evolution of de at uom....and future perspectives

Evolution of ODL @ the UoM

….and Future Perspectives

‘Distance’ Education at the University

“University of Mauritius has the opportunity to expand its curriculum rapidly by the use of Distance Education Courses”

Report from Lord Young and Sir John Daniel 1988/1989

Outcome

The Centre for Distance Learning was established in 1993 at the University of Mauritius

Recommendation


Initial Strategy (1993-2003)

Take on-campus courses with large cohorts and convert them into self-learning mode

• Enrolment on traditional university course is necessary

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


Questions

Not Really – Instead it provides flexibility and convenience in the learning process of on-campus learners to some extent

Was that Distance Education?

Were we expanding the curriculum?

Were we increasing access?

Highly competitive to secure a place at the University

Virtual Centre for Innovative Learning Technologies (VCILT)

2001

Promote innovative teaching and learning practices through the use of technologies

Experiment with new educational delivery systems

Establish a partnership with the academic staff to help them meetteaching and learning requirements which attains user satisfaction

Increase access to university education through innovative modes ofdelivery

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

Policy & 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 integrationof technology in their courses?

The confusion was whether to have online courses or to have multimediaaids for teaching and learning


Internet access and penetration very limited


Ahead of its time

Students access courses in computer labs

No funding for heavy upfront investment in technology infrastructure

Demarcates from the fully online course concept

Blended Learning Concept

Mixed mode and web-enhanced teaching (2002-2003)

Academics are given online space to share course materials with students and to engage in online discussions

Financial Incentives proposed

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 & Professional Development

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

Centre for Innovative and Lifelong Learning (2004)


21st Century Learning Challenge


To consolidate the University of Mauritius as a Dual-Mode Institution

To contribute to the Internationalization of the University

To promote an innovative culture of teaching and learning at the University of Mauritius

To contribute to the University’s goal of the knowledge Society Development

To be a high quality provider of online education

Key Partnerships for Internationalization

Evolution of ICT in Education

The Knowledge Society

Definition of the Knowledge Society

Knowledge Societies are identified as societies based on the creation, dissemination and utilization of information and knowledge to enhance socio-economic development.

Key Pillars of Knowledge Society

Information and Communication Technologies

Knowledge Society

Education

Innovation

Development

What Pedagogy for 21st Century ?

The biggest drawback of our Educational system - students are not taught “soft skills”- the competence to discuss, analyse, innovate and communicate.

What Pedagogy for 21st Century ?

All books, papers, notes, everything on the floor

No mobile phones ON during the exam – not allowed at any time during exam

Obsolete concepts in 21st century schools

• Computer labs

• Isolate classroom

• Ban on mobile phones

• Traditional libraries

• Standardized tests

• One-size fits all teaching

What Education for Knowledge Society ?

Our existing system suits the industrialization era – producing disciplined manpower to work in a linear process model.

There is not a need to reform our current education system, but a need to replace them completely to address 21st century challenges..

Bill Gates

21st Century Education

Media-Driven

Learner-Centered

Personalised

Virtual & Global

Networked

Our Educational Philosophy

Technology

Pedagogy Content

Learning community

Authentic Learning

Competencies and Skills

The Educational Process (A networked social activity system)

Mediation

Interaction

Pedagogy

Technology Content

Two Distinct Pedagogical Approaches

•Chapter 1: xxxx•Chapter 2: xxxx•Chapter 3: xxxx

Curriculum Development and Pedagogy

Content-based Approach

The classical approach : e-book equivalent

Fits well with content management systems

Follows a tell and ask approach

Supported by basic communication tools, learning management tools etc

Maps well on traditional approaches to (distance) learning


Activity-based Approach


Why Activity-based Approach ?

Inspired from Daniel Schneider (2003)


A sample learning activity

C

CC

C

CClosing Phase(Evaluation of

learning)

Monitoring &Control Phase(Manage the

activity)Execution Phase

(Achieve theprojectedoutcome)

Planning Phase(Work Breakdown

Structure)

Intialisation(Activity Scope

Definition)

Create a new learningactivity


A sample learning activity


Inspired from Daniel Schneider (2003)

Creativity

and Innovatio

n

Quality Assurance,

Outcomes focus

Two Distinct Pedagogical Approaches

Skill

s-fo

cuse

d

Reconceptualisation of Learning

Learn anytime, anywhere, but more important of all - learn differently, just-in-time learning

Technology as the mediating instrument for cognitive

stimulation, skills development, ad-hoc learning and knowledge construction/sharing

Key Trends in Education

Massive Open Online Courses (MOOCs)

• Promote informal and lifelong learning

• Virtual communities of practice

• Disruptive innovations – challenging traditional University education

• Massive enrolments, increased access to quality courses, but usually low completion rate

• Opportunities – Big Data applications in Educations e.g. Learning Analytics (Educational Business Intelligence)

Key Trends in Education

Self-Organized Learning Environments

Open Educational Resources

33 contributing partners - OU UK, UNISA, USP …

Cross-border Provisions

The Future of the University of Mauritius in perspective

• The forthcoming Higher Education Act

• The sustainability of free undergraduate courses

• Creation of Faculties and Sustainability

• The need for a new Educational and Business Model

A New Educational Model

EM

Policy Framework

Pedagogical Model

Delivery Model

Business Model

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 future thinkers (foresight)