Economic Development in the Southern Mediterranean Countries
E-learning in the Southern Mediterranean: Trends and ...
60
E-learning in the Southern Mediterranean: Trends and Challenges Dr. Pierre GEDEON HERE Lebanon and Notre Dame University – Louaize, Lebanon Petra, October 26, 2015
Transcript of E-learning in the Southern Mediterranean: Trends and ...
E-learning in the Southern Mediterranean: Trends and Challenges
Dr. Pierre GEDEON HERE Lebanon and
Notre Dame University – Louaize, Lebanon
Petra, October 26, 2015
Outline Introduction Arab States Population ICT Profile Higher Education Institutions (HEIs)
HEIs, Open Education, Distance Education, and e-Learning perceptions Basic Definitions Survey Lebanese HERE e-learning Workshop Conclusion and recommendations
2
Arab States And Population
3
Member States of the Arab League
25/10/2015 4
Middle-East (6):
Levant:
−Iraq
−Jordan
−Lebanon
−Palestine
−Syria
Egypt
Arab States: Mashreq Countries
25/10/2015 5
Gulf (7):
GCC:
−Bahrain
−Kuwait
−Oman
−Qatar
−Saudi Arabia
−United Arab Em.
Yemen
Small Maghreb (3):
Algeria
Morocco
Tunisia
Arab States: Maghreb Countries
25/10/2015 6
Other African (6):
Comoros
Djibouti
Libya
Mauritania
Somalia
Sudan
Arab States: Population 385 272 539 people (4th pop. ww)
Levant 18.8%
Gulf 20.2%
Egypt 23.3%
Small
Maghreb 21.8%
Other Arab
Africans 16.0%
25/10/2015 7
Source: http://data.worldbank.org/indicator/SP.POP.TOTL
ICT Profile Information Societies
8
Arab States: ICT Profile
Study Criteria (Based on ESCWA & other):
ICT Governance
Infrastructure
Access costs
Capacity building
Applications
Cultural impact
Economy
25/10/2015 9
10 Arab Information Societies
1. United Arab Emirates, Qatar and Bahrain 2. Saudi Arabia 3. Kuwait and Oman 4. Jordan and Lebanon 5. Tunisia and Algeria 6. Egypt and Morocco 7. Libya 8. Palestine, Syria and Iraq 9. Yemen and Sudan 10. Mauritania, Djibouti, Comoros and Somalia
25/10/2015 10
Higher Education Institutions
11
Arab States: HEIs
Total : 738 Higher Education Institutions
0
50
100
150
200
250
300
350
400
450
500
Avant 1953 Jusqu'à 1973 Jusqu'à 1993 Jusqu'à 2013
Nu
mb
er
25/10/2015 12
Arab States: HEIs
Total : 738 Higher Education Institutions
0
50
100
150
200
250
300
350
400
450
500
Avant 1953 Jusqu'à 1973 Jusqu'à 1993 Jusqu'à 2013
Nu
mb
er
25/10/2015 13
In General: - Private institutions
- Family Business
Arab States: HEIs
Total : 738 Higher Education Institutions
0
50
100
150
200
250
300
350
400
450
500
Avant 1953 Jusqu'à 1973 Jusqu'à 1993 Jusqu'à 2013
Nu
mb
er
25/10/2015 14
In General: - Private institutions
- Family Business
- For Profit Institutions
- Lack of Research
Arab HEIs: By Category
Universities 57%
Schools 18%
Institutes 13%
Colleges 10%
Academies 2%
25/10/2015 15
Arab HEIs: Geographical Distribution
(50 / 50)
Levant 19%
Gulf 23%
Egypt 8%
North Africa 39%
Other African
countries 11%
25/10/2015 16
Association of Arab Universities AARU: 280 HEIs Members
-100
-50
0
50
100
150
200
250
300
859 975 1800s 1900s-50s 1950s 1960s 1970s 1980s 1990s 2000s
IES Cumul Linear (Cumul)
25/10/2015 17
HEIs, E-Learning and
Distance Education / Learning Perceptions
18
The Position of ALECSO
The Director General of ALECSO emphasized the development of the Open and Distance Education (ODE) in the Arab world
“The ODE could serve all areas of the Arab States
and all categories of the population”.
