A PRACTICAL E-LEARNING IMPLEMENTATION IN HIGHER EDUACTAION IN EGYPT USING OPEN SOURCE SOFTWARE Prof....

A PRACTICAL E-LEARNING IMPLEMENTATION IN HIGHER

EDUACTAION IN EGYPT USING OPEN SOURCE SOFTWARE

Prof. Dr. Yehia EL-Mashad, Dean of Delta Higher Institute for ComputersCounsellor of the President of Delta University,

Mansoura, Egypt

Delta Academy / University1

.

Objectives:• Different services that e-learning

technology provide and how they fit together into an overall e-learning application infrastructure.

• Using and Developing Open Source e-learning systems.

• Criteria in choosing OSS(Feasibility and Practicality-Usage rate-Structure-Support Educational Standard-Customization-Strategy) Delta Academy / University2

Many e-learning portals based on Moodle (course Management System CMS) are designed.

http://DHIC.edu.eg(hatemdelta,Mmm_2011)http://DHIET.edu.eghttp://cms.nelc.edu.eg(ben_market,passxyz_1293)

A comparative features analysis of leading course management software is done , so Moodle was our selection.

The study shows that this has increased the learning quality and delivering knowledge to the skilled students.Delta Academy / University3

http://dhic.edu.eg/

http://dhic.edu.eg/

http://dhic.edu.eg/

http://dhiet.edu.eg/

http://cms.nelc.edu.eg/

Agenda• Education Enhancement Project the MHE in

Egypt• Needs for e-learning, Definitions-Advantages• Challenges and Opportunities• Categories of e-learning• Models of e-learning portals• Moodle as Open Source e-learning S/W• Criteria for choosing appropriate OSES/W


Education Enhancement project in Egypt

Increase the enrollment capacity of HES.1. CIQAP preparing Educational institutions

for National (NAQAAE) or International (ABET…) Accreditation.

2. ICTP (MIS)3. Development of Technological Colleges4. Development of College of Education5. FLDP (Faculty Members and Staff)


Needs for e-learning 17 Millions in K-12 education in 45000 schools • 3Mega in Higher education-------6 millions in

2015• 20 State Universities + 20 private Univ. + 350

Institutes (Post Secondary and Higher)-Not enough

• Increasing the enrollment capacity• 35% of students GSS (35%) to HE in State Univ.• Lack of investment(0.2% of GNP to education)


• Crowded classes (70 children in a class) more than 1000 students in a lecture auditorium.

• Problem for Massive training• Teacher Training 6 millions teachers.• In one cohort of training we have more

than 250000 trainees-scheduling problem and accommodation problems in some remote training centers

• Videoconferencing was a proper solution• On job Training-Travel saving



1

4

3

2

6

5

8

7

2

Continuous Improvement and Quality Assurance and Accreditation

Develop

Systematic

processes

Mission

Performance Criteria

Feedback for Quality

Assurance

Assessment :Collection, Analysis

of Evidence

Evaluation:Interpretation of Evidence

Assessment for Quality Assurance

EducationalPractices/Strategies

Constituents

Learning Outcomes

Educational Objectives

Assess/Evaluate

For an explanation of the different elements, click

on the mouse to advance through the model.

Mission



Assurance


of Evidence




Constituents

Learning Outcomes


Assess/Evaluate

Assessment planning begins with the institutional mission statement. The institutional mission statement describes the communities that are served, institutional purposes and other characteristics that define the institution.

Mission



Assurance


of Evidence




Constituents

Learning Outcomes


Assess/Evaluate

Educational objectives are statements that describe the expected accomplishments of graduates during the first few years after graduation—usually 3-5 years. These objectives should be consistent with the mission of the program and the institution.

Mission



Assurance


of Evidence




Constituents

Learning Outcomes


Assess/Evaluate

Educational objectives need to be assessed and evaluated periodically. This is generally done through alumni, employer, recruiter, and/or advisory board assessment. The objectives should be evaluated on a systematic basis to determine their continued relevance to the needs of constituents. This evaluation should be done every 3-5 years.

Mission



Assurance


of Evidence




Constituents

Learning Outcomes


Assess/Evaluate

Learning outcomes are statements that describe what students are expected to know and/or be able to do by the time of graduation. If students have achieved these outcomes, it is anticipated that they will be able to achieve the educational objectives after graduation.

