The Integration of elearning at the University of Thiès in Senegal

Transcription

1 The Integration of elearning at the University of Thiès in Senegal Patrick Guilbaud, Tala Gueye, Ozzie Abaye, Fatou Gueye, Fan (Luisa) Li February 9, 2012 USAID/ERA Project :: Rue 26, Ngor Almadies :: Tel : :: Récépissé N 685-A Agenda Introduction: OIRED Introduction: ERA project University of Thiès in Senegal elearning & Agriculture Education ERA Project Implementation Plan elearning Implementation Plan Issues & Discussions Next Step 1

2 Office of International Research, Education, and Virginia Tech Research and Service Education Abroad Regional Centers International Support Services Special Projects Collaborative Research Support Programs (CRSPs) Women in International Development Senegal ERA Project 5-year, $28 million program Funded by USAID Partners 4 American universities with Senegalese agriculture institutions Part of U.S. government s Feed the Future initiative Goal: restructure the agriculture curricula at Senegalese universities, making it more relevant to today s needs 2

3 USAID/ERA s Consortium Footprints Y2 Dakar Saint Louis UCAD, ESEA, CFPH, ISRA, ITA, FNRAA UGB, CNFTEIA Thiès Kolda UT, ENSA, ISFAR Virginia Tech Consortium Partners Virginia Tech Purdue University Michigan S. University Tuskegee University University of Connecticut Cassamance Uzig, LTAEB, CNFTEFCPN Université de Thiès A public academic institution Born out of a fusion of multiple academic institutions in 2007, UT is characterized by its many sites. 4 UFRs 1 School 2 Institutes 20 Departments L Unité de Formation et de Recherche en Sciences Économiques et Sociales (UFR SES) L Unité de Formation et de Recherche en Sciences Et Technologies (UFR SET) L Unité de Formation et de Recherche en Sciences de la Santé (UFR SANTE) L Unité de Formation et de Recherche en Sciences de l Ingénieur (UFR SI) L École Nationale Supérieure d Agriculture (ENSA) L Institut Supérieur de Formation Agricole et Rurale (ISFAR) L Institut Universitaire de Technologie (IUT) Un Bureau d Etudes et de Services à la Société (BESS) Un Bureau d Ingénierie de la Formation (BIF) Une Division de la Recherche (DR) Une Division de la Coopération Internationale (DCI) Une Division de l Insertion et des Relations avec les Entreprises (DIRE) Un Service des Relations avec les Milieux Professionnels et les Populations Un centre des Ressources Informatiques (CRI) 3

4 Université de Thiès With a strong focus and orientation towards the agriculture sector, UT is facing growing demands for its services. The institution is desperately seeking to increase its capacity to deliver education. ENSA ISFAR elearning & Agriculture Education Most elearning programs in agriculture currently being undertaken in the world are in the pioneering phase. Low-risk & low-cost elearning technologies, & free services Largely rely on funding Not sustainable (Berge and Leary, 2006). Adoption curve for elearning in agricultural sectors (AAC 2005) 4

5 elearning & Agriculture Education Equipment & Technical Resources Gaps between Trainers and Designers Challenges Faced by Trainers/Instructors Challenges Faced by Students/Farmers Challenges Digital Divide & Digital equity User s characteristics & Anticipated uses of elearning USAID / ERA Project / elearning Launched in January 2011 Key objective: strengthening institutional and human capacities in the fields of education and research in agriculture in Senegal. Focused capacity building at the tertiary level Intends to assist UT in implementing an elearning and online education program that can serve as a model for Senegal and the broader West African Region 5

6 Analytical Framework Implementation Framework Phase I Foundational (2011) Supply:: Diagnose, Test, and Refine; Focus: Interventions Demand:: Integrating Voice of Customers; Focus: Connection Phase II Intermediate (2012) Phase III Advanced (2013) Phase IV Sustainability (2014+) Supply:: Coach, Utilize, and Refine; Focus: Utilizations Demand:: Win/Win Partnership Models; Focus: Engagement Supply:: Assess, Measure and Refine; Focus: Innovations Demand: Obtaining Measurable Gains; Focus: Outcomes Supply:: Broadcast, Promote, and Retain; Focus: Repetitions Demand:: Realizing System-wide Changes; Focus: Impacts 6

7 I.1 Gather Facts & Establish Baseline Rapid Diagnostic Labor Study Self Diagnostic Phase I Rapid Diagnostic Aspects Critical Priorities Acquisitions Fixing-up Repairs / Rehabilitations Focus Part A Part B Centre Elevage ENSA (UT) ISFAR (UT) CFPH (Cambérene) Ecole Eaux et Forêt Lycée Bignona UGB UCAD UT UZ ISRA ITA Capacity Building Les Acteurs Principaux : Unité de Gestion, Dr. Keith Moore (VT) + Consortium 7

8 Phases I & II Labor Study Aspects Questionnaire Analyse Ateliers Focus Value Chain Agricultural Industries Les petits agriculteurs CNCR Agro-industries Transformation industrielle Les Régions Les Acteurs Principaux: U-Conn et ENEA + Unité de Gestion Phase II Aspects Focus Curriculum (Incl. ESL, e-learning, Insertion) Part A Part B Auto- Diagnostic Research and Outreach Management and Leadership UGB UCAD UT UZ Centre Elevage ENSA (UT) ISFAR (UT) CFPH (Cambérene) ISRA Ecole Eaux et Forêt Links and Collaborations ITA Lycée Bignona Les Acteurs Principaux: Unité de Gestion, Dr. Keith Moore (VT) + Consortium 8

