Dr. Koutheair Khribi Presentation in the International Forum on ICT and Education 2030
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Leveraging ICT to transform education in the Arab region International Forum on ICT and Education 2030 | 10-11 July 2017 | Qingdao, the People’s Republic of China Koutheair Khribi, Ph.D Program Specialist ICT in Education ALECSO - Arab League Educational, Cultural and Scientific Organization
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Dr. Koutheair Khribi Presentation in the International Forum on ICT and Education 2030
- 1. Leveraging ICT to transform education in the Arab region Koutheair Khribi, Ph.D ALECSO - Arab League Educational, Cultural and Scientific Organization I n t e r n a t i o n a l F o r u m o n I C T a n d E d u c a t i o n 2 0 3 0 | 1 0 - 1 1 J u l y 2 0 1 7 | Q i n g d a o , t h e P e o p l e ’ s R e p u b l i c o f C h i n a
- 3. Leveraging ICT to transform education in the Arab region International Forum on ICT and Education 2030 | 10-11 July 2017 | Qingdao, the People’s Republic of China Seize Digital opportunities, Lead education transformation | p. 3 Nations are looking at seizing and adopting digital innovations to advance learning opportunities for their citizens further ICT : An enabler for transformations : Providing learning experiences tha would be not possible without technologies Connect Explore Collaborate Share Create Innovate Accessible Communicate Smart Learning Active Learning Life Long learning Flipped classroom BYOD BYOT Open Learning OERs Serious Games MOOCs Inclusive equitable quality education Technological infrastructures (wireless, sensors, high bandwidth network, Mobile Backbone networks, etc.), Digital Innovations (Cloud computing, IoT, Big Data, AI, Virtual Reality, tools, applications, Learning Analytics, etc.) ICTs Advancements EducationTransformation
- 4. International Forum on ICT and Education 2030 | 10-11 July 2017 | Qingdao, the People’s Republic of China Main References - ALECSO ICT projects | p. 4
- 5. International Forum on ICT and Education 2030 | 10-11 July 2017 | Qingdao, the People’s Republic of China Multi-Stakeholders & Global Partnership | p. 5
- 6. International Forum on ICT and Education 2030 | 10-11 July 2017 | Qingdao, the People’s Republic of China Status of ICT use in education and Smart Learning in the Arab region | p. 6
- 7. International Forum on ICT and Education 2030 | 10-11 July 2017 | Qingdao, the People’s Republic of China Status of Cloud Computing use in education in the Arab region | p. 7
- 8. International Forum on ICT and Education 2030 | 10-11 July 2017 | Qingdao, the People’s Republic of China Key Issues | p. 8 The analysis of the surveys and the existing literature on the status of ICT and its use in education in Arab countries uncovered disparate levels of readiness and preparedness (strategic and implementation aspects, including technological infrastructure, online learning, open education resources, etc.).. Preparedness level (Vision, Policy & Strategy development, Raising awareness and capacity building); Technological level (mobile access, cloud computing, smart classroom infrastructure); Learning level (Smart Learning, Mobile learning, Open learning, OER, MOOCs…).
- 9. International Forum on ICT and Education 2030 | 10-11 July 2017 | Qingdao, the People’s Republic of China ALECSO Flagship ICT Projects | p. 9
- 10. International Forum on ICT and Education 2030 | 10-11 July 2017 | Qingdao, the People’s Republic of China ALECSO-APPS Key-Components | p. 10 http://store.alecsoapps.com/site/http://award.alecsoapps.com/ http://editor.alecsoapps.com/ http://training.alecso.org/
- 11. International Forum on ICT and Education 2030 | 10-11 July 2017 | Qingdao, the People’s Republic of China ALECSO APPS Stats – Store (1/3) | p. 11 Web interfaceAndroid Apps
- 12. International Forum on ICT and Education 2030 | 10-11 July 2017 | Qingdao, the People’s Republic of China ALECSO APPS Stats (3/3) | p. 12
- 13. International Forum on ICT and Education 2030 | 10-11 July 2017 | Qingdao, the People’s Republic of China ALECSO APPS Stats (2/3) | p. 13 Third Edition Tunisia 2017 1760 Submitted Apps
- 14. International Forum on ICT and Education 2030 | 10-11 July 2017 | Qingdao, the People’s Republic of China Promoting MOOCs | p. 14 The ALECSO MOOCs project goals are as follows: Promoting the use and development of MOOCs in the Arab region. The mastering by instructors from Arab educational institutions of the MOOC approach to online learning and the technologies to develop them. Offering a MOOC platform for Arabic-language courses development, hosting and referencing. The use of the MOOC platform to develop prototype courses as Arabic-language teaching MOOCs. The evaluation of the developed prototype MOOCs on a set of students from the ALECSO member states.
