IMPLEMENTING

M-LEARNING
SOLUTIONS IN
EGYPT FOR
LIFELONG AND
HIGHER
EDUCATION
PROGRAMS

W|áàtÇà@ÄxtÜÇ|Çz? bvàÉuxÜ J@L? ECCK

Chaput & El Kassas
PROMOTING VALUE-ADDED
LEARNING CONTENT
IN HIGHER EDUCATION
INSTITUTIONS
AND
IN LIFELONG EDUCATION
IN EGYPT
WITHOUT HUGE EXPENSES
BY USING TECHNOLOGICAL
FACILITIES
OVERVIEW

From traditional to new learning models

ICT-enabled learning

ICT-enabled learning in Egypt

Implementing mobile-learning in Egypt

Conclusion

New perspectives
From traditional to new learning models
A CHANGE IN PARADIGM
ADVANTAGES AND DISADVANTAGES OF
w26
TRADITIONAL EDUCATION SYSTEMS

Pros Cons

Direct contact between
Learners are subject to time
teachers and learners and space constraints
w24

Immediate feedback and
Learners who miss classes

physical interactions automatically lose training
w25

between learners and materials

teachers
The heterogeneity of learning
profiles cannot be taken in an
effective way
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 lesson

welcome, 10/4/2008

w26 By traditional system, we mean presence learning as opposed to distant learning systems
welcome, 10/4/2008
 ICT-enabled education
POTENTIAL BENEFITS
ICT-ENABLED EDUCATION
POTENTIAL BENEFITS
ICT-enabled systems has the potential
to provide high-quality, context-based,
w65
attractive content to:
w23
w21 w22

Adult or
Young Constrained
executive
students learners
workers
Slide 7

w21 Blended-learning solutions: young students will be stimulated by high levels of interactivity and participation, a fair amount of flexibility and
enough scaffolding from their tutors.
i.e. inside and outside the class
welcome, 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 constrained

welcome, 10/6/2008
 ICT-enabled education
TYPOLOGY OF LEARNING
TECHNOLOGIES
TYPOLOGY OF LEARNING
TECHNOLOGIES
Satellite-
based
learning

RAID
Web-
Mobile-
based
learning
learning
ICT-enabled education
CHALLENGES
ICT-ENABLED EDUCATION
CHALLENGES
w27

w33
Enable Research in
Promote ICT
Political lifelong
skills
learning E-Learning

Connectivity w29 Norms andw28

Technological & accessibility
Energy
standards

w67
New learning New
w31 Socio- w30
Educational and teaching evaluation
constructivism
strategies w66 system

w32 Personal and

Teaming and
Cultural collaboration
social Localization
responsability
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, recycling

welcome, 10/6/2008

w30 autonomy: design programs to train users (learners) to develop self-learning & self-development capacities
welcome, 10/4/2008

w31 learning styles must be taken into account in educational design to take full advantage of ICT possibilities
welcome, 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 knowledge
society

Remarque : ne faut-il pas évoquer les initiatives du GoE et du MCIT, par ex les ELCC (http://www.elcc.gov.eg/pages/ELCCInBrief.aspx) ? il y a
des projets mais rien de global au niveau université et par ailleurs, ils parlent de former les jeunes et les employés, mais jamais de proposer des
diplômes spécialisés dans les domaines de la FOAD.
welcome, 10/4/2008

w66 Anita El Masreya 10/5/2008

Rethink 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.

Slide 11 (Continued)

selflearning
welcome, 10/6/2008

w67 paying attention to learning styles and profiles of Egyptian students

defining a strategy and identifying the budget, infrastructure, staffing, and policies required
welcome, 10/6/2008
 ICT-enabled education in Egypt
SATELLITE-BASED LEARNING
SATELLITE-BASED LEARNING:
EGYPTIAN SATELLITE NILESAT
Nilesat provides interactive content for distant-
learning by offering reliable and cost-effective distance
educational programs.
educ-1 univ 1 Tanweer Al Saha
Primary and secondary education

educ-2 univ 2 … …
Higher Education

educ-3
Culture

Health
educ-4
 ICT-enabled education in Egypt
WEB-BASED LEARNING
WEB-BASED LEARNING:
EDUCATIONAL PLATFORM

Some universities have acquired learning
management systems and developed online content:
WebCT Moodle …

• AUC • UFE •…
• BUE
• Cairo
University
WEB-BASED LEARNING:
EDUCATIONAL PLATFORM

Advantages 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
ICT-enabled education in Egypt
MOBILE-LEARNING
Implementing Mobile-learning in Egypt
DEFINITIONS
WHAT IS MOBILE
LEARNING?
Mobile learning is:
the ability to learn anywhere at anytime without permanent
physical connection to cable networks.
w82
“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 .
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
Implementing Mobile-learning in Egypt
POTENTIALITY
POTENTIALITY OF MOBILE
DEVICES

Mobile phones are affordable and widely spread

in Egypt: 33 millions of mobile phone subscribers

worldwide: 98% of university students own a mobile
phone, and around 400 million mobile phones sold
every year.