Mission



Assurance


of Evidence




Constituents

Learning Outcomes

©2003 Gloria Rogers- Rose-Hulman Institute of Technology


Assess/EvaluatePerformance criteria are those statements which define the learning outcomes. These criteria are high level indicators that represent the knowledge, skills, attitudes or behavior students should be able to demonstrate by the time of graduation that indicate competence related to the outcome.

Mission



Assurance


of Evidence




Constituents

Learning Outcomes



Assess/EvaluateUnderstanding the alignment

between educational practices and strategies promotes efficient and effective assessment practices. This can be accomplished by mapping educational strategies (which could include co-curricular activities) to learning outcomes .

Mission



Assurance


of Evidence




Constituents

Learning Outcomes



Assess/Evaluate

Strategies for data collection and analysis need to be developed that are consistent with the assessment question, resources available, appropriate validity and utility of findings

Mission



Assurance


of Evidence




Constituents

Learning Outcomes


Assess/Evaluate

Evaluation is the process that is used to determine the meaning of the assessment results. This includes the implications of assessment results related to program effectiveness and recommendations for improvement. Evaluation should include those who can implement improvement strategies .

Mission



Assurance


of Evidence




Constituents

Learning Outcomes



Assess/Evaluate

The feedback process is critical to creating and maintaining a systematic quality assurance system. When successfully implemented, all elements of the quality assurance process interact with one another .

ERP

MIS

MIS in Egyptian Universities

• The project covers 13 universities all over Egypt establishing MIS unit in each university.

• Supplying the following:a- Equipment. (Servers, PCs, Printers,

Scanners, … b- Data Entry for curricula, students,

equipments, infra structures, staff,…c- Software and licenses.

ICTP MIS softwareThe software targets the following modules as phase one:- Students affairs System- Control systems for Results and Transcripts - Postgraduate and Research affairs.- Staff and Faculties affairs.• E-learning• Data Bases

E-learning: Definition


• It is the use of technology to design, deliver, select, administer, support and extend learning.

• The true power of eLearning is likely to be found in its potential to provide the: right information to the right people at the right times and places.

Personalized – eLearning allows entire programs of study to be customized for a company, a department, or even an individual learner. • Interactive –

E-Learning Def Cont.


E-learning is a combination of

Pedagogy, Technology and Community Building

• Pedagogy: a Constructivist methodology

• Community: Moodle has social tools embedded, such as discussion forums and wikis

• Technology: Moodle uses open source software


Reasons for e-Learning• Reduce costs of face to face courses • E-learning provides an effective way to increase educational

opportunity • Increase the enrollment of students • It responds to the demands of the upcoming online

generation of students.• It follows the guidelines that were given by the Ministry of

Education for Quality Assurance.• It allows learners to study independently which fits to our

vision on learning.• It will make it easier to update and review materials.• Big need for skills development amongst local populations to

sustain development and diversify economies

• It gives access to a greater range of resources.Delta Academy / University26

E-Learning Evolution


Computer-Based Training

Online Learning

e-Learninge-Learning

Mentoring

Collaboration

Personalization

Learning Objects

Simulations

Blended Training

CustomizationSingle PC

CD-ROM

Diskettes

Network PC

LAN

Intranet

Threats & Difficulties facing E-Learning Initiatives

• Infrastructure• Financing• Security• Great Number of enrollment• Low levels of ICT skills and experience amongst most

teachers and students• few people have PCs or Internet at home• Connectivity improving but mixed• Refuse from some professors• Conflict of Interest• Private lessons empire.


Challenges for E-learning• Managment Contents Issues organizational point of view

– creating good content lack of integration with the information system – developing pedagogy E-book technology needs some improvement

• Funding issue – Hardware/software Communication infrastructure Connectivity;– Licensing problems Copyrights-problems

• Quality and Performance issues:– Standardisation, accreditation– Human Infrastructure Challenges– Use of advanced multimedia objects.– Studying and analysis Requirements for advanced techn and tools– How to index information?– How to make effective use of content: problem of reusability– The problem of preselected or overpackaged courses


E-Learning Categories


Time-Related TermsAsynchronous

time independent learning, i.e. web-based or video-based

Synchronous time dependent learning,

i.e. videoconferencing or direct instruction

Electronic Delivery Terms

Computer-Based Training (CBT) - self-paced content,

typically CD-ROM based

Videoconferencing (two-way interactive) - when technology

connects two or more locations


•

Categories of Toolscreate, host, and access e-learningLevels of Granularity• Curriculum .• Courses. • Lessons• Pages • Media (Audio-Video-Text-Java applets)


Modeling Of the E-Learning Portal


• Buy or Design that’s the Problem?• Purchasing a S/W (fast-don’t worry

about technical Pb. Cost Pb-Adaptation Pb)

• Purchasing the S/W and Develop the Contents (reduce cost)

• Design and Implement (Good-Time consuming-Technical and Pedagogical debate-higher cost?)