- 15. International Forum on ICT and Education 2030 | 10-11 July 2017 | Qingdao, the People’s Republic of China M-Developer SPOC | p. 15 Blended learning Online Learning using a SPOC Face-to-face Workshops (Groups of 25 students) 5 Days (6h/Day) 6 Weeks Coaching Using ALECSO Platforms & F-to-F 8 Weeks • 20 trainers • 2 days Training of trainers
- 17. 17
- 18. International Forum on ICT and Education 2030 | 10-11 July 2017 | Qingdao, the People’s Republic of China Mobile Development MOOC | p. 18 https://www.rwaq.org/orgs/alecso http://training.alecso.org/mooc/
- 21. International Forum on ICT and Education 2030 | 10-11 July 2017 | Qingdao, the People’s Republic of China ALECSO OER : A Pan-Arabic OER Community | p. 21 Three main milestones are defined: Policies for OER: to support different stakeholders in Arab countries towards using and developing OER at both national and Pan-Arabic level Raise Awareness and capacity building on OER and its added value and expected benefits in accessing and enhancing education. offering a Pan-Arabian OER meta-platform where teachers and students become able to search and retrieve suitable OER.
- 22. International Forum on ICT and Education 2030 | 10-11 July 2017 | Qingdao, the People’s Republic of China ALECSO OER HUB | p. 22 https://www.oercommons.org/hubs/ALECSO
- 23. International Forum on ICT and Education 2030 | 10-11 July 2017 | Qingdao, the People’s Republic of China Guidelines for the OER Competency Framework | p. 23
- 24. International Forum on ICT and Education 2030 | 10-11 July 2017 | Qingdao, the People’s Republic of China OER Competency Framework | p. 24
- 25. International Forum on ICT and Education 2030 | 10-11 July 2017 | Qingdao, the People’s Republic of China OER Competency Framework | p. 25 D1 . Become familiar with OER D2. Searching OER D3. Using OER D4. Creating OER D5. Sharing OER
- 26. International Forum on ICT and Education 2030 | 10-11 July 2017 | Qingdao, the People’s Republic of China ICT Competency Framework for Teachers (ICT CFT) Contextualization Harnessing OER | p. 26 Inception Meeting Consensus on expected results; Overview of key ICT in Ed. Teacher Education and OER issues National Consultation Workshop Stakeholder consensus on the elements of the National Implementation Strategy National Implementation Strategy Roadmap for developing OER - based teacher training materials linked to national ICT Teacher standards (tagged to the ICT CFT) , implementing training activities Courseware Development capacity building on the development of development of OER Materials Quality Asssurance External evaluation of the programme and revision in light of recommendations Teacher Training Use of Teacher Training materials for capacity building on the effective use of ICT for Education Monitoring and Evaluation Development of recommendations for programme improvement and programme 're-set' for next round
- 27. International Forum on ICT and Education 2030 | 10-11 July 2017 | Qingdao, the People’s Republic of China Cloud Computing in education | p. 27 Preparing specific guidelines for the effective use of cloud computing in education in Arab countries; Raising awareness on cloud computing technology and its benefits and advantages for the education field. Capacity building and development in the use of Cloud Computing services in education in the Arab region. Delivering a cloud migration strategy for decision makers with contextualization in Arab countries. Defining and Implementing an Arab cloud computing pilot project for education and research.
