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    IMPLEMENTING

    M-LEARNING

    SOLUTIONS IN

    EGYPT FORLIFELONG AND

    EDUCATION

    PROGRAMS

    W|t@xt|z? bvux J@L? ECCK

    Chaput & El Kassas

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    PROMOTING VALUE-ADDED

    LEARNING CONTENTIN HIGHER EDUCATION

    INSTITUTIONS

    AND

    BY USING TECHNOLOGICAL

    FACILITIES

    IN EGYPT

    WITHOUT HUGE EXPENSES

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    OVERVIEW

    From traditional to new learning models

    ICT-enabled learning

    ICT-enabled learning in Egypt

    Implementing mobile-learning in Egypt

    Conclusion

    New perspectives

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    A CHANGE IN PARADIGM

    From traditional to new learning models

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    ADVANTAGES AND DISADVANTAGES OF

    TRADITIONAL EDUCATION SYSTEMS

    Direct contact between

    teachers and learners

    Learners are subject to time

    and space constraints

    Pros Cons

    Immediate feedback andphysical interactions

    between learners and

    teachers

    Learners who miss classesautomatically lose training

    materials

    The heterogeneity of learning

    profiles cannot be taken in an

    effective way

    w24

    w25

    w26

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    Slide 5

    w24 (there are 17 universities in Egypt, therefore education is offered in geographically localized areas.)welcome, 10/4/2008

    w25 because there is no possibility to repeat a lessonwelcome, 10/4/2008

    w26 By traditional system, we mean presence learning as opposed to distant learning systemswelcome, 10/4/2008

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    POTENTIAL BENEFITS

    ICT-enabled education

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    ICT-ENABLED EDUCATION

    POTENTIAL BENEFITSICT-enabled systems has the potential

    to provide high-quality, context-based,attractive content to:

    Young

    students

    Adult or

    executive

    workers

    Constrained

    learners

    w21 w22w23

    w65

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    Slide 7

    w21 Blended-learning solutions: young students will be stimulated by high levels of interactivity and participation, a fair amount of flexibility andenough scaffolding from their tutors.

    i.e. inside and outside the classwelcome, 10/6/2008

    w22 provide educational content to constrained learners and therefore to more potential learners, including lifelong ones.welcome, 10/5/2008

    w23 Executive workers may favor rapid learning solutions, which provides them with context-based content and high levels of flexibility and mobility.

    welcome, 10/6/2008

    w65 Need-based intuitive and stimulating learning content

    Reusable content in different learning contexts

    Increased accessibility to educational content and curricula for the constrainedwelcome, 10/6/2008

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    TYPOLOGY OF LEARNING

    TECHNOLOGIES

    ICT-enabled education

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    TYPOLOGY OF LEARNING

    TECHNOLOGIES

    Satellite-based

    learning

    RAID

    Web-based

    learning

    Mobile-learning

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    CHALLENGES

    ICT-enabled education

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    ICT-ENABLED EDUCATION

    CHALLENGES

    PoliticalEnablelifelonglearning

    Enablelifelonglearning

    Promote ICTskills

    Promote ICTskills

    Research in

    E-Learning

    Research in

    E-Learning

    Technological ConnectivityConnectivity

    EnergyEnergy

    Norms andNorms and

    EducationalNew learningand teaching

    strategies

    New learningand teaching

    strategies

    Newevaluation

    system

    Newevaluation

    system

    Socio-constructivism

    Socio-constructivism

    Cultural Teaming andcollaborationTeaming andcollaboration

    Personal andsocial

    responsability

    Personal andsocial

    responsabilityLocalizationLocalization

    w27

    w28w29

    w30w31

    w32

    w33

    w66

    w67

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    Slide 11

    w27 We must address many questions to lead the change, in particular

    On a technological level,On an educational level,On a cultural level,On a political level.welcome, 10/4/2008

    w28 adapt human-machine interfaces (to fit all devices)welcome, 10/4/2008

    w29 battery life & environmental issues : energy consumption, recyclingwelcome, 10/6/2008

    w30 autonomy: design programs to train users (learners) to develop self-learning & self-development capacitieswelcome, 10/4/2008

    w31 learning styles must be taken into account in educational design to take full advantage of ICT possibilitieswelcome, 10/4/2008

    w32 Each participant should:- be ready for a change of paradigm in the teaching & learning process

    - learn to change roles according to the context,- experience collaborative and participative activities himself, instead of just prescribing activities to learners inside and outside the class.welcome, 10/4/2008

    w33 enable lifelong learning by defining lifelong learning policy and practice

    - promote ICT skills in educational institutions and in society (empower people) so as to develop the skills needed in an inclusive knowledgesocietyRemarque : ne faut-il pas voquer les initiatives du GoE et du MCIT, par ex les ELCC (http://www.elcc.gov.eg/pages/ELCCInBrief.aspx) ? il y ades projets mais rien de global au niveau universit et par ailleurs, ils parlent de former les jeunes et les employs, mais jamais de proposer desdiplmes spcialiss dans les domaines de la FOAD.welcome, 10/4/2008

    w66 Anita El Masreya 10/5/2008Rethink the evaluation process :- integrating a higher level of formative rating (during the learning phase), not only at the end.

