1. Presentation Moodle MOOC 4
Topic: Can Moodle be used to educate the masses in Africa?
Presentation plan
1. Introduction(biography, geography and context)
2. Some background information(ICT in Africa)
3. Training project description: Moodle
4. Research study: users’ experiences
5. Data collection
6. Analysis of experiences
7. Users’ comments
8. Recommendations to policy makers
9. Conclusion
10. References
2. Biography, geography, and context
• Presenter: Janvier
Nkurunziza(Lecturer City
of College Glasgow)
• Burundi(Where and why?)
• One of the poorest
countries
• Many decades of war
• Hundreds of thousands
people died
• Infrastructure destroyed
• Others fled to
neighbouring countries
• Brain drain
3. Geography and context
Solutions to the problems
• Migration for Development
in Africa projects
• Great Lakes countries
Funding
• Belgium
• Office for International
Migration/MIDA project
4. Geography and context
Partners
• University of Burundi
• Catholic University of
Bukavu (RC Congo)
• National University of
Rwanda
• Kigali Institute of Education
5. Background information
(ICT challenges in Africa)
US census bureau, Jan.2014 ICT Challenges
• low computer ownership
(Boitshwarelo,2009)
• no/slow internet connectivity
• Unreliable electricity supply
(World Bank report: ‘Paying the
Price for Unreliable Power
Supplies 2009’)
• Low Internet usage (18%
population, US Census
Bureau,2014,see across)
• little staff training (Masanja,
2010)
6. Background information
(challenges in Burundi )
What other challenges face
Burundi?
• High levels of poverty(less than a
dollar a day)
• 90% of population rural
• Very low Internet access
• High costs(Internet)
• Lack of/insufficient
infrastructure(telephone lines)
Source: o Africa,
http://www.oafrica.com/ict-
policy/internet-updates-from-
burundi/
7. Background information
(ICT challenges in Burundi )
Other challenges face Burundi
• Skills shortage
• Lack of/insufficient staff
• Dependence on foreign
expertise
• Computer literacy issues
• Ageing teaching/academic
staff
• 67 % of University of Burundi
teaching staff are more than
50 years old
Source:Observatoire de l'Action
Gouvernementale(OAG, 2011)
Areas are covered by the ITU-
McCaw Broadband Network(2011)
8. Background information
(ICT challenges in Burundi )
What other challenges face
Burundi?
• Poor implementation of ICT
strategy and policy (education)
• Large classes(200-300 students
in a science lab class)
Source:(OAG, 2011)
9. Background information
(ICT opportunities in Burundi)
• ICT strategy(2004) & policy
(2007)
• ICT vision 2025 :
• Universal access to ICT
• Centre for excellence and hub
10. Background information
(ICT opportunities in Burundi)
• Burundi Backbone System
• Price expected to drop
• Faster Internet connection
• Greater awareness of ICT
importance( economy,
education, etc.)
• Higher mobile cellular
subscription(per 100 people
25.6%, World Bank, 2012)
11. Background information
(ICT in universities)
• Much use of ICT at university
but insufficient
• University of Burundi( 6 sites
interconnected)
• 500 computers(360 for
students with free Internet
access)
• E-library development at the
University(sharing resources
with partners in the region)
• Poor research in general
Source: Hare( 2007); OAG(2011)
12. Background information
(ICT in universities)
Other universities:
• minimal ICT infrastructure
• Université Lumière
• Ecole Nationale Supérieure
• Université du Lac Tanganika
Source: Hare( 2007);
OAG(2011)
13. Background information
(ICT in universities)
• Much but insufficient use of ICT at
University of Burundi
• 6 interconnected sites(UB)
• 500 computers(360 for students
with free Internet access)
• Connection to the internet through
local ISPs
• E-library development at the
University(sharing resources with
partners in the region)
• Poor research in general
Hare( 2007); OAG(2011)
14. Training project
Introduction and use of Moodle in
Burundi (2010 & 2012)
Aim?