- 28. International Forum on ICT and Education 2030 | 10-11 July 2017 | Qingdao, the People’s Republic of China ALECSO Studies | p. 28
- 29. International Forum on ICT and Education 2030 | 10-11 July 2017 | Qingdao, the People’s Republic of China Inclusive ICT in Education for People with disabilities | p. 29 http://www.alecso.org/wcag2.0/ http://www.alecso.org/inclusive_ict/
- 30. International Forum on ICT and Education 2030 | 10-11 July 2017 | Qingdao, the People’s Republic of China ALECSO Translation | p. 30 http://www.alecso.org/site/pdf/OER_ALECSO_Translation.pdf
- 31. International Forum on ICT and Education 2030 | 10-11 July 2017 | Qingdao, the People’s Republic of China Innovation in Smart Learning | p. 31
- 32. International Forum on ICT and Education 2030 | 10-11 July 2017 | Qingdao, the People’s Republic of China Open Education : from OERs to MOOCs | p. 32
- 33. International Forum on ICT and Education 2030 | 10-11 July 2017 | Qingdao, the People’s Republic of China Selected Publications | p. 33 - M. Jemni and M. K. Khribi. The ALECSO Smart Learning Framework. In Proceedings of International Conference on Smart Learning Environments, ICSLE 2016. Tunis, Tunisia September 28-30 2016. - M. Jemni and M. K. Khribi. Toward empowering Open and Online Education in the Arab world through OER and MOOCs. In Open Education: from OERs to MOOCs, M. Jemni, Kinshuk and M.K. Khribi, (Eds.), Springer Lecture Notes in Educational Technology series, 2016. - M. Jemni, M. K. Khribi, A. Othman, O. Elghoul and K. Jaballah. AlecsoApps: Toward Empowering Mobile Applications Development in the Arab World. In the Proceedings of Second International Conference on Smart Learning Environments, ICSLE 2015, published by Springer. Sinaia, Romania September 23-25 2015. - M. Jemni, Kinshuk and M.K. Khribi. Open Education: from OERs to MOOCs, Springer Lecture Notes in Educational Technology series, 2016, ISBN 978-3-662-52925-6. - E. Popescu, Kinshuk, M.K. Khribi, R. Huang, M. Jemni, N. S. Chen, and D. G. Sampson. Innovations in smart learning. Proceedings of the International Conference on Smart Learning Environments, Springer Lecture Notes in Educational Technology series, 2016, ISBN 978-981-10- 2419-1. - M. Jemni, M.K. Khribi, and S. Maaref. Cloud Computing to improve education in Arab countries. ALECSO-ITU Edition, 2016. - M. Jemni, M.K. Khribi, and K. Abdelghanni. Guidelines for formulating national strategies on smart learning. ALECSO-ITU Edition, 2016. - M.K. Khribi. Harnessing ICT to promote the Arab Language. ALECSO Edition, December 2014 (available only in Arabic version).
- 34. Leveraging ICT to transform education in the Arab region International Forum on ICT and Education 2030 | 10-11 July 2017 | Qingdao, the People’s Republic of China | p. 34 Thank you Learn more: www.alecso.org Koutheair Khribi, Ph.D Program Specialist, ICT Department Koutheair@alecso.org / Koutheair@gmail.com Koutheair
Editor's Notes
- Here is the Alecso Headquarters located in Tunis, Tunisia. Alecso as you may know stands for The Arab League Educational Cultural and Scientific Organization. It is somehow the Arab world equivalent of Unesco organization, It's a governmental organization working under the umbrella of the Arab League and it has the membership of 22 Arab countries. ALECSO is endeavoring to conduct and coordinate Pan-Arab projects related to Educational, Cultural, Scientific and ICT fields and it is premised on the values of tolerance, moderation, respect of others and cultural diversity.