    - including group work and problem-solving activities, etc.

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    Slide 11 (Continued)

    selflearningwelcome, 10/6/2008

    w67 paying attention to learning styles and profiles of Egyptian studentsdefining a strategy and identifying the budget, infrastructure, staffing, and policies requiredwelcome, 10/6/2008

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    SATELLITE-BASED LEARNING

    ICT-enabled education in Egypt

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    SATELLITE-BASED LEARNING:

    EGYPTIAN SATELLITE NILESATNilesat provides interactive content for distant-

    learning by offering reliable and cost-effective distance

    educational programs.

    Primaryan

    dsecondaryeducation

    educ-1educ-2

    educ-3

    educ-4 HigherEducation

    univ 1univ 2

    Culture

    Tanweer

    Health

    Al Saha

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    WEB-BASED LEARNING

    ICT-enabled education in Egypt

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    WEB-BASED LEARNING:

    EDUCATIONAL PLATFORM Some universities have acquired learning

    management systems and developed online content:

    AUC UFE

    BUE

    Cairo

    University

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    WEB-BASED LEARNING:

    EDUCATIONAL PLATFORMAdvantages of educational platform:

    enables learning content management

    administers learning participants (course enrollment,

    grades, progression, objectives, feedback, -).

    allows development of cooperative inter- and cross-

    disciplinary work

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    MOBILE-LEARNING

    ICT-enabled education in Egypt

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    DEFINITIONS

    Implementing Mobile-learning in Egypt

    W AT S O

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    WHAT IS MOBILE

    LEARNING?

    Mobile learning is:the ability to learn anywhere at anytime without permanent

    p ys ca connec on o ca e ne wor s.

    Learning that happens across locations, or that takes advantage

    of learning opportunities offered by portable technologies. .(Wikipedia article)

    In other words, the way of decreasing limitation of learning

    location with the mobility of general portable devices .

    w82

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    Slide 19

    w82 "Although related to e-learning and distance education, it is distinct in its focus on learning across contexts and learning with mobile devices.One definition of mobile learning is:welcome, 10/5/2008

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    POTENTIALITY

    Implementing Mobile-learning in Egypt

    POTENTIALITY OF MOBILE

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    POTENTIALITY OF MOBILEDEVICES Mobile phones are affordable and widely spread

    in Egypt: 33 millions of mobile phone subscribers worldwide: 98% of university students own a mobile

    ,

    every year.

    Other handheld devices have potential in Egypt:

    desktop and pocket PCs

    portable media players

    MOBILE LEARNING

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    MOBILE-LEARNING

    ACROSS CONTEXTSM-learning allows getting benefit of spare time

    Mobile phones can be used in many learning

    activities

    M-learning increases educational and creative

    content availability w50

    w63

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    Slide 22

    w50 spreading learning materials to geographically dispersed students. In fact, M-learning is an affordable solution to increase access to learningmaterials, using cheaper equipment like portable media players or mobile phones that can operate without the need of continuous access toelectricity.welcome, 10/6/2008

    w63 (such as grading / assessing learning), peer-evaluation/collaboration, reading / listening / performing a serious gamewelcome, 10/6/2008

    MOBILE LEARNING USER

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    MOBILE-LEARNING USER

    TYPESM-learning provides learning opportunities to

    learners who:

    do not benefit-

    from developedICT infrastructure the move

    constrained

    w83w84 w85

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    Slide 23

    w83 such as rural learnerswelcome, 10/6/2008

    w84 such as business professionalswelcome, 10/6/2008

    w85 such as workers with long/late working schedules, thus cannot having the opportunity to enroll in continuing studies.welcome, 10/6/2008

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    POTENTIAL SCENARII

    Implementing Mobile-learning in Egypt

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    POTENTIAL SCENARII

    to increase knowledge and awareness on important issues (radical approach to learning

    giving people the opportunity to learn about health, economic, civil rights, etc.)

    Serious games

    taking the localization (like the GPS) and the users needs into account (through

    ke words : context-based and tailored courses tutorin e. .: lan ua e use an

    Context-aware applications

    interactive guide in a cultural site (museum, archeological site, etc.), etc.

    through just in time learning: collaboration and interactivity between co-workers while

    on a mission or out of office.

