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 Computers
Counsellor of the President of Delta University,
Mansoura, Egypt
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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 elearning systems.
• Criteria in choosing OSS(Feasibility and
Practicality-Usage rate-Structure-Support
Educational
Standard-CustomizationStrategy)
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Many e-learning portals
based on
Moodle (course Management System
CMS) are designed.
http://DHIC.edu.eg(hatemdelta,Mmm_2011)
http://DHIET.edu.eg
http://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.
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Agenda
• Education Enhancement Project the MHE in
Egypt
• Needs for e-learning, DefinitionsAdvantages
• 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
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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 Colleges
4. Development of College of Education
5. FLDP (Faculty Members and Staff)
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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)
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• 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
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Continuous Improvement and Quality Assurance and Accreditation
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2
5
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Mission
Educational
Objectives
Assess/
Evaluate
Constituents
Learning Outcomes
Performance
the
Criteria
For an explanation of
different elements, click on the
Feedback
for through the
mouse to
advance
Educational
Quality
Practices/Strategies
model.
Assurance
Evaluation:
Interpretation of Evidence
Assessment:
Collection, Analysis
of Evidence
Assessment for Quality Assurance
Educational
Objectives
Assess/
Evaluate
Mission
Learning Outcomes
Performance
Criteria
Feedback
for with the
Assessment planning
begins
Educational
Quality
institutional mission statement. The Practices/Strategies
Assurance
institutional mission statement describes
the communities that are served,
institutional
Evaluation: purposes and other Assessment:
characteristics
that define the
institution.
Interpretation
of Evidence
Collection,
Analysis
Constituents
of Evidence
Assessment for Quality Assurance
Educational
Objectives
Assess/
Evaluate
Mission
Learning Outcomes
Performance
Criteria
Feedback for
Educational objectives
are statements that
Educational
Constituents
Quality
describe the expected Assurance
accomplishments ofPractices/Strategies
graduates during the first few years after
graduation—usually 3-5 years. These
objectives
should be consistent with the
Evaluation:
Assessment:
Interpretation
Evidence
missionofof
the program and theCollection,
institution.
Analysis
of Evidence
Assessment for Quality Assurance
Educational
Objectives
Assess/
Evaluate
Constituents
Mission
Educational objectives need to be assessed
and evaluated periodically. This is generally
done through
alumni, employer, recruiter,
Learning
Outcomes
Performance
and/or advisory board assessment.
The
Criteria
objectives should be evaluated on a
systematic basis to determine their
Feedback for
continuedQuality
relevance to the needsEducational
of
Practices/Strategies
constituents.
This
evaluation
should be
Assurance
done every 3-5 years.
Evaluation:
Interpretation of Evidence
Assessment:
Collection, Analysis
of Evidence
Assessment for Quality Assurance
Educational
Objectives
Assess/
Evaluate
Mission
Learning Outcomes
Performance
Criteria
Feedback for
Educational
Constituents Learning outcomes are statements that
Quality
describe what students are expected toPractices/Strategies
Assurance
know and/or be able to do by the time of
graduation. If students have achieved
these
outcomes, it is anticipated that
they
Evaluation:
Assessment:
Interpretation
Evidence
willofbe
able to achieve the educational
Collection, Analysis
of Evidence
objectives after graduation.
Assessment for Quality Assurance
Educational
Objectives
Mission
Assess/
Evaluate
Learning Outcomes
Performance
Performance criteria are those statements
Criteria
which define the learning outcomes. These
Feedback
criteria are high level indicators
thatfor
Educational
Constituents
Quality
represent the knowledge, skills, attitudes or
Practices/Strategies
Assurance
behavior students should be able
to
demonstrate by the time of graduation that
indicate competence
related to the
Evaluation:
Assessment:
outcome.
Interpretation of Evidence
Collection, Analysis
of Evidence
Assessment for Quality Assurance
© 2003 Gloria Rogers Rose-Hulman Institute of Technology
Educational
Objectives
Mission
Assess/
Understanding
the alignment
between
Learning Outcomes
Evaluate
educational practices and strategies
promotes efficient and effective assessment
practices. This can be accomplished
by
Feedback for
Constituents
mapping educational strategies (which
Quality
Assuranceto
could include co-curricular activities)
learning outcomes.
Evaluation:
Interpretation of Evidence
Performance
Criteria
Educational
Practices/Strategies
Assessment:
Collection, Analysis
of Evidence
Assessment for Quality Assurance
© 2003 Gloria Rogers Rose-Hulman Institute of Technology
Mission
Educational
Strategies
for data collection and analysis need to be
Objectives
developed
that are consistent with the assessment
question, resources available, appropriate validity and
utilityAssess/
of findings
Learning Outcomes
Evaluate
Performance
Criteria
Feedback for
Quality
Assurance
Constituents
Evaluation:
Interpretation of Evidence
Educational
Practices/Strategies
Assessment:
Collection, Analysis
of Evidence
Assessment for Quality Assurance
© 2003 Gloria Rogers Rose-Hulman Institute of Technology
Educational
Objectives
Mission
Evaluation is the process that is used to determine the
meaning of the assessment results. This includes the
Assess/
of assessment
to program
Learning
Outcomesresults relatedPerformance
Evaluateimplications
effectiveness and recommendations for improvement.