• Facilitate Moodle training
• Build staff capacity(train the
trainers)
• Design teacher training
materials
15. Training project
Introduction and use of Moodle in
Burundi (2010 & 2012)
Beneficiaries
• University academic staff
• Centre for research and
training (peace)
• University researchers
• Librarians
• Support staff(ICT)
16. Project: Introduction and use of
Moodle in Burundi (2010 & 2012)
Partnership: 5 local and regional universities (public and private) with
Migration for Development in Africa(MIDA projects)
• Université Nationale du Burundi(main institution and training
provider)
• Université Lumière
• Ecole Nationale Supérieure
• Université du Lac Tanganyika
• Université Catholique de Bukavu (DR Congo)
17. Project: Introduction and use of
Moodle in Burundi (2010 & 2012)
Partnership: 5 local and regional universities (public and private) with
Migration for Development in Africa(MIDA projects)
• 40 participants
• age range (20-60)
• 13 women
• 27 men
• Language of instruction: French
19. Research study: experiences
(before training)
2
1
1
1
31
4
How many times have you
used Moodle in the past?
Survey
• interviews
• questionnaire
• self-evaluation
• one-to-one discussion
20. Research study: experiences
(before training)
2
1
1
1
31
4
How many times have you
used Moodle in the past?
Results (see chart across)
• 31/40 ( no experience)
• 4/40 (other experience)
• 2/40(once a month)
• 1/40:once in 3-12 months
User’s comment
• “Before the training, I had no
information on the software”
21. Research study
Data collection and analysis
Needs analysis aims
• Identifying the
problem(s)
• demand and
readiness
• Staff training needs
• Challenges
What is your Moodle experience?
22. Research study: Users‘
experiences
What challenges?
• Large numbers of students from secondary education
• Fewer resources at university
• 9,778 students ( University of Burundi, OAG,2011)
• Inadequate/poor instruction
• Lack of quality instruction
• Inadequacy between instruction and employment
• Insufficient/lack of staff
23. Research study: challenges
• Large numbers of students
• 30, 000- 40, 000 expected in 2015 in the whole country(OAG, 2011)
• Insufficient/lack of computers(1 computer for 300 students, OAG,
2011)
• Online safety concerns
24. Research study: challenges
• Heavy workload
• Lack of time (see comment from participant 5)
• Lack of skills (computer, Moodle,etc. see comment from participant 7)
• Moodle not connected to the University network (intranet)
25. Research study: Users' motivation
Intrinsic & extrinsic motivation
• Learning new technologies and new skills (see participant 3
feedback below)
• Improving knowledge(see participant 4, 5 & 7 feedback below)
• Professional development(see participant 4 feedback below)
• Certification
27. Research study Users 'feedback
(my translation from French)
Participant 1
• “created a virtual course”
• “added a course”
• “prepared a questionnaire”
• “converted a file into a PDF format”
• “changed the appearance of Moodle”
28. Research study Users 'feedback
(my translation from French)
Participant 2
• “I made contact with the Moodle software”
• “I had some knowledge of making online courses”
• “I practiced in a group with my colleagues”
29. Research study Users 'feedback
(my translation from French)
Participant 3
“Before the training, I wondered how I could participate in an online course
and now I know that with Moodle, I will manage a million things”
30. Research study: Users 'feedback
(my translation from French)
Participant 4
“I have improved my knowledge in
• “managing platform Moodle”
• “linking (files, website, ....)”
• “converting documents into different formats”
31. Research study: Users 'feedback
(my translation from French)
Participant 5
• “I do not have the same needs as before the training”
• “I learned a lot about Moodle but time is insufficient”
32. Research study:Users 'feedback
(my translation from French)
Participant 6
• “For me, the training objectives were achieved except how to register
students …”
• “I expected that I know the concepts and Moodle can be accessed
easily…”
• “ I need to better develop my knowledge in the use of Moodle”
33. Research study: Users 'feedback
(my translation from French)
Participant 7
• “Before the training, I had no information on the software”
• “After having undergone Moodle training, I have improved my
knowledge”.
34. Research study review
Can Moodle be used to educate the masses in Africa?
• Yes it can! A lot of experiences despite challenges
• Logging in to Moodle,
• Enrolling in a course and creating a course
• Distinguishing users' roles (teacher‘s, student's, etc.)
35. Research study review
Can Moodle be used to educate the masses in Africa?
• Yes it can! A lot of experiences despite challenges
• Setting course format (thematic, weekly, and informal)
• Enrolling students/participants
• Activating or exiting edit mode in a course
• Navigating into blocks
36. Research study review
Can Moodle be used to educate the masses in Africa?