• Use and adopt an Open Source E-learning System (Auditing-Flexible)


Criteria for Choosing an OSES• Documentation (users Manuals)• Usage Rate and Circulation (Reliability)• S/W Architecture (Modular Design)• Educational Strategies (Statics-

Interactive Content)-Institution Needs)• Support of Standards (import or export

contents)SCORM(Courseware Object Reference Model-IMS (Instructional Mgt. system) Delta Academy / University35

• PROPOSED MODEL FOR INTRODUCING ICT AND E-LEARNING IN EDUCATION


Readiness for e-learning1.Cultural willingness2. Technical3. Pedagogical (How to learn?)4. Logistical (admin staff trained)5.Organizational (Standardized procedures for QA)


Open Source S/W Principles and Values• 1. Free redistribution• 2. Source code must be included• 3. Derived works – allow modifications• 4. Integrity of the author's source code• 5. No discrimination against persons or groups• 6. No discrimination against fields of endeavor• 7. Distribution of license• 8. License must not be specific to a product• 9. License must not restrict other software• 10. License must be technology-neutralDelta Academy / University38

What is Open source?S/W source code that’s freely available to run, extend, modify and improve the code.(Linux-apache-Mozilla-OpenOffice)• Benefits of OSS:1. Rapid Evolvement (New Versions)2. Meet User’s needs3. Security is enhanced by the volunteer

development team.4. Create Community of people work together.• Examples (Claroline-.LRN-EduuZope-Moodle-

Pachyderm-Sakai-Spaghetti-A Tutor)Delta Academy / University39

THE LOGICAL PROCEDURE IN DEVELOPMENT OF AN OPEN-SOURCE ELEARNING SYSTEM


What’s Moodle all about?

• CommunityLearning• Connectivity• Collaborating• Sharing• Supporting• Innovating• Open Source

Why is Moodle so useful in Egypt??


• Moodle is free • Can deliver distance learning from

Universities into rural areas • Can enhance learning in Universities,

Colleges and Schools• Building communities that share resources

and expertise

Emerging Model of e-learning in Egyptian Universities

• Focus on OS Software (especially Moodle)

• Strong interest in Open Courseware /Open Educational Resources

• Learner access to ICT via local learning centres with online PCs and learning support staff

•


Learning Management System (LMS)

A Learning Management System (LMS) is the infrastructure on which e-learning can be built and delivered .Functions : Course Development, Content Management, Course/Curriculum Management, Course Delivery, Assessment/Skills, Communication (individual and group), Tracking/Reporting (across a degree or program or epartment, participation), Tutor Support, Skills and Records Management, Student Interfaces to all components of the LMS, Administration Processes/Requirements/Registration, etc.

•


Expected Benefits of a LMS From the Administrator perspective, a LMS should: Allow the institution to serve a greater number of students Improve student performance tracking Increase student retention Increase the opportunity for additional tuition Increase administrative efficiency and decrease expenses Shorten the ROI payback timeframe From the Faculty perspective, a LMS should: Increase the efficiency and effectiveness of course/content management Improve assessment capability And opportunities Decrease course preparation time Improve content availability Improve content sharing within the course, among instructors, and across disciplines Improve and interclass communications Increase overall productivity of faculty

•


From the Student perspective, a LMS should: Enhance the personalized nature of the learning experience Provide additional, timely, convenient academic support Provide personalized academic support opportunities Increase course completion opportunity/capability Improve overall learning From the IT Professional perspective, a LMS should: Be scalable and reliable in terms of performance Promote standards compliance, quality control, and integration across product and vendors Allow for easy campus-wide deployment and management Increase IT operational efficiency

•


•Moodle run on the widest variety of platforms• Moodle easy to install, learn and modify