− Students in some Arab States, that have certain socio-economic [and geo-political] constraints, are deprived from pursuing their graduate studies.
19
Source: ALECSO, Final Report of the fourteenth Conference of the Arab Ministers of Higher Education and Scientific Research; 2014. p. 3. http://www.projects-alecso.org/wp-content/uploads/2014/03/التقرير-الختامي-للمؤتمر-الرابع-عشر-للوزراء-المسؤولين-عن-التعليم-العا.pdf
A professor from Fayoum University proposed a future project to develop the Egyptian universities (e- and ICT-learning)
بجامعة الفيوم يقدم مشروعا مستقبليا لتطوير الجامعات أستاذ المصرية
http://www.youm7.com/st ory/2015/3/20/%D8%A3%D8%B3%D8%AA%D8%A7%D8%B0-%D8%A8%D8%AC%D8%A7%D9%85%D8%B9%D8%A9-%D8%A7%D9%84%D9%81%D9%8A%D9%88%D9%85-%D9%8A%D9%82%
D8%AF%D9%85-%D9%85%D8%B4%D8%B1%D9%88%D8%B9%D8%A7-%D9%85%D8%B3%D8%AA%D9%82%D8%A8%D9%84%D9%8A%D8%A7-%D9%84%D8%AA%D8%B7%D9%88%D9%8A%D8%B1-%D8%A7%D9%84%D8%AC%D8%A7%D9%85%D8%B9%D8%A7%D8%AA-%D8%A7%D9%84%D9%85/2111844#.VikLr34rLIU
Source: http://www.youm7.com/story/2015/3/20/
Marrakech hosts the first meeting of the digital university in Cadi Ayyad
مراكش تحتضن اللقاء الجامعي الرقمي الأول في القاضي عياض
Maroc
Source: http://journane.ma/info/archives/18681
"Open Quds" launches the Palestinian Center for Excellence in e-learning
تطلق المركز الفلسطيني المتميز في التعلم " القدس المفتوحة"
الإلكتروني
Source: http://www.maannews.net/Content.aspx?id=782622
The Saudi Electronic University in e-Ahsa inaugurates admissions فتح باب القبول بالجامعة السعودية الإلكترونية بالأحساء
Encountered Problems I Misconception of terms: E-learning = Distance Education (!)
− What about e-learning in the classroom?
− What about educational innovation?
The term “Open Education” is sometimes falsely used to refer to Open and Distance Education (!)
− Open Education is considered superior to Distance Education
− If students of the Open Education system are encountering difficulties finding a job, so how about those of Distance Education?
25/10/2015
24
Distance Education – Banned in Bahrain
(Open Education) = !! التعليم المفتوح البحرين تحظر
Source: http://www.al-fanarmedia.org/2015/03/distance-education-banned-in-bahrain/
26
27
Encountered Problems II
Is Open Education still on the track?
Are HE Authorities recognizing all universities that offer Distance Learning?
Are Higher Education Institutions delivering Quality Education ?
Is e-learning on the Priority List of Universities?
25/10/2015 28
Open Education … went out of the track!
!عن المسارخرج … المفتوحالتعليم
Source: http://www.ahram.org.eg/NewsQ/405484.aspx
Former ministers: Open Education derailed ... and reform is a must
… مسارهالتعليم المفتوح خرج عن : وزراء سابقون
والإصلاح هو الحل
Source: http://www.almasryalyoum.com/news/details/763769
Affiliation Certificates and Distance Education are not officially recognised
لا إعتراف بنظام شهادات الإنتساب والتعليم عن بعد
Source: http://www.al-sharq.com/news/details/378932#.VinZ42fovIU
Higher Education Authorities will not recognize certain Educational Institutions
التعليم العالي تصدر قرارا بعدم الاعتراف بعدد جديد
من المؤسسات التعليمية
Source: http://www.atheer.om/News/8819
Distance Lrn.