- Ladies and gentlemen, there is no doubt that the extremely rapid growth of ICT and the undergoing digital revolution have opened up new opportunities for education to empower all learners in individual, anytime and anywhere contexts, featuring quality learning experience intended to be more adaptive, effective, efficient, engaged, flexible, thoughtful and accessible. Therefore new learning concepts and paradigms have been emerging ever since, leading education transformation.
- In fact, Alecso organization grants great importance to these emerging innovations and related best practices in education. Being fully aware of the qualitative contribution of ICTs in enhancing learning and teaching, and having as references the Alecso future plan to improve education in Arab countries (2008-2018), and recommendations issued from different Alecso executive councils, general conferences and Arab Ministers of education and higher education councils. Apart from the united nation and UNESCO recommendations, especially SDGs, and particularly the goal 4 SDG4 dealing with quality in education.
- To this end, ALECSO is following a collaborative and multi-stakeholders based approach aiming to combine efforts and create a synergy with all the concerned parties, (regional and international organizations, governmental and civil society, institutions and companies, etc.) to working together with the aim to seize emerging innovations that could be leveraged at scale toward achieving SDG 4.
- First, we started by making surveys in order to get a synoptic view and examination of the existing status of ICT use in education in Arab countries. The first survey was conducted in collaboration with ITU at the end of 2014 with the Ministries of ICT and Ministries of Education in Arab countries. The survey contained questions related to the current Status of ICT use in education and Smart Learning in the Arab region, with a focus on 21st century competency development, human capacity development, existence of various related policies and the future roadmap, and details of any learner-centered initiatives.
- In the same vein, another survey was conducted also in collaboration with ITU at the end of 2015. The objective is to make an inventory of ICT use directly in Arab educational institutions and thus to understand how those institutions perceive the benefit and applicability of the cloud computing technology to their use cases and whether and how they plan to use it. The outcome was used to elaborate recommendations for triggering or catalyzing Arab Educational institutions' migration to the cloud.
- Generally speaking, the analysis of these surveys and also the existing literature on the status of ICT and its use in education in Arab countries uncovered disparate levels of readiness and preparedness for being able to leverage digital opportunities and thus enhancing education. (Whether at a strategic or implementation level, including technological infrastructure, online learning, open education resources, etc.). So Based on the analysis of survey findings, the outputs of studies, and the review of literature, a set of key elements meeting the demands of harnessing the power of ICT to reinforce Arab education systems can be identified, namely : -Preparedness level (Vision, Policy & Strategy development, Raising awareness and capacity building); -Technological level (mobile access, cloud computing, smart classroom infrastructure); -Learning level (Smart Learning, Mobile learning, Open learning, OER, MOOCs…).
- In this respect, Alecso has started since 2015, launching a series of pioneering projects, related to emerging innovations, with the aim to lead education transformation in the region. These projects are intended mainly to: -Fostering the mobile industry in the Arab region by promoting the development and use of Mobile learning for all (ALECSO Apps project) -Promoting the development and use of open educational resources (OER) and Open Online Courses (MOOCs, SPOCs, etc.) -Promoting the adoption of Cloud Computing technology to improve Education
- So in what follows, I’ll be exploring quickly some of the ALECSO flagship projects, and I’m going to begin with the ALECSO APPS project. The overall goal of this project is to provide a necessary technological and institutional environment for the promotion of an emerging digital creative Arab Mobile industry, related to the fields of education, cultural, science and serious games. The key components of the AlecsoApps project are the following : - The AlecsoApps store, an Arab Marketplace to host Mobile Apps for Arab youth and developers without any fees, restrictions or barriers; - The Alecso Apps Award: an annual Pan-Arab challenge aiming to motivate and empower Arab developers to meet high-level standards in terms of Mobile Applications quality, innovation and entrepreneurship. The competition is composed of two phases, the first phase is national to select local best Mobile Apps, and the second phase is at Pan-Arabic level to select winners among those getting successfully the first phase. The 2017 edition of the Alecso Apps Award is still running (the second phase), and the ceremony will be held in Tunis at the end of this year. The amount of Awards is about 50 k$. - The Alecso Apps Editor, a visual and intuitive development studio for non experts in programming and developing areas, aiming to create and generate cross-platform mobile applications; - The Alecso Apps training : a face to face, entirely online and also blended training services on Mobile technologies and Mobile Apps development (three languages);
- Here are some usage stats from the store … The editor … and the award.