    Problem solving and team working

    in an amphitheater/classroom/meeting room: vote, surveys, Q&A, quizzes sent via SMS

    or Bluetooth.

    Participative and interactive activities

    w90

    w91

    w94

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    Slide 25

    w90 enabling teachers to poll students understanding of a lecture for e.g.welcome, 10/6/2008

    w91 students can log on the LMS or a shared directory to share/submit/browse informationwelcome, 10/6/2008

    w94 Access content and deliver assignments or other data during a fieldtrip (e.g.: archeology, geology, social working, etc.)welcome, 10/8/2008

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    POTENTIAL SCENARII

    Serious games

    to increase

    knowledge andawareness on

    important issues

    (radical approach

    Context-aware

    applications

    taking the

    localization (likethe GPS) and the

    users needs into

    account (through

    Problem solving and team

    working

    through just in

    time learning:collaboration and

    interactivity

    between co-

    Participative and

    interactive activities

    in an

    amphitheater/classroom/meeting

    room: vote,

    surveys, Q&A,

    to learning giving

    people the

    opportunity to

    learn about

    health, economic,

    civil rights, etc.)

    keywords) :

    context-based and

    tailored

    courses/tutoring

    (e.g.: language),

    use an interactiveguide in a cultural

    site (museum,

    archeological site,

    etc.)

    workers while on

    a mission or out

    of office.

    quizzes sent via

    SMS or

    Bluetooth.

    w93

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    Slide 26

    w92 enabling teachers to poll students understanding of a lecture for e.g.welcome, 10/6/2008

    w93students can log on the LMS or a shared directory to share/submit/browse informationwelcome, 10/6/2008

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    KEY CHALLENGES

    Implementing Mobile-learning in Egypt

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    CONCLUSION

    Mobility

    Connectivity: overtime, with greater

    performance

    Devices

    No dominantstandard

    Unique device

    Applications

    Create minimallearning objects and

    sharing them in a

    ecurity

    Infrastructure:

    increase wireless

    networks everywhere.

    capa i ities

    Low memory cellular

    phone capacity

    n q e re eren a

    system +aggregation

    Create interactive

    and intuitive Arabic

    educational tools

    Seamless access to

    content on all devices

    (TV, PC, Mobile)

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    CONCLUSION & PERSPECTIVES

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    CONCLUSION & PERSPECTIVES

    To use the available

    educational content,

    ICT infrastructure

    w e y-sprea ev ces mo e p ones, o s, e c.

    in order to gain knowledge and experiment ICT practices

    that will be extensively used in the near future.

    To become a leader in the ICT-enabled learning solutions. To

    do so, there is a need to cultivate professionals.

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    CONCLUSION & PERSPECTIVES

    The long-term goal is to become a leader in the ICT-enabled learning solutions. To do so, there is a need to

    cultivate professionals.We can thus identify the needs in terms of human

    instructional designers (course content and curriculumdevelopment) web & multimedia designers, human-machine interface specialists, language specialists & language engineers, database analysts, CMS/LCMS administrators,

    ICT trained teachers and tutors, etc.

    AEM2

    Slide 31

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    Slide 31

    AEM2 The combination of ICT and learning/teaching is a multidisciplinary domain, which requires not merely tools and technologies but a lot of highlyspecialized skilled people, willing to participate in the creation of an inclusive and sustainable knowledge society.Anita El Masreya, 10/7/2008

    CONCLUSION & PERSPECTIVES

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    CONCLUSION & PERSPECTIVES

    New university programs should help addressing this issueNew university programs should help addressing this issueNew university programs should help addressing this issueNew university programs should help addressing this issue

    InterInterInterInter-

    ---university cooperationuniversity cooperationuniversity cooperationuniversity cooperation

    through innovative projects

    Private sector cooperationPrivate sector cooperationPrivate sector cooperationPrivate sector cooperation

    through partnership

    . .

    partnership betweenEgyptian and universities

    abroad), in an attempt to

    promote community of

    practices in Egypt and in

    the region in the main areas

    of ICT learning.

    ,

    companies and universitiesshould be developed so as

    to promote mobile and

    Internet learning, as all

    parts would benefit from it.

    CONCLUSION & PERSPECTIVES

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    CONCLUSION & PERSPECTIVES

    Developing a global partnership for developmentDeveloping a global partnership for developmentDeveloping a global partnership for developmentDeveloping a global partnership for development

    is the 8th oal of the Millennium Develo ment Goals

    set by the UN in 2000, which are to be reached by allstate members by 2015. Therefore, Egypt faces a real

    incentive to lead the way in the region.

    THANK YOU FOR YOUR

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    THANK YOU FOR YOUR

    ATTENTION

    [email protected]

    [email protected]