Graduates of private universities in Bahrain are not accepted by the labor market
...خريجو الجامعات الخاصة في البحرين
في سوق العمل مرفوضون
Source: http://www.alaraby.co.uk/investigations/2015/6/14/
Higher Education Authority warns against Mock e-universities
ر« التعليم العالي»جامعات وهمية على الإنترنت و تحذ ِّ
aXact
Source: http://www.araanews.ae/153086
A member of the Iraqi parliament: There are Mock universities in Kurdistan that
practice fraud and swindling
هناك جامعات وهمية في كردستان : عضو بالتعليم النيابية تمارس النصب والاحتيال
Source: http://www.alsumaria.tv/news/139812
Find out the damages caused by distance learning through the Internet
تعرف على أضرار التعليم عن بعد عن طريق الانترنت
Egypt
Egypt
E-LEARNING in Lebanon: Fear of traders and the chaotic delivery of certificates
:التجّارلبنان الخوف من وتفريخ الشهادات عشوائيا
Students “on distance Najran": our level declined … The university respond: we do
what we have to do!
...مستوانا تدنى ": عن بعُد نجران"طالبات
!نفعل ما علينا: تردوالجامعة
SA
Source: http://sabq.org/yfJgde
Basic Definitions
39
Basic Definitions
New training (& learning) methods are emerging in the context of educational innovation.
‘Augmented learning’ refers to face-to-face contact between the instructor and students using a mediated approach
i.e.: a use of a Personal Computer in the classroom with the augmented reality tools to enrich and/or enhance learning.
40
Basic Definitions
‘Enriched’: the web and the internet are used in class.
‘Enhanced’: the teacher uses email to communicate information related to the course before and after the class.
‘Hybrid’, ‘Mixed’ or ‘Blended’ when some class sessions, tutorials, practical or other work are replaced by online self-study or self-paced activities.
41
Basic Definitions
42
Basic Definitions
‘Augmented Virtuality’: When the digital usage exceeds the face-to-face contact between the instructor and students.
if more than 50% of the teaching is online based, the institution becomes more oriented toward the ‘distance learning’.
We are entering in this last case in the second type of learning innovation called ‘virtual learning’.
43
Findings Primary Data
44
Do you think that online learning is essential in the long term strategy of
your institution?
Yes Perfectly 22%
Yes 52%
Neutral 18%
No 6%
Not Strong 2%
25/10/2015 45
(n = 118)
Source: Pierre GEDEON, Digital University, 2014
Priorities of Arab Faculty Members to Modernize the Arab HEIs
25/10/2015 46
(HERE)
Are you using a Course Management System (CMS)?
No 57%
Yes 43%
25/10/2015 47
(n = 195)
Source: Pierre GEDEON, Digital University, 2014
Platforms: - Moodle: 73.8% - Blackboard: 22.6% - Other: 3.6%
Evolution of MOOCs
25/10/2015 48
Source: Pierre GEDEON, Digital University, 2014
25/10/2015 49
Arab HEIs e- or ICT-based Learning
Source: Pierre GEDEON, Digital University, 2014
Lebanese HERE e-Learning Workshop
50
Lebanese e-Learning TAM
51
Keynote Speaker: Michael Gaebel
52
53
Competence Quotient
54
Lebanese e-Learning TAM
These figures are based on:
101 recommendations
Expressed by
32 participants
from 83 registered
colleagues
Working in 25 HEIs institutions
55
Source: http://erasmusplus-lebanon.org/sites/default/files/Summary%20and%20Recommendations.pdf
Conclusion and Recommendations
56
Conclusion and Recommendations
Several countries can benefit from the support of e-learning to enhance their education and their research and to go towards learning.
Institutions should start experimenting e-learning in their faculties (innovative projects integrating ICT in learning).
Common experiences have the virtue to test, understand, and measure e-learning limits, build up competencies in how to teach online and what are the challenges of online teaching.
57
Conclusion and Recommendations
Main obstacle to the development of e-learning remains that most governments have not yet legalized criteria for its recognition. Beyond common experiences, and before thinking ‘virtual learning’, legalization has to have a: Common terminology A smooth transition to permit all stakeholders to
assimilate the specificities of e-learning and to have the time to build trust and confidence in their systems.
58
59