9 USAID/ERA Establishing a Baseline for the Investments Justifications I) Rapid Assessment II) Self-Diagnosis Supply Demand Infrastructure Equipement Human Capacity Systems and Operations Self-Diagnostic Labor Study Centers + ENSA Universities All Partners Interventions PSAETs Rsch Ctrs, Employers Criticial Priorities Short-term Technical Training Training and Support Mid to Large Investments : Infrastructures, Curricula, Research, Outreach and long-term training. elearning Implementation Plan 1/5 Needs assessment and program set-up Mar. July 2011 Deliverables: ELearning Questionnaire Installation of Groupware System Google Apps for Education Assessment of Pedagogy, elearning and Distance Education plan Set-up of ERA Innovation and Learning Lab 9

10 elearning Implementation Plan 2/5 Pilot pedagogy and elearning program May Nov Deliverables: Pilot workshop on elearning and Pedagogy Rolling out of Groupware System Google Apps for Education Set-up of ERA Moodle Distance Learning platform ERA ESL Distance Learning Evaluation of pilot testing results elearning Implementation Plan 3/5 Equipping of AETs and rolling-out of tailored training programs in US Aug. Dec Deliverables: Pedagogy, elearning and Distance Learning capability at each partner site Goal statements and elearning implementation plans by prospective participants in the program Hands-on training in the US Presentations and follow-up discussions led by participants in the US training program 10

11 elearning Implementation Plan 4/5 Co-tutoring and support Jan. Dec Deliverables: Technical and operational support of the AET sites Advanced training in elearning and Pedagogy Evaluations and implementation of appropriate adjustment activities Participation in workshops, seminars, conferences and forums elearning Implementation Plan 5/5 Dissemination of Best/Innovative Practices and follow-up Oct End of project Deliverables: Dissemination of best practices Training at the local level Manuel describing the system requirements, components, operations, and interfaces between the system and the instructors in the institutions Advanced training in elearning pedagogy Evaluations and implementation of appropriate adjustment activities 11

12 Interventions ( ) Pilot Training, Summer participants EFL & elearning September Training, Sept Land-grant group (16) EFL & elearning group (12) Pedagogy & elearning group (8) E-Pilot, Spring

13 elearning Training

14 Issues & Discussions Leveraging elearning to improving access and equity to higher education opportunities in low resource environment Let s Do IT! Different formats of elearning: Pure Blended Cohort Issues & Discussions Using open source teaching tools and techniques in non- English speaking countries; Most online resources are in English High demand of English proficiency of educators ESL programs Open source vs. Free resources 14

15 Issues & Discussions Reinforcing elearning development in Senegal through networking Official channels Professional channels Social networking ERA Moodle Issues & Discussions Maintaining the focus on education and quality, even under severe budgetary constraints; Example: Virtual Frog Dissection Lesson Can you teach frog dissection online? What resources can you find online? Why? Why not? 15

16 Issues & Discussions Creating conditions for acceptance of the entire university community to engage with e-learning General positive attitudes Online v.s. Traditional Other? Next Step: Pilot elearning Program Participants: Educational faculty and staff at the partner institutions Content designers and developers Objectives: Promote the use of e-learning media among partner institutions Development of pedagogical and technical skill sets for use in distance learning Creation of a community of trainers at each institution who collaborate using the platform 16

17 Next Step: Pilot elearning Program Outcomes: Participants should be able: To become familiar with the Moodle Platform as course creators and administrators. To exchange their experience with others in the group and form a learning community. To develop a complete online course selected by the trainee in the Moodle platform. To establish requirements to operate online courses at participating partner institutions. Questions? Comments? 17

18 References: Berge, Z., & Leary, J. (2006, June 12). Trends and Challenges of elearning in National and International Agricultural Development. International Journal of Education and Development using ICT [Online], 2(2). Available: Garnic A.and Cukusic M. (2007). Universal Design Within the Context of e-learning. C. Stephanisdis (Eds.): Universal Access in HCI, Part III. HCII 2007, LNCS 4556, pp , 2007.Springer Verlag Berlin Heidelberg 2007 Liaw S. S. and Huang H. M. (2007). Developing a collaborative e-learning System Based on Users Perceptions. Lecture Notes in Computer Science. 4402, Makovic S. and Jovanovic N. (2011). Learning style as a factor which affects the quality of e-learning. Springer Science+Business Media B. V Worldbank (2011, May 26). $100 Million to Improve the Management of the Senegal Tertiary Education System. Retrieved from Contact Patrick Guilbaud, PhD Project Director, USAID/ERA, Virginia Tech ([email protected]) Tala Gueye, PhD, Faculty / Researcher, University of Thiès ( [email protected]) Ozzie Abaye, PhD, Professor, CALS, Virginia Tech ([email protected]) Fatou Gueye Curriculum & Academic Officer, USAID/ERA ([email protected]) Fan (Luisa) Li International Training coordinator, OIRED ([email protected]) 18