e-learning in Tunisia - UVT e-doc

Report
Virtual University of Tunis
http://www.uvt.rnu.tn/
e-learning in Tunisia
Dr. Ettarres Yamna
(Larodec Laboratory, University of Tunis,
ISCAE/HIABA, University of Manouba
- Tunisia)
ICI 10 - 10TH INTERNATIONAL CONFERENCE ON INFORMATION
AT DELTA UNIVERSITY FOR SCIENCE AND TECHNOLOGY
GAMASA, EGYPT,
4 – 6 December 2010
1
Plan
Introduction
E-learning projects
National strategy of Tunisia and the Virtual University
of Tunis VUT
Experiences and evaluation
Higher Education Quality Support Program (HEQSP)
Recommendations
Conclusion et perspectives
2
Introduction
3
Introduction
e-learning represents an effective approach to
improve knowledge, skills and qualifications.
It helps promote employability, reduce shortage of
ICT skills and improve social inclusion.
"the use of new multimedia technologies and the
Internet to improve the quality of learning by
facilitating access to resources and services as well as
remote
exchanges
and
collaboration"
European
Commission
4
E-learning projects
5
E-learning projects
Implementation of any e-learning project should take a
strategic
dimension,
requiring
investment
in
infrastructures, logistics, contents, services and training
of trainers.
Deployment of an e-learning project is difficult and
requires a realistic and a well-founded conception, for
operative means and strategies to be implemented.
6
Dimensions of an e-learning project
Strategies, , processes’
management,
resources’
allocation
and
work
organization
Costs
of
quality
contents’ production
and
update,
development and/or
deployment
of
platforms,
infrastructure
and
training of trainers
Legal
Dimensions
cultural
Legislation texts,
remuneration and
responsibilities
Appropriate
pedagogical
methods,
tutoring
approaches,
programs and contents
organizational
Tools,
e-learning
platforms,
norms
and standards
Hostilities to changes
Didactic
Quality contents
and update
Implication
Cooperation
Collaboration
Motivation,
Communication,…
7
Key measures for a successful e-learning project
Implementation of e-learning projects is not an easy task
Establishment of conditions conducive to the management of
change and organization of educational systems to new training
approaches
Context and different dimensions and constraints
Goals, strategies, methods and tools
The quality of online learning depends on the quality of the
system in place: its relevance to the needs and goals of internal and
external actors, consistency, robustness, flexibility, etc.
8
National strategy of Tunisia and the
Virtual University of Tunis VUT
9
VUT
Presentation of
VUT
VUT
10
VUT
Presentation of the Virtual University of Tunis
VUT
Public institution created in January 2002.
Affiliated to the Ministry of Higher Education and Scientific
Research
Mission
Development of online courses and programs
Improvement of skills and competences
Offers
Quality online training and courses
Access centers, visio-conferencing centers and laboratories for digital
production
Technical and pedagogic support
11
Presentation of the Virtual University of Tunis
VUT
http://www.uvt.rnu.tn/
12
VUT
Presentation
VUT
Numerical
resources
13
VUT
Numerical resources
Numerical
resources
RPL (Online pedagogical Resources)
More than 400 interactive multimedia pedagogical resources
Media Center: Online training sessions,
conferences
and
pedagogical
resources
http://mediatheque.uvt.rnu.tn/
14
VUT
Partners’ resources
Numerical
resources
PCSM
IUT
SUN
MIT
15
Technical Infrastructure
132 Access centers
14 visioconferencing centers
Studio editing and
filming
13 laboratories of
Numerical
Production
16
VUT
Presentation
VUT
Numerical
resources
Training of
trainers
17
VUT
Training of trainers
Training for the use of ICTs, educational content, digital
pedagogy, Moodle platform,…
Trainers are partners, foreign and Tunisian experts
38 training sessions on the C2i pedagogic contents were
organized for the benefit of 722 educators.
7 C2i tutoring training sessions were organized for the
benefit of 135 educators.