Criteria
Evaluation should include those who can implement
improvement strategies.
Feedback for
Educational
Constituents
Quality
Assurance
Evaluation:
Interpretation of Evidence
Practices/Strategies
Assessment:
Collection, Analysis
of Evidence
Assessment for Quality Assurance
Educational
Objectives
Assess/
Evaluate
Constituents
Mission
The feedback process is critical
to creating and maintaining a
systematic quality assurance
successfully
Learning Outcomes system. WhenPerformance
implemented, all elements
Criteria of
the quality assurance process
Feedback for interact with one another.
Quality
Assurance
Evaluation:
Interpretation of Evidence
Educational
Practices/Strategies
Assessment:
Collection, Analysis
of Evidence
Assessment for Quality Assurance
© 2003 Gloria Rogers Rose-Hulman Institute of Technology
MIS
ERP
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 software
The 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 –
•
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E-Learning Def Cont.

E-learning is a
combination of
Pedagogy,
Technology
and
Community
Building
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• Pedagogy: a Constructivist
methodology
• Community: Moodle has social
tools embedded, such as
discussion forums and wikis
• Technology: Moodle uses open
source software
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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
• It26gives access to a greater
range of resources.
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E-Learning Evolution
Mentoring
Collaboration
Personalization
Computer-Based
Training
Single PC
CD-ROM
Diskettes
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Online
Learning
e-Learning
Network PC
LAN
Intranet
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Learning Objects
Simulations
Blended Training
Customization
Threats & Difficulties facing ELearning 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.
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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
– Licensing problems
Communication infrastructure Connectivity
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
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E-Learning Categories
Time-Related Terms
Asynchronous
-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
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Videoconferencing
(two-way interactive) - when technology
connects two or more locations
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•
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Categories of Tools
create, host, and access e-learning
Levels of Granularity
•
•
•
•
•
Curriculum .
Courses.
Lessons
Pages
Media (Audio-Video-Text-Java applets)
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Modeling Of the E-Learning Portal
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• Buy or Design that’s the Problem?
• Purchasing a S/W (fast-don’t worry
about technical Pb. Cost PbAdaptation 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 Elearning System (Auditing-Flexible)
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Criteria for Choosing an OSES
•
•
•
•
Documentation (users Manuals)
Usage Rate and Circulation (Reliability)
S/W Architecture (Modular Design)
Educational Strategies (StaticsInteractive Content)-Institution Needs)
• Support of Standards (import or export
contents)SCORM(Courseware Object
Reference Model-IMS (Instructional
Mgt. system)
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• PROPOSED MODEL FOR INTRODUCING ICT AND ELEARNING IN EDUCATION
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Readiness for e-learning
1.Cultural willingness
2. Technical
3. Pedagogical (How to learn?)
4. Logistical (admin staff trained)
5.Organizational (Standardized
procedures for QA)
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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
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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 needs
3. Security is enhanced by the volunteer
development team.
4. Create Community of people work together.
• Examples (Claroline-.LRN-EduuZope-MoodlePachyderm-Sakai-Spaghetti-A Tutor)
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THE LOGICAL PROCEDURE IN DEVELOPMENT OF AN
OPEN-SOURCE ELEARNING SYSTEM
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What’s Moodle all about?
• Community
Learning
• 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
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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.
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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
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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
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•
•
•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
learning
development workshops, exams, online
assignments, forums, chatrooms, surveys
and other
• Capabilities
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for
lecturer’s
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use:
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Moodle Tool architecture and Properties
Course Setting
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•
• Uploading files
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Setting up activities
•
Building 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
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•
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-forall 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
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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
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shows the first week with two resources and activities
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•
•
the second and the third week with number of resources and activities
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•
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how the resource in pdfDeltaformat
appears in Moodle tool
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•
consists of many types of questions
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•
a multiple choices question
a multiple choices question
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•
shows a true or false question
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shows a true or false question
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•
a numerical question
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•
shows an editing process of a connect question
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•
shows an editing process of a journal
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•
shows a result of a completed survey
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•
shows a view of a lesson
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•
shows a web page contains many links to internet resources
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•
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•
please , choose one answer only
Is it easy to install Moodle?
a) yes
b) No
d) do not
care
2) Is it easy to use Moodle?
a) yes
b) No
d) do not
care
3) Is it easy to run Moodle properly on your computer?
a) yes
b) No
d) do not
care
4) 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?
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•
100
90
80
70
60
do not care
50
no
40
yes
30
20
10
0
easy to install
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easy to use
easy to run
meet learning
needs
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download
•
please , choose one answer only
1) easy to learn and understand
a) traditional way
b) e-learning
d) do not care
2) prefer Quizes through
a) traditional way
b) e-learning
d) do not care
3) prefer to do your assignment through
a) traditional way
b) e-learning
d) do not care
4) know your marks evaluation from your teacher through
a) traditional way
b) e-learning
d) do not care
5) know the hints of your teacher about your performance
through
a) traditional way
b) e-learning
d) do not care
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•
100
90
80
70
60
do not care
50
traditional way
e-learning
40
30
20
10
0
easy to learn
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Quizs
assignment
evaluationneeds
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performance
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.
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• 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.
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