At the 4th eLearning Africa International Conference, Dakar 28-30 May 2009

1. Strategic Options and Results of
Introducing Blended Learning at the
National University of Rwanda
Prof. Dr. em. Peter Stucki
Department of Information Technology
University of Zurich, Switzerland
p-stucki@bluewin.ch
Rwagasana Gerald, Director
Center of Instructional Technology / AVU Learning Center
National University of Rwanda
gerwaga@yahoo.com
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2. Part 1
Strategic Options
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3. Fast Evolution of Information and Communication
Technologies Enables Educational Mobilization World-Wide
Dramatic improvement of ICT
Access Options speed, storage and cost
Wireless, broadband
Wired, broadband
performance. Sophisticated
Giga/Tera Byte commercial and open source
media storage software systems.
Batteries
& Accus Ideally, students possess their own
ICT equipment and Internet access
facilities.
They have adequate computer
Laptop
iPods application skills and they expect
Handy (Video) professional services.
Hard- and Software Today, ICT is the widely accepted
Platform enabling tool for knowledge
acquisition and learning.
ICT End User‟s Gadget Choices
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4. Fast Evolution of Information and Communication
Technologies - Conclusions
ICT applications become increasingly
powerful, sophisticated and service oriented.
Teaching, learning, testing and certification
become increasingly ICT dependent.
ICT end-user equipment and Internet infrastructure
comply with ICT standards. They are (micro-)
programmed as proprietary entities, reliable and
world-wide merchandised by well known companies.
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5. Fast Evolution of Time- and Space-Independent
E-Learning - The Paradigm Changes
Conventional classroom teaching evolves into web-based
classroom teaching (e.g. books and course material in
electronic form, streaming, pot-casting)
Conventional collaborative learning evolves into web-
based collaborative learning (e.g. discussing and under-
standing problems, objectives and results of given
cases online, web-based social networks)
Conventional individual learning evolves into web-based
individual learning (e.g. online-learning trough self-
motivation and self-responsibility)
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6. Fast Evolution of Time- and Space-Independent
E-Learning - Options for Source-Sink Knowledge Delivery
Source
Synchronous Asynchronous
Point-to-Point Point-to-Point
Broadcasting
Communications Interactive Data Transfer
Streaming Web-based online-courses
Video- Missing
navigation/interaction - that contain interactive,
Conferencing
Web- constructivistic learning hyperlinked multimedia ele-
Television model does not apply. ments (print, audio, video)
Casting
Pedagogically preferred
model for implementation
Sink
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7. Fast Evolution of Time- and Space-Independent
E-Learning - Pedagogically Preferred Model
• Define knowledge level and learning paradigm
• Define granularity of factual knowledge
• Provide 'lean content/course-structure' (index, body, ..)
• Provide interactive elements (navigation, „learning-by-doing')
• Provide test and assessment procedures
• Provide e-communication facilities to break isolation
(e.g. mail, chat, discussion, collaboration tools)
• Set useful and stable links (glossaries, libraries, sites)
• Select suitable rich-media elements (print, audio, video)
• Provide pleasing, intuitive and motivating UI-design
• Plan for human-communication sessions (blended model)
• Develop e-Learning application on stable platforms
• Provide student-centered new learning experience
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8. Fast Evolution of Time- and Space-Independent
E-Learning - Conclusions
The classical knowledge development process in-
creasingly relies on digital technologies (e.g. research,
field experiments, publications and library services).
Classroom teaching, collaborative and individual
learning all tend towards web-oriented dependencies.
The pedagogically preferred model is the web-based,
interactive, rich-media, online course that is based
on de-facto standard design guidelines.
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9. Perception of E-Learning by ist Players
Educators:
Difficulties to Students:
move away from Generally in
„status-quo‟ favor of change
Lea rn ers
Quest ions&Answers
but against
Institutions: Tea ch er
Social environ ment
any reduction
Classroom Te aching
Limited budgets, (Conventional & Web-bas ed) of classroom
some understand events
the strategic Collaborative Le arning
importance (Conventional&Web-based)
Policy Makers:
Rich-Media Internet In support of
Industry:
accelerating
E-learning as Individual Le arning change
new qualification (Conventional&Web-based)
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10. Reorganization of Curricula Structures - The
Implementation of Layered Study Structures in Europe
(The „Bologna‟ Process)
The perception and acceptance of e-learning varies
amongst the various players and perspectives involved.
With the „Bologna‟ process under way, the acceptance and
use of e-learning resources gains further momentum
(structured module- and learning-units, blended learning).
Stronger top-down guidance is needed to accelerate
the acceptance of ICT resources in education
(driving forces from politics, institution, industry).
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11. Assessing E-Learning at the Nationa University
of Rwanda - A Summary
The structure that makes up a modern academic institution,
e.g. rectorate, faculties, chairs, administration, support
functions such as computer- and network-services, e-learning
centers as well as the professional competence encountered
all comply with common international levels and standards.
However, there is a severe, general lack of funding for
appropriate ICT infra-structure at large as well as the hiring
of additional human resources (e.g. ICT specialists, media-
didactics professionals, instructional technologists, etc.)
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12. Assessing E-Learning at the Nationa University
of Rwanda - A Summary
There is a common understanding and recommendation
that e-learning activities must continue in spite of
unsatisfactory ICT infra-structure and human
resources funding conditions.