18
VUT
Presentation
VUT
Numerical
resources
Platforms
Training of
trainers
19
VUT
Platforms
Online teaching spaces on Moodle platform
Platforms
Hosting and management of positioning and training
platforms are managed by the VUT’s Technical Team.
Access from http://ent.uvt.rnu.tn/
20
VUT
Presentation
VUT
Numerical
resources
C2i
Platforms
Training of
trainers
21
PC2i presentation
Computer and Internet Certificate C2i is
a certificate to attest the development,
enhancement, validation and mastering of
Information and Communication
Technology ICT.
Licenses (L1) include Preparation to C2i,
PC2i (since the LMD reform of higher
education).
PC2i helps students’ skills to evolve in
accordance with technological
developments.
France: http://www2.c2i.education.fr/
22
Quality charter and the national C2i teaching
strategy
The national strategy is to develop
online courses
VUT provides support for Tunisian
universities to develop online PC2i.
Different approaches and strategies
A quality charter is developed to uniform PC2i teaching
approach
►The national Strategy
23
Quality charter and the national C2i teaching
strategy
Study of existing and common practices.
The model based on e-learning.
Objectives of the C2i quality charter
Uniform training and feasible solution
Quality training for certification exams
e-learning culture in Tunisia
Improvement of working procedures and
their automation.
24
VUT
C2i certification
C2i
Certification
C2i certification of C2i correspondents,
pedagogic teams and students is
accomplished by VUT.
51 certification sessions were organized.
395 educators and students received C2i
certificates.
Co-certification with Université de Picardie Jules-Vernes
25
VUT
Online
trainings
Presentation
VUT
Numerical
resources
C2i
Platforms
Training of
trainers
26
Online trainings - Licenses
Applied License in the Sciences and Techniques of
Information and Communication
Applied License in Business Administration:
Integrated Management Quality- Safety-Environment
Applied License in Business Administration:
Management of Small and Medium Size Firms
Fundamental License in Computing Management
27
Online trainings - Masters
Professional master in Diagnostic Neuro-Radiology
and Neuro-Imaging : "MP2ND«
Professional master in Optimizing and Modernizing
of enterprises “MOME”
Professional master in Free Software « MP2L »
Professional master in New Telecommunications
technologies of and Networks: N2TR
Professional master in Project Management MPMP
28
An e-learning project- Case of PC2i in the
Higher Institute of Computer Science
and Management- Kairouan (HICSM-K)
29
An e-learning project- Case of PC2i in the Higher
Institute of Computer Science and ManagementKairouan (HICSM-K)
Teaching PC2i in a face-to-face mode
Opportunity study of a PC2i elearning project
Online teaching strategy
Learning process:
Objectives / Plan
Resources
Communication
Activities
Evaluation
30
Evaluation of an online use e-learning
platform
31
Evaluation of an online use e-learning platform
Comparative analysis of teaching experiences based on the
use of the Moodle platform in numerous Tunisian colleges
(HICSM-K, the International University of Tunis (IUT), the
VUT, and the Institute of the High Commercial Studies
(IHCS)).
The sample was heterogeneous: managers (VUT and IUT)
and computer science students (IHCS and HICSM-K).
100% online,, face-to-face with the use of an e-learning
platform, tutored self-training, blended learning mode.
32
Evaluation of an online use e-learning platform
Online survey during the academic year 2009-2010.
The majority of learners were equipped
44.54% of learners exercised a professional activity
At a technical level, learners mastered the technology.
The majority of learners ensured that courses meet their
objectives.
The online contents were considered as having a good
quality, also satisfied with the quality of online support.
The majority found that the use of the platform was simple
or very simple and did not require prior training.
33
Evaluation of an online use e-learning platform
More than 76% of learners felt that the use of an e-learning
platform had facilitated their access to training, reducing the
isolation’s problem.
In terms of future training modes, 30% of students believed
they are capable to acquire 100% online training.
For the choice of the learning mode, most students opted
for blended learning.
80.23% of learners recommended the use of the platform to
their peers and 78.20% recommended it to other teachers.