- Ok what’s about the Alecso MOOC project. Recognizing the potentials of MOOCs and benefits, ALECSO organization expressed a need in promoting this new trend in the region. Indeed Alecso purposed to bolster the use and development of MOOCs for all at scale in Arab countries by offering an Arab based MOOC platform, ensuring the delivery of several Arab pilot MOOCs, and building a capacity in this innovative online learning mode throughout the Arab educational institutions.
- In the following I’ll show just two examples of implementation of this project. The first implementation was the M-Developer Program which is a specific hybrid training program that was conducted in Tunisia in 2016. It was the result of a partnership and fruitful collaboration between ALECSO and the Ministry of Technologies of Communication and Digital Economy and the Ministry of higher Education and Scientific Research in Tunisia. The program aims to build a capacity in the realm of Mobile technology for a young audience of regular students enrolled in Tunisian universities. In fact, more than 500 Tunisian students were selected among those enrolled in graduating class or newly graduated, belonging to the ICT major. Training phases include face to face workshops, online training via a SPOC and coaching workshops and interviews. ALECSO organization intends to duplicate this pilot project for other Arab countries.
- These screenshots show the SPOC platform we used.
- The SPOC lasted six weeks. Each week, students are asked to Access available short video lectures, to Explore available presentations, documents, tutorials, and extra learning resources, to Answer to Quizzes, to Make assignments, etc. and to Pass a final Quiz test (weekly and at the end of the SPOC). At the final phase, students are asked to : -Prepare and pitch a project idea of Mobile App, -Prepare and submit the project’s ToRs, -Develop and publish the developed mobile Application.
- The second implementation of the MOOC project was carried out a few months ago. It was the first ALECSO pilot MOOC in Arabic language on Mobile development using the ALECSO MOOC Platform Rwaq Al-Alecso. It is a six weeks based course that witnessed a large number of registrations from all Arab countries. We started the first week with more than 4K subscriptions and we kept registration open till the end of the course, and we got around 10K students enrolled at the last week, with around 500 getting their completion certificates. A second session of the same course with some improvements will be launched in this Fall. And other courses are also being prepared to be launched afterward.
- The second implementation of the MOOC project was carried out a few months ago. It was the first ALECSO pilot MOOC in Arabic language on Mobile development using the ALECSO MOOC Platform Rwaq Al-Alecso. It is a six weeks based course that witnessed a large number of registrations from all Arab countries. We started the first week with more than 4K subscriptions and we kept registration open till the end of the course, and we got around 10K students enrolled at the last week, with around 500 getting their completion certificates. A second session of the same course with some improvements will be launched in this Fall. And other courses are also being prepared to be launched afterward.
- The second implementation of the MOOC project was carried out a few months ago. It was the first ALECSO pilot MOOC in Arabic language on Mobile development using the ALECSO MOOC Platform Rwaq Al-Alecso. It is a six weeks based course that witnessed a large number of registrations from all Arab countries. We started the first week with more than 4K subscriptions and we kept registration open till the end of the course, and we got around 10K students enrolled at the last week, with around 500 getting their completion certificates. A second session of the same course with some improvements will be launched in this Fall. And other courses are also being prepared to be launched afterward.
- OK what about the OER project, you know, ALECSO organization is involved in this movement and it is keen and willing to join all efforts aiming to advocate and support the use and development of Open Educational Resources, which will help a lot in ensuring : -Better access to education; -More opportunities in individual anytime and anywhere learning; -Extra learner-centric focus; -Life-long learning promotion; -Flexible, adaptive and engaged learning; -High quality online educational content. ALECSO is pursuing creation and adoption of OER in a two-part process. The first part of the project, involved cooperation with regional and international organizations, awareness-raising and capacity-building activities, along with the development of manuals and guidelines concerning the use, development, and sharing of OERs. The second part of the project consists in the establishment of the ALECSO OER hub to allow Arab countries to share, develop and disseminate OERs, and thus to facilitate access to these resources and their exchange at a large scale.