Other handheld devices have potential in Egypt:

desktop and pocket PCs

portable media players
MOBILE-LEARNING
ACROSS CONTEXTS

M-learning allows getting benefit of spare time

Mobile phones can be used in many learning
w63
activities

M-learning increases educational and creative
content availability w50
Slide 22

w50 spreading learning materials to geographically dispersed students. In fact, M-learning is an affordable solution to increase access to learning
materials, using cheaper equipment like portable media players or mobile phones that can operate without the need of continuous access to
electricity.
welcome, 10/6/2008

w63 (such as grading / assessing learning), peer-evaluation/collaboration, reading / listening / performing a serious game
welcome, 10/6/2008
MOBILE-LEARNING USER
TYPES

M-learning provides learning opportunities to
learners who:
do not benefit
are continually on are time-
from developed
the move constrained
ICT infrastructure w84 w85
w83
Slide 23

w83 such as rural learners

welcome, 10/6/2008

w84 such as business professionals

welcome, 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
Implementing Mobile-learning in Egypt
POTENTIAL SCENARII
POTENTIAL SCENARII
Serious games
• to increase knowledge and awareness on important issues (radical approach to learning
giving people the opportunity to learn about health, economic, civil rights, etc.)

Context-aware applications
• taking the localization (like the GPS) and the user’s needs into account (through
keywords) : context-based and tailored courses/tutoring (e.g.: language), use an
interactive guide in a cultural site (museum, archeological site, etc.), etc. w94

Problem solving and team working

• through just in time learning: collaboration and interactivity between co-workers while
on a mission or out of office. w91

Participative and interactive activities

• in an amphitheater/classroom/meeting room: vote, surveys, Q&A, quizzes sent via SMS
or Bluetooth. w90
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 information
welcome, 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
POTENTIAL SCENARII
Context-aware Problem solving and team Participative and
Serious games
applications working interactive activities

• to increase • taking the • through just in • in an

knowledge and localization (like time learning: amphitheater/clas
awareness on the GPS) and the collaboration and sroom/meeting
important issues user’s needs into interactivity room: vote,
(radical approach account (through between co- surveys, Q&A,
to learning giving keywords) : workers while on quizzes sent via
people the context-based and a mission or out SMS or
opportunity to tailored of office. Bluetooth.
learn about courses/tutoring
health, economic, (e.g.: language),
civil rights, etc.) use an interactive
guide in a cultural
site (museum,
archeological site,
etc.) w93
Slide 26

w92 enabling teachers to poll students understanding of a lecture for e.g.

welcome, 10/6/2008

w93 students can log on the LMS or a shared directory to share/submit/browse information
welcome, 10/6/2008
Implementing Mobile-learning in Egypt
KEY CHALLENGES
CONCLUSION
Mobility Devices Applications
• Connectivity: over • No dominant • Create minimal
time, with greater standard learning objects and
performance • Unique device sharing them in a
• Security capabilities unique referential
• Infrastructure: • Low memory cellular system +aggregation
increase wireless phone capacity • Create interactive
networks everywhere. and intuitive Arabic
educational tools
• Seamless access to
content on all devices
(TV, PC, Mobile)
CONCLUSION & PERSPECTIVES
CONCLUSION & PERSPECTIVES

To use the available

educational content,

ICT infrastructure

widely-spread devices (mobile phones, IPods, etc.
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.
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. AEM2

We can thus identify the needs in terms of human

resources:

instructional designers (course content and curriculum
development)

web & multimedia designers,

human-machine interface specialists,

language specialists & language engineers,

database analysts,

CMS/LCMS administrators,

ICT trained teachers and tutors, etc.
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 highly
specialized skilled people, willing to participate in the creation of an inclusive and sustainable knowledge society.
Anita El Masreya, 10/7/2008
CONCLUSION & PERSPECTIVES
New university programs should help addressing this issue
Inter-
Inter-university cooperation
• through innovative projects
(e.g. current Tempus and
partnership between
Egyptian and universities
abroad), in an attempt to
promote community of
practices in Egypt and in
the region in the main areas
of ICT learning.
Private sector cooperation
• through partnership
between IT, mobile phone
companies and universities
should be developed so as
to promote mobile and
Internet learning, as all
parts would benefit from it.
CONCLUSION & PERSPECTIVES

Developing a global partnership for development

• is the 8th goal of the Millennium Development Goals

set by the UN in 2000, which are to be reached by all
state members by 2015. Therefore, Egypt faces a real
incentive to lead the way in the region.
THANK YOU FOR YOUR
ATTENTION

delkassas@gmail.com
annecharlotte.chaput@mac.com