The LMD Reform in Algeria / ICT Use

1. Dr. Naouel ABDELLATIF-MAMI
Sétif 2 University
abdellatifnawel@yahoo.fr

2. Outline
 Introduction
 Reasons and consequences of a paradigm change
 The essence of technology in HE
 ICT in the Algerian HE
 Case study
 Recommendations

3. ICT IN THE LMD
SYSTEM …
« Transformation » is
a problematic
word
consequence
The LMD is a
problem
TECHNOLOGY
BASED HE…
HELP
!!!

4. THE LMD
REFORM AND
ICT
As an abstract
concept it invites
visionary notions of
radical reform;
as a concrete noun
it refers to a process
that alters form
without changing
substance.
that has found favour
with policy-makers,
speech-writers and
advisers in a wide
range of
 governmental,
management and
political spheres.
LMD

5. CONSEQUENTLY
 The HE transformation found favour with
 policy-makers,
 speech-writers
 and advisers
in a wide range of
 governmental,
 management and
 political spheres.

6. Reasons and consequences of a
paradigm change
1. Globalization
2. The rapid development of
ICT

7. The essence of Technology in the
Algerian HE
 Coinciding with the LMD implementation in 2004 –
2005, the ARN project was launched = MSAN =
Broadband connection with high speed = 100 MG.
The aim:
 Supporting all Higher Education institutions with
wireless internet connection

8. Key aims and objectives of the policy
 To support the HE sector as it moves towards
embedding e-learning appropriately,
 To enable institutions to meet the needs of learners
and their own aspirations for development;
 To support institutions in the strategic planning and
change management;
 To support lifelong learning by joining up the
national strategies with those of others

9. 9
The stakeholders lacked a text
A syllabus
And experience with the ICT task

10. CASE STUDY
“ELT IN ACTION”
 Embedding Learning Technology for ELT in
Higher Education
10

11. Questionnaire questions
Relating to
The analysis
phase
Introduction
to Learning
Technology
Questionnaire questions
Related to
Needs analysis
Identifying a
concern in ICT
Making a
preliminary
assessment
Technology review
Low expectations from both teachers and learners
Early activities in
Embedding Learning Technologies

12. THE EXPERIMENT
Ground rules of behaviour
12
I thought it was interesting to come with a project,
prompted by:
1. Course reviews:
Tell me and I will forget
2. Exposure to a technology:
Show me and I may remember
3. Taking part to courses using a technology:
Involve me and I’ll understand.
External pressures
 Increased student numbers
 The need to reduce costs, or
 A policy to use learning technology.

13. 13
The next step...
To identify students’ own professional
development goals, directions or
priorities”
What new abilities will I need?
 Technical skills?
 Project management?
 Educational expertise?
 Subject expertise?

14. 14
Later, in the design stage…
“Planning for initial and/or continuing
professional development”
How will I gain that development?
 Tutor support
 Training
 Colleagues

15. RESULTS
 I have succeeded to propose a Technology-based
course following video-conferencing which I have
integrated in the university website at
www.univ-setif.dz
 Students kept updated by creating their own forums
that enabled them
to discuss
develop their ICT skills
 Reach e-resources (SNDL)

16. RECOMMENDATIONS
Make the necessary means available
to all;
Equality of opportunity in Higher
Education
Internet access in classrooms
Increase cost-effectiveness
Inform about the use and the utility
of ICT in ELT and in HE in general
Create a community service
A programme evaluation
Develop faculty websites and include
forum for discussion
Towards a
Technology-
Based Higher
Education

17. CONCLUSION
To prepare future Algerian students
ready to compete with the globalized
socioeconomic market, it is our duty
to provide them training on
intellectual property rights, online
fact validation, and document
sourcing and attribution.