- So here is the home page of the ALECSO OER HUB, the Arabic version is almost finished. There are of course several ongoing underlying activities, mainly related to the nomination of local administrators in Arab countries in charge of creating and/or adding material, training workshops and the HUB promotion throughout Arab countries. Hopefully with such Pan-Arabic OER portal, we’ll get a : -Large Exchange across borders of the different Arab countries; -Wide Scope of OER developed at Pan-Arabic level, since they are not driven only by local/national needs or requirements; -Growing educational communities across borders of the different Arab countries which can lead to the exchange of good educational practices; -Better Quality of OER through extensive authentic use, reflections and modifications from communities of educational practitioners.
- Furthermore, we participated with OIF organization and other partners in the preparation of an OER competency framework and the publication of a specific guide explaining this framework, especially the 5 competency domains namely : D1 . Become familiar with OER D2. Searching OER D3. Using OER D4. Creating OER D5. Sharing OER The Arabic version of this guide will be published soon.
- We are also conducting in collaboration with UNESCO a specific project in Tunisia falling in the scope of the ICT Competency Framework for Teachers (ICT CFT) Contextualization Harnessing OER project. The project aims to respond to the challenges of ensuring the effective capacity building of Tunisian K-12 Teachers to provide training in ICT in Education and the need to implement ICT standards for teacher development. The project outputs would contribute to strengthening teacher training for the effective use of ICTs in the classroom by: Supporting the redesigning and contextualization of curricula based on ICT standards and linking them to an international framework: the ICT Competency Framework for Teacher (ICT CFT). Supporting the development of OER- based course material based on the ICT CFT framework Uploading and sharing developed courses online using appropriate platforms. Providing training of trainers (100)
- And, last but not least, we have the CC project. In fact, Considering all the Cloud Computing technology advantages, ALECSO expressed a need to develop a capacity in this promising field throughout the Arab World. Especially if we know that all the aforementioned Alecso projects related to the fields of Open Educational Resources OERs, Massive Open Online Courses MOOCs, Mobile Applications, etc. are requiring in advance, a suitable technical environment upstream, able to rise the technological challenges ahead. The CC project aims to: -Raising awareness about cloud computing technology and related benefits and advantages especially for the education field; -Developing specific guidelines for migrating to the cloud that take into account several parameters and national contexts for the Arab countries; -Delivering a cloud migration policy for decision makers; -Defining a roadmap to develop and deploy cloud infrastructures and platforms for education and research.
- - It is indeed in this context, that we prepared a specific study in collaboration with ITU, this study was presented and published at the end of 2016, it is entitled “Guidelines to improve the use of the Cloud Computing Technology in Education in Arab countries”. And we’re currently preparing the second phase of the project consisting in organizing local workshops in Arab countries in order to contextualize the strategy of implementation taking into account several parameters related mainly to national contexts. We also prepared another study in collaboration with ITU and Intel entitled “Guidelines for formulating national strategies on smart learning in Arab countries” aiming to provide a framework and methodology for the development of national strategy for smart learning, action plan and monitoring framework in Arab countries.
- Furthermore, we translated several studies and books on different hot topic and innovations in education with the aim to bolster knowledge dissemination and to widen information access in the Arab region.
- Furthermore, we translated several studies and books on different hot topics and innovations in education with the aim to bolster knowledge dissemination and to widen information access in the Arab region.
- It is worth noting that we wrote and published as well some books, papers and chapters documenting and describing all these projects with the aim to promote the effective learning and to advance quality.
- That is all I have to say, sorry for exceeding the allocated time (going over the time limit). Thanks a lot for your kind attention.