• easy to upgrade from one version to the next

•modular to allow for growth• Capabilities for lecturer’s use: learning development workshops, exams, online

assignments, forums, chatrooms, surveys and other

activities

•


Moodle Tool architecture and Properties

Course Setting

• Uploading files


•


Setting up activitiesBuilding a course involves adding course activity modules to the main page in the order that students will be using them. It is possible to shuffle the order any time .Assignment An assignment is where you set a task with a due date and a grade. Choice A choice activity is very simple - you ask a question and specify a choice of responses

•


Forum This module is by far the most important - it is here that discussion takes place. When you add a new forum, you will presented with a choice of different types - a simple single-topic discussion, a free-for-all general forum, or a one-discussion-thread-per-user. Journal Each journal activity is an entry in the whole course journal. For each one you can specify an open-ended question that guides what students write, as well as a window of time in which the journal is open (weekly course format only). A general rule of thumb is to create one journal per week. Encourage students to write reflectively and critically in these journals, as they are only available to them and you. Afterwards, you will be able to grade and comment all the entries for that week or topic, and students will receive an automatic email informing them of your feedback. Journals are not designed to be continually added to - if you need to do that then add more journal activities.

• Resource • Resources are the content of your course. Each resource can be any

file you have uploaded or can point to using a URL. You can also maintain simple text-based pages by typing them directly into a form.

• Quiz This module allows you to design and set quiz tests, consisting of

multiple choice, true-false, and short answer questions. These questions are kept in a categorized database, and can be re-used within courses and even between courses. Quizzes can allow multiple attempts. Each attempt is automatically marked, and the teacher can choose whether to give feedback or to show correct answers. This module includes grading facilities.

Survey • The survey module provides a number of predefined survey

instruments that are useful in evaluating and understanding your class. Currently they include the COLLES and the ATTLS instruments


•


shows the first week with two resources and activities

•


the second and the third week with number of resources and activities

•

Delta Academy / University56how the resource in pdf format appears in Moodle tool

•


consists of many types of questions

•


a multiple choices question

a multiple choices question

•


shows a true or false question

shows a true or false question

•


a numerical question

•


shows an editing process of a connect question

•


shows an editing process of a journal

•


shows a result of a completed survey

•


shows a view of a lesson

•


shows a web page contains many links to internet resources

•


•


please , choose one answer onlyIs it easy to install Moodle?a) yes b) No d) do not care2) Is it easy to use Moodle?a) yes b) No d) do not care3) Is it easy to run Moodle properly on your computer?a) yes b) No d) do not care4) Is Moodle meeting your immediate learning needs?a) yes b) No d) do not care 5) Is it easy to download Moodle from its site?

•


easy to install easy to use easy to run meet learning needs

download0

10

20

30

40

50

60

70

80

90

100

do not care

no

yes

•


please , choose one answer only1) easy to learn and understanda) traditional way b) e-learning d) do not care2) prefer Quizes through a) traditional way b) e-learning d) do not care3) prefer to do your assignment througha) traditional way b) e-learning d) do not care4) know your marks evaluation from your teacher througha) traditional way b) e-learning d) do not care5) know the hints of your teacher about your performance througha) traditional way b) e-learning d) do not care

•

Delta Academy / University70easy to learn Quizs assignment evaluationneeds performance

0

10

20

30

40

50

60

70

80

90

100

do not care

traditional way

e-learning

•


Explosive growth of the Internet provides delivery vehicle for education. So e-learning promises to afford learning world wide so that, any student can apply for and complete course in anyplace or university while you are setting home without needing to travel and face the traditional difficulties of obtaining a visa for that country and how long will you stay and so on.

Now e-learning or face book -depending mainly on the internet which becomes the magic tool to deliver your e-learning content to all individuals world wide.

•The implementation of this technique will spread the use of the newest technologies released as well as improving the usage of the existing facilitiesasvideo, audio, flash, images, animation, and other computer applications necessary to enable e-learning.

• The given implantation in the e-learning enabling meets success and acceptance from the learners' world wide and in Egypt because they are introduced in an interesting and easy way. The implementation of this technique nowadays will achieve success and provide large market share during a period of extreme market growth.


A PRACTICAL E-LEARNING IMPLEMENTATION IN HIGHER EDUACTAION IN EGYPT USING OPEN SOURCE SOFTWARE Prof....

Documents

Transcript of A PRACTICAL E-LEARNING IMPLEMENTATION IN HIGHER EDUACTAION IN EGYPT USING OPEN SOURCE SOFTWARE Prof....