34
Higher Education Quality Support
Program (HEQSP)
35
Higher Education Quality Support
Program (HEQSP)
Tunisia has developed a program of reforms of higher
education for 2006-2011
It aims to improve knowledge, skills and qualifications of
students, and to contribute to a more diversified economy based
on knowledge.
The project has three components.
Improvement of the capacity of public higher education
Modernization of the system of higher education by strengthening
quality insurance mechanisms, institutional autonomy and financial
viability.
Allocation of subventions to improve the Academic Quality (AQ) and
the institutional performance.
36
Higher Education Quality Support
Program (HEQSP)
"Project for improvement of the management of virtual
education“- VUT
"A portal solution for computer supported collaborative
education and learning systems“- HICSM-K
"Pedagogic renovation and employability of graduates“HIABA
The component hardware upgrade and didactics is present in
54% of the financed projects.
The component Online Courses/Distance
Education/Information Systems is present in 31% of projects.
37
Higher Education Quality Support Program
(HEQSP)
38
RECOMMENDATIONS
Pedagogical dimension
Facilitate the organization of training of trainers sessions
through the creation of well equipped training spaces in each
university and/or college.
Provide weekly an adequate training based on a schedule
established under the constraint of the number of teachers and
their different profiles.
Organize numerical-pedagogic trainings for new teachers.
Generalize and encourage the use of Moodle platforms in
different disciplines.
39
RECOMMENDATIONS
Technological and research dimensions
Develop tools for decision aid problems and specify
qualitative and quantities e-learning indicators to evaluate
approaches’ performance and to control progress.
Integrate intelligent components in the platforms for more
interactivity and adaptability. For instance, Intelligent
Tutoring Systems (ITS), automatic evaluation of contents
and their impact on students outcomes, automatic
classification of students in certification exams, adaptive elearning strategies, tests and evaluations, automatic
assessments, etc.
40
RECOMMENDATIONS
Legal dimension
Clarify different roles of different e-learning actors and
their remuneration
Create a new status for tutor having to be certified.
41
RECOMMENDATIONS
Organizational dimension
Create a coordinator of the virtual education in each college,
working in collaboration with the DVE.
Create adequate spaces for students with free Internet access
Equip all colleges with WIFI connections and enable
controlled access
Organize more C2i certification sessions for teachers and
students
Encourage development of HEQSPs, based on the initiative of
the teachers and involved actors in e-learning, in order to
obtain more relevant programs.
42
Conclusion and prospects
Deployment of an e-learning project is incremental and subject to
assessments
Information, awareness, training and motivation of actors and allocation of
resources.
Collection of opinions of different actors, their vision and assessments will
better involve the awareness and motivate them while providing improved
educational process.
As prospects, the development of quality space courses and creation of C2i
certification, production and training centers in colleges and universities
Even if technology opens several directions for progress and innovation; it is
unable to change radically learning mechanisms. It is not the teacher who
brings knowledge to the learner, but the later creates his own learning from his
experience, failures and successes.
43
Thank you for your
attention
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[email protected]
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52
PC2i presentation
A1: Considering the evolutionary character of ICTs
A2: Integrating ethics and ethical behaviour
B1: Appropriating one’s work environment
B2: Searching information
B3: Securing, protecting, archiving data in local, wired or
wireless networks
B4: Preparing documents to be printed
B5: Preparing presentations
B6: Exchanging and communicating remotely
B7: Leading projects in remote collaborative working
53
Quality Charter Objects
•Communication +
Awareness
Repository
and
evaluation
tracks
Repository
Group
Content Expert
Group
•Training
•Certification
MHESRT
C2i
national
Coordinator
CCK
University
VUT
Technical Service
Administrative Service
Pedagogical Service
C2i
Content
PF
Certification PF
DVE
Institute
Director Institution
MCQ
BQ
MCQ Expert
Group
Activities Expert
Group
C2i department
Training PF + positioning PF
Activities
BQ
Entreprise
Technical
Service
VUT access
center
Continuous
Control
C2i learner
Activities validation
PF
C2i
Correspondent
C2i Tutor
Access
centers
54

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