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

5. Instead of 45-hr lecture, 15 hours of face-to-face contact focusing on tutorials supported by print course manuals

7. 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

8. Promote innovative teaching and learning practices through the use of technologies Virtual Centre for Innovative Learning Technologies Experiment with new educational delivery systems 2001 - 2011 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

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. 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

11. 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

12. Blended Learning Concept Mixed mode and web-enhanced teaching (2002-2003) 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

13. 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

14. 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!!!

15. The Interactive DVD on History and Geography (2003) CD is lying in filing cabinets of our primary schools

16. 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

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

18. Curriculum Development and Pedagogy Content-based Approach The classicalapproach : e-book equivalent Fitswellwith content management systems Follows a tell and askapproach Supported by basic communication tools, learningmanagement toolsetc Mapswell on traditionalapproaches to (distance) learning

19. Curriculum Development and Pedagogy Activity-based Approach

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

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

22. Curriculum Development and Pedagogy A sample Learning Activity

23. Curriculum Development and Pedagogy A sample Learning Activity

24. Curriculum Development and Pedagogy Creativity and Innovation Quality Assurance, Outcomes focus Inspired from Daniel Schneider (2003)

25. Best Practices using Activity-based Approaches Define outcomes and competencies (expected) beforehand Learners like to know about the big picture

26. 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

27. 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

28. Best Practices using Activity-based Approaches Provide a reasonable time-span for completion of learning activities 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

29. 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

30. 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

31. 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!

32. 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

33. Content – Open Educational Resources SIDECAP - Transnational EDULINK fundedproject – 32 monthsdurationsinceJune 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

34. Content – Open Educational Resources RepurposingOERs for Courses in MainstreamEducational Programmes

35. Content – Open Educational Resources Content from OpenLearn, UK Imported and restored on Local Platform

36. Content – Open Educational Resources Repurposing == decontextualisation (optional) recompose  recontextualisation

37. HTML Content Interactive Video Lectures Content – Open Educational Resources Value Addition in terms of pedagogical design to imported OERs

39. as supplementary and complementary materials to existing courses

41. Limited Resources

42. Have to IncreaseIntake

43. Have to Give More Access

44. Generate Revenue!! Why should I? I can’t Do more withless! € 4,000 Yes We Can!! Be Wise – Sustain it!

45. Student Population (2010)~ > 200 (2008) ~ >15 Diploma in Web and Multimedia MSc Educational Technologies BSc (Hons) Educational & Instructional Technology From Prototype to Scale

46. e-learning technologies

47. 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

48. 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

49. e-learning (rapid) technologies SCORM Compliant Multimedia Learning

50. e-learning (rapid) technologies Cartoon-based educational material

51. 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

52. 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

53. Important Achievement

54. 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

55. 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!

56. 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

57. 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