This PPT highlights the experience of the UoM in terms of DEOL and how the concept evolved throughout the years. It was presented at the UOM Research Week.

1. Evolution of ODL @ the UoM
….and Future Perspectives

2. ‘Distance’ Education at the University
“University of Mauritius has the opportunity to expand its
curriculum rapidly by the use of Distance Education Courses”
Report from Lord Young and Sir John Daniel 1988/1989
Outcome
The Centre for Distance Learning was established in 1993 at
the University of Mauritius
Recommendation

3. ‘Distance’ Education at the University
Initial Strategy (1993-2003)
Take on-campus courses with large cohorts and convert
them into self-learning mode
• Enrolment on traditional university course is necessary
• Instead of 45-hr lecture, 15 hours of face-to-face contact focusing on
tutorials supported by print course manuals

4. ‘Distance’ Education at the University
Questions
Not Really – Instead it provides flexibility and convenience in the learning
process of on-campus learners to some extent
Was that Distance Education?
Were we expanding the curriculum?
Were we increasing access?
Highly competitive to secure a place at the University

5. Virtual Centre for Innovative Learning Technologies (VCILT)
2001
Promote innovative teaching and learning practices through the use of
technologies
Experiment with new educational delivery systems
Establish a partnership with the academic staff to help them meet
teaching and learning requirements which attains user satisfaction
Increase access to university education through innovative modes of
delivery

6. VCILT – Early Operational Issues
Human Resources
Lack of qualified personnel in instructional design, educational technology,
multimedia development
No clear pre-defined structure in terms of HR for the centre
Started with a few trainees and temporary research assistants
Hired people with right skills but mismatched job descriptions

7. Policy & Incentives
No predefined policy on how e-learning would be integrated in the
University system
What would be the right incentives to involve academics in the integration
of technology in their courses?
The confusion was whether to have online courses or to have multimedia
aids for teaching and learning
VCILT – Early Operational Issues

8. Internet access and penetration very limited
VCILT – Early Operational Issues
Ahead of its time
Students access courses in computer labs
No funding for heavy upfront investment in technology infrastructure

9. Demarcates from the fully online course concept
Blended Learning Concept
Mixed mode and web-enhanced teaching (2002-2003)
Academics are given online space to share course materials with
students and to engage in online discussions
Financial Incentives proposed

10. Lifelong Learning Cluster (2004)
Aim synergy will entail that could eventually sustain the University
in its development path
LLC
VCILT CPDL CITS
Curriculum Development Research Consultancy
A shift in focus (from a policy perspective) from DE to innovative and
alternative modes of delivery to promote lifelong learning & Professional
Development

11. Paradigm shift in University Education: the need to focus on the outcomes (needs) rather than means
The need to enhance teaching and learning
The need to tap on potential of new educational technologies
Adhering to Government vision
- increasing access to tertiary education
- building a knowledge society
- dissemination of quality education
- promoting lifelong learning through a flexible education system
Education is education – it cannot be distant but the means to
achieve educational purpose may differ

12. Centre for Innovative and Lifelong Learning (2004)

13. Centre for Innovative and Lifelong Learning (2004)
21st Century Learning Challenge

14. Centre for Innovative and Lifelong Learning (2004)
To consolidate the University of Mauritius as a Dual-Mode Institution
To contribute to the Internationalization of the University
To promote an innovative culture of teaching and learning at the University
of Mauritius
To contribute to the University’s goal of the knowledge Society Development
To be a high quality provider of online education

15. Key Partnerships for Internationalization

16. Evolution of ICT in Education

17. The Knowledge Society

18. Definition of the Knowledge Society
Knowledge Societies are identified as societies based on the creation,
dissemination and utilization of information and knowledge to enhance
socio-economic development.

19. Key Pillars of Knowledge Society
Information and Communication
Technologies
Knowledge Society
Education
Innovation
Development

20. What Pedagogy for 21st Century ?
The biggest drawback of our
Educational system - students are
not taught “soft skills”- the
competence to discuss, analyse,
innovate and communicate.

21. What Pedagogy for 21st Century ?
All books, papers, notes,
everything on the floor
No mobile phones ON
during the exam – not
allowed at any time
during exam

22. Obsolete concepts in 21st century schools
• Computer labs
• Isolate classroom
• Ban on mobile phones
• Traditional libraries
• Standardized tests
• One-size fits all teaching

23. What Education for Knowledge Society ?
Our existing system suits the industrialization era – producing
disciplined manpower to work in a linear process model.
There is not a need to reform our current education system, but a
need to replace them completely to address 21st century challenges..
Bill Gates

24. 21st Century Education
Media-Driven
Learner-Centered
Personalised
Virtual & Global
Networked

25. Our Educational Philosophy
Technology
Pedagogy Content
Learning
community
Authentic Learning
Competencies and Skills

26. The Educational Process (A networked social activity system)
Mediation
Interaction
Pedagogy
Technology Content

27. Two Distinct Pedagogical Approaches
•Chapter 1: xxxx
•Chapter 2: xxxx
•Chapter 3: xxxx

28. Curriculum Development and Pedagogy
Content-based Approach
The classical approach : e-book equivalent
Fits well with content management systems
Follows a tell and ask approach
Supported by basic communication tools, learning management
tools etc
Maps well on traditional approaches to (distance) learning

29. Curriculum Development and Pedagogy
Activity-based Approach

30. Curriculum Development and Pedagogy
Why Activity-based Approach ?
Inspired from Daniel Schneider (2003)

31. Curriculum Development and Pedagogy
Why Activity-based Approach ?
Inspired from Daniel Schneider (2003)

32. Curriculum Development and Pedagogy
A sample learning activity
C
C
C
C
C
Closing Phase
(Evaluation of
learning)
Monitoring &
Control Phase
(Manage the
activity)
Execution Phase
(Achieve the
projected
outcome)
Planning Phase
(Work Breakdown
Structure)
Intialisation
(Activity Scope
Definition)
Create a new learning
activity

33. Curriculum Development and Pedagogy
A sample learning activity

34. Curriculum Development and Pedagogy
Inspired from Daniel Schneider (2003)

35. Two Distinct Pedagogical Approaches
Skills-focused
Reconceptualisation
of Learning
Learn anytime,
anywhere, but more
important of all - learn
differently, just-in-time
learning
Technology as the mediating instrument for cognitive
stimulation, skills development, ad-hoc learning
and knowledge construction/sharing

36. Key Trends in Education
Massive Open Online Courses (MOOCs)
• Promote informal and lifelong learning
• Virtual communities of practice
• Disruptive innovations – challenging traditional University education
• Massive enrolments, increased access to quality courses, but
usually low completion rate
• Opportunities – Big Data applications in Educations e.g. Learning
Analytics (Educational Business Intelligence)

37. Key Trends in Education
Self-Organized Learning Environments

38. Open Educational Resources
33 contributing partners
- OU UK, UNISA, USP …

39. Cross-border Provisions

43. The Future of the University of Mauritius in perspective
• The forthcoming Higher Education Act
• The sustainability of free undergraduate courses
• Creation of Faculties and Sustainability
• The need for a new Educational and Business Model

44. A New Educational Model
EM
Policy
Framework
Pedagogical
Model
Delivery Model
Business Model

45. Conclusion
ICT should be seen as an enabler to improve existing processes and/or to
create innovative ones – an not an end in itself
Educational Research should focus on pedagogies and the role of
(accessible) technologies to facilitate or support these pedagogies
University Policies should be needs-driven and outcomes-based
Universities of the 21st Century should be driven by leaders and future
thinkers (foresight)