    29. 29. References • International Institute for Communication and Development. (2013).ICT for education: five years of learning. The Netherlands. learning [viewed 24 August 2013] • 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. 1[viewed 22 August 2013] • Nash, S. S., & Rice, W. H. (2010). Moodle 1. 9 Teaching Techniques: Creative Ways to Build Powerful and Effective Online Courses. Packt Publishing. • National Education Association (2006). Guide to teaching online courses. Washington, DC. [viewed 05 July 2013]. • Rice, W. (2008). Moodle 1.9 E-Learning Course Development. Packt publishing.