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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