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Motivation degree for e-learning: case studies of the ITQANE et CITI projects

Motivation degree for e-learning: case studies of the ITQANE et CITI projects. Hassane Darhmaoui Coordinator of the Center for Learning Technologies Al Akhawayn University in Ifrane. ITQANE e-learning project 2011-2013. Who is doing this?.

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Motivation degree for e-learning: case studies of the ITQANE et CITI projects

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  1. Motivation degree for e-learning: case studies of the ITQANE et CITI projects HassaneDarhmaoui Coordinator of the Center for Learning Technologies Al Akhawayn University in Ifrane

  2. ITQANE e-learning project2011-2013

  3. Who is doing this? • Ministry of National Education represented by the Distance Education division (National Center for Innovative Pedagogy and Experimentation ) • Al Akhawayn University in Ifrane • ITQANE Project/U.S. Agency for International Development –USAID

  4. Why are we invested in E-learning? Problem: Teachers have limited access to quality training. Response: Distance education materials allow us to experiment with an alternative delivery system that reaches teachers where they work and live.

  5. Input and Results Two-fold approach : 1) Train Ministry personnel to produce e-learning training materials through a ‘learning by doing’ approach. 2) Create a cadre of distance education experts within the teacher training system who will be able to transform current and future teacher training programs into distance learning courses. Results: • Ministry staff representing twelve of Morocco’s Regional Teacher Training Institutes trained. • Ministry staff coached to develop eight teacher training courses. • E-learning courses tested with 556 student teachers in 10 Teacher Training Institutes .

  6. Training Methodology • The training program covered the following main components: • Introduction and level upgrade (3-day workshop) • Instructional design (3-day workshop) • Instructional technology (3-day workshop) • Best practices workshops (Two 2-day workshops) • Individual and sub-groups projects • Informal sub-groups meetings • Continuous online training and mentoring • E-learning forum (best projects rewarded)

  7. Project Training Platform http://itqane.aui.ma/

  8. Pre-service training courses -> E-learning • التعلم الفعال❶ • التواصل من أجل الجودة❷ • القيادة التربوية للارتقاء بأداء المؤسسة وجودة التعلم❸ • الكفايات المستعرضة❹ • تدبير المجالس وفرق العمل من أجل الجودة❺ • التربية على المواطنة والسلوك المدني❻ • الدعم التربوي❼ • التدبير المالي لجمعية دعم مدرسة النجاح❽

  9. Pre-service training courses -> E-learning E-learning courses that were tested with student teachers and trainee directors in TTIs: • Effective Instruction and Learning • Communication for Quality Schools • Leadership for Quality Schools • Development and evaluation of Life Skills • Management of School Councils • Gender Equity in School and Ethical conduct • Remedial Pedagogy to fight against grade repetition and drop-out • Financial management for School Associations

  10. Trainers Training Assessment

  11. Trainers Training - Lessons Learnt

  12. Assessment • Participants pinpointed few training weaknesses /problems: • Insufficient training duration • Workload • Pre-selected options for final projects • Teamwork was prescribed • Involvement and motivation within sub-groups • Some development software did not support Arabic

  13. Implementation/ ExperimentationphaseSampleElearningPlatforms http://itqane.aui.ma/kenitra/ http://itqane.aui.ma/rabat/ http://itqane.aui.ma/tanger/

  14. SampleElearningPlatforms http://itqane.aui.ma/fes/ http://itqane.aui.ma/casablanca/ http://itqane.aui.ma/marrakech/crmefmth/

  15. E-learning platform activity – CRMEF FES Modules tested: 1and 4 Number of trainees: 48

  16. E-learning platform activity – CRMEF KENITRA Modules tested: 1and 4 Number of trainees: 26

  17. Satisfaction towards ITQANE e-training

  18. Satisfaction towards ITQANE e-training

  19. Satisfaction towards ITQANE e-training

  20. Motivation for the M-learningtraining mode

  21. Testimonies • Testimony 1 : • https://www.youtube.com/watch?v=Cnch-PQDdF4 • Testimony 2 : • https://www.youtube.com/watch?v=h67U0gUELK0

  22. CITI project2007-2009

  23. IT-based Sciences Education in Moroccan Middle Schools - the CITI project Research Questions: • What is the impact of ICTs in science education in middle schools? • Is ICT able to compensate for certain failures in the educational system? • What is the best approach for integrating ICT as didactic tools? • Will the integration of ICT into the classroom, starting from middle school, be able to nudge Moroccan students in the direction scientific disciplines?

  24. CITI – Université Al Akhawayn CITI Kassim Amine Délégation de Fés Délégation Ifrane Al Arz • KOICA • GENIE • CNIPE • ALEF de Fés et Meknes • FS Dhar El Mehraz, Fès • Fac Lettres, Fès • Assoc. des Enseignants Innovants • MEARN • ENES de Fès et de Marrakech GENIE Ibn Sina Idris 1er 2éme Lycée Militaire Annarjisse Omar Ben Abd El Aziz Ibn Jarroum Al Maghrib Al Arabi Abderrahman El Iraki AREF Mekness-Tafilalt AREF Fés-Boulmane

  25. PedagogicalContent Developement ppt Lessons Ressources for teachers and students Games Video Clips Interactive Exercices Simulations Virtual Labs

  26. Content DevelopmentCourse Chapters

  27. Content Development

  28. Content DevelopmentPlatform (CMS – Joomla) http://citi.aui.ma

  29. Experimentation in two pilot schools: Al Arz & Kassim Amine

  30. Experimentation • 7th grade (2007-2008) • 7th, 8th & 9th grades (2008 – 2009) • extension of experimentation 8 new middle schools - 7th grade (2008 – 2009)

  31. EVALUATIONQUANTITATIVE INDICATORS

  32. EVALUATIONQUALITATIVE INDICATORS 1. Impact on Learner • Familiarization with ICT tools and great ease of access to the courses and activities proposed by the teacher; • Possibility of extra-scholastic learning (reviewing the course, carrying out proposed activities, consolidating class learning, and remediation of difficulties); • Development of new skills related to the use of ICT; • Motivation and increased participation of students in class ( results: regular attendance and diligence, improved school outcomes)

  33. EVALUATIONQUALITATIVE INDICATORS 2. Impact on teachers • Change in attitude towards ICT from reticence to pedagogical appropriation; • Beginning of critical thinking about the effect of ICTT and science learning; • Emergence of new practices based on on-line exchange; • Development of team spirit and of a positive sense of engagement; • Emergence of collective intelligence (collaboration); • Expression of new training needs (use of computer tools).

  34. Thank you

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