• Yes it can! A lot of experiences despite challenges (cont.)
• Integrating and managing communication tools (forum, chat,etc.)
• Creating multimedia resources (text page, web page, etc.)
• Engaging students in collaborative activities (Glossary, Wiki, etc.)
• Assessing/evaluating students and giving feedback online
37. Research study review
• Can Moodle be used to educate the masses in Africa?
• Yes it can! A lot of experiences despite challenges (cont.)
• Managing course files & offering participants a space for sharing
experiences
• Monitoring participants' activities
• Backing up and restoring a course content
38. Recommendations
to policy makers
Why recommend Moodle?
• Open source
• Free course management system
• Free download, help and support
• 24/7 access, any time, any where(provided there is Internet
connection!)
• Can be used to teach masses of learners(subject to conditions)
Cole & Foster (2007)
39. Recommendations
to policy makers
Why recommend Moodle(cont.)?
• Supports fully online courses or blended courses
• Supplements face-to-face courses
• Great philosophy of learning(social constructionism)
• Supports group learning
Cole & Foster (2007)
40. Recommendations
to policy makers
What needs to be done?
• Review strategies and policies
• Improve access and infrastructure(labs, network, bandwidth, etc)
• Provide training (developing, delivering, implementing, and
evaluation online courses)
41. Recommendations
to policy makers
What needs to be done?
• Train the trainers and students (basic computer skills)
• Train them for new roles(facilitation, independent learning,etc.)
• Improve teaching methods from teacher-centered to learner-
centered (82% lectures, OAG, 2011)
42. Recommendations
to policy makers
What needs to be done?
• Improve assessment and evaluation techniques
• Review assessment objectives( formative assessment not for failing
students!, OAG, 2011)
• Develop quality assurance(teaching and learning)
• Focus on independent learning and research
• Teach students independent learning skills
• Reassure and support them
43. Recommendations
to policy makers
• Bear costs of infrastructure(classrooms, computer labs, etc.)
• Develop mobile learning solutions across the country (subject to
mobiles & broadband)
• Share experiences & learn from others e.g.solar energy provision
• Ensure technological support(software and hardware)
44. Recommendations
to policy makers
• Provide administrative support
• Train teachers and students and encourage ICT uptake
• Build on acquired knowledge and skills(see participant 6 feedback)
• Start small and keep it short and simple(e.g.one Moodle course in
one department/faculty, learn from the experience and roll out)
45. Recommendations
to policy makers
• Improve partnership with other institutions
• Develop quality assurance (internally and externally)
• Develop & Implement ICT strategy in education
• Imbed ICT in key subjects
• Develop distance learning
• Encourage and support research
46. Recommendations
to policy makers
• Strike a balance between instruction/training and employment needs
• Teach basic computer courses(e.g. word processing, PPT and
spreadsheets)
• Use computers for teaching, research & learning-not just for
administration work( Hare, 2007)
• Save the trees!
47. Conclusion
• Moodle is a reality in Africa
• It can be used in a face-to-face and blended mode
• Challenges hinder implementation
• More effort and resources are needed
• ‘Political’ will is a must for ICT/Moodle to have an impact
48. questions or comments
For questions or comments
Please make comments on my slideshare page
Look for Presentation Moodle MOOC 4
Thank you for your attention and interest.
49. References
Boitshwarelo, B. (2009). Exploring Blended Learning for Science Teacher
Professional Development in an African Context. International Review of
Research in Open & Distance Learning, 10(4).
Cole, J. & Foster, H. (2007). Using Moodle: teaching with the popular open
source course management system. O'Reilly.
Hare, H. (2007). Survey of ICT in Education in Burundi. Washington, DC:
infoDev/World Bank.
50. References
Masanja, V. G. (2010). Introducing eLearning in Industrial Mathematics in
Tanzania and Rwanda. In Progress in Industrial Mathematics at ECMI
2008 (pp. 681-687). Springer Berlin Heidelberg.
http://link.springer.com/chapter/10.1007/978-3-642-12110-4_110#page-1 [last
viewed 14 April 2014]
Observatoire de l’Action Gouvernementale (OAG, 2011). Analyse du
fonctionnement et du financement de l'enseignement supérieur public au
Burundi. http://www.oag.bi/spip.php?article1608[last viewed 16 April 2014]