All opportunities and efforts that will raise the level
of e-learning must be taken to contribute and
improve the access to higher education for all.
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13. Results of Introducing Blended
Learning
at the National University of Rwanda
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14. Situation at the National University of Rwanda - NUR
(May 2009)
Challenges
• More than 10.000 students and 520 lecturers and infrastructure for 4,000 students
• Lack of modern equipped library: now money → old books, no journals
• Lack of equipped science laboratories
• Lack of sufficient and equipped classrooms
• Lack of sufficient number of qualified teachers: 120 PhD holders, 31 Professors
and Associate Professors
• Low internet connection (bandwidth)
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15. Opportunities
 Full support of Government to promote ICT in Rwanda and its educational system
 Fiber optic installation in the whole country
 Purchasing more computers for educational institutions ( now 2000 in NUR)
 One Laptop Per Student Project at NUR: 7,000 students and all lecturers
 Wireless connection covers the whole NUR campus (May 2009)
 Installation of optic fiber in the whole country
 Rwanda connected through optic fiber to the Mombasa submarine cable July 09,
increased bandwidth from 2MB to 50 MB
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16. ICT in teaching/learning at the NUR
 Creation of a Center for Instructional Technology – CIT, Jan. 2004
 Purchasing 500 new computers and installation of new computer labs (room of 20 –
80 computers) to be implemented by July 2009
 Improved internet connectivity by installation of optic fiber at all NUR campuses
 Introduction of blended learning approach of teaching/learning approach
 Adoption of eLearning policy document prepared by the CIT
 Adoption and installation of Moodle (LMS) on the NUR local server. More than 50
lectures have course modules on MOODLE
 Intensive trainings of staff in basic IT Skills and usage of Moodle
 Training in finding and using OERs (MERLOT, etc.)
 Installing mirror sites of some OERs on NUR server (MIT Courseware,
HyperPhysics) and finding best links for specific subjects
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17. Blended learning + OERs practices at NUR
What are Open Educational Resources?
Learning content: Full courses, courseware, content modules, learning objects,
collections and journals (MIT OCW, MERLOT, Connexions,etc.)
Tools: Software to support the development, use, reuse and delivery of learning
content, including searching and organisation of content, content and learning
management systems, content development tools, and online learning
communities (Moodle, Sakai, Educommons, Wikis, etc.)
Implementation resources: Intellectual property licenses to promote open
publishing of materials, design principles of best practice and localize content
(Creative Commons,
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18. What is Blended learning?
“A combination of face-to-face and on-line delivery,” ( BECT)
Such a blend of e-learning and face to face based learning combines the any
time/pace/place advantages of online facilities and materials, often through a mix of
media, with opportunities for tutor support .
Scheme:
 In class face to face introduction of new concepts and orientation
 Online discussions in small groups, teacher as facilitator, chat, forum,
quizzes
 In class face2face meeting teacher – students for further explanations
Many pedagogists have accepted that blended learning is about developing skills
and knowledge by engaging and challenging the learner in different ways.
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19. Blended learning + OERs usage for teaching Introductory
Phsics at the NUR (1st year compter science department
We used OERs as solution to the lack of library, laboratories, journals, etc.
Mainly used OERS
 MERLOT (simulations, animations), http://merlot.org
 MIT OCW for courses materials. http://www.ocw.nur.ac.rw/
mirror site
 Phet for simulations. Free downloadable at
http://phet.colorado.edu/index.php
 Hyper Physics for course materials. http://hyperphysics.phy-
astr.gsu.edu/hbase/HFrame.html. mirror site
And Other free courses found on the Web
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20. Blended learning in physics, 1st year
computer science department (2008, 2009)
Mainly used OERS
 MERLOT (simulations, animations), http://merlot.org
 MIT OCW for courses materials. http://www.ocw.nur.ac.rw/
mirror site
 Phet for simulations. Free downloadable at
http://phet.colorado.edu/index.php
 Hyper Physics for course materials. http://hyperphysics.phy-
astr.gsu.edu/hbase/HFrame.html. mirror site
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21. Students’ work organization
 Students’ small groups work collaboratively on Moodle
 small groups’ synchronous and asynchronous sessions of discussions + chat and
forum
 Online readings and related questions posted on the platform
 Answers to the questions are submitted before the next face to face lecture
 Quizzes and feedback from the lecturer. also partially assessed on the platform.
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22. Assessment and Outcomes
 Comparison of average marks obtained: 13,5 / 20 in blended learning using
OERs; while 11.2 / 20 in traditional classroom approach.
 Increased student’s motivation, interest and better understanding of physics
concepts was observed.
 85% of students expressed their satisfaction and preference of the new method
of teaching
 Students gained new ICT skills and knowledge that hey can use in many other
 conditions.
 Students learned to work collaboratively and gained better social behaviour.
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23. Assessment and Outcomes
 The results provide interesting information that can be used for further study on the
impact of blended learning mode combined with OERs on the quality of
undergraduate physics’ teaching at the University.
 The results show the interest of using OERs to make physics teaching more
motivated and flexible without reducing learning benefits
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24. Thank you for your attention
Merci de votre aimable votre attention
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