ICI 10 - 10TH INTERNATIONAL CONFERENCE ON INFORMATION AT DELTA UNIVERSITY FOR SCIENCE AND TECHNOLOGY GAMASA, EGYPT,

1. Virtual University of Tunishttp://www.uvt.rnu.tn/ e-learning in Tunisia Dr. Ettarres Yamna (Larodec Laboratory, University of Tunis, ISCAE/HIABA, University of Manouba- Tunisia) ICI 10 - 10TH INTERNATIONAL CONFERENCE ON INFORMATION AT DELTA UNIVERSITY FOR SCIENCE AND TECHNOLOGY GAMASA, EGYPT, 4 – 6 December 2010

2. Plan Introduction E-learning projects National strategy of Tunisia and the Virtual University of Tunis VUT Experiences and evaluation Higher Education Quality Support Program (HEQSP) Recommendations Conclusion et perspectives

3. Introduction

4. Introduction • e-learning represents an effective approach to improve knowledge, skills and qualifications. • It helps promote employability, reduce shortage of ICT skills and improve social inclusion. • "the use of new multimedia technologies and the Internet to improve the quality of learning by facilitating access to resources and services as well as remote exchanges and collaboration" European Commission

5. E-learning projects

6. E-learning projects • Implementation of any e-learning project should take a strategic dimension, requiring investment in infrastructures, logistics, contents, services and training of trainers. • Deployment of an e-learning project is difficult and requires a realistic and a well-founded conception, for operative means and strategies to be implemented.

7. Hostilities to changes Dimensions of an e-learning project Strategies, , processes’ management, resources’ allocation and work organization Tools, e-learning platforms, norms and standards Appropriate pedagogical methods, tutoring approaches, programs and contents Pedagogic organizational Technologic Legislation texts, remuneration and responsibilities Quality contents and update Legal Dimensions Didactic Costs of quality contents’ production and update, development and/or deployment of platforms, infrastructure and training of trainers Economic Social cultural Implication Cooperation Collaboration Motivation, Communication,…

8. Key measures for a successful e-learning project • Implementation of e-learning projects is not an easy task • Establishment of conditions conducive to the management of change and organization of educational systems to new training approaches • Context and different dimensions and constraints • Goals, strategies, methods and tools • The quality of online learning depends on the quality of the system in place: its relevance to the needs and goals of internal and external actors, consistency, robustness, flexibility, etc.

9. National strategy of Tunisia and the Virtual University of Tunis VUT

10. VUT VUT Presentation of VUT

11. Présentation VUT Presentation of the Virtual University of Tunis VUT • Public institution created in January 2002. • Affiliated to the Ministry of Higher Education and Scientific Research • Mission • Development of online courses and programs • Improvement of skills and competences • Offers • Quality online training and courses • Access centers, visio-conferencing centers and laboratories for digital production • Technical and pedagogic support

12. Presentation of the Virtual University of Tunis VUT http://www.uvt.rnu.tn/

13. VUT VUT Presentation Numerical resources

14. Numerical resources VUT Numerical resources • RPL (Online pedagogical Resources) • More than 400 interactive multimedia pedagogical resources • Media Center: Online training sessions, conferences and pedagogical resourceshttp://mediatheque.uvt.rnu.tn/

15. Numerical resources VUT Partners’ resources PCSM SUN MIT IUT

16. Technical Infrastructure 14 visio-conferencing centers 132 Access centers 13 laboratories of Numerical Production Studio editing and filming

17. VUT VUT Presentation Numerical resources Training of trainers

18. Training VUT Training of trainers • Training for the use of ICTs, educational content, digital pedagogy, Moodle platform,… • Trainers are partners, foreign and Tunisian experts • 38 training sessions on the C2i pedagogic contents were organized for the benefit of 722 educators. • 7 C2i tutoring training sessions were organized for the benefit of 135 educators.

19. VUT VUT Presentation Numerical resources Platforms Training of trainers

20. Platforms VUT Platforms • Online teaching spaces on Moodle platform • Hosting and management of positioning and training platforms are managed by the VUT’s Technical Team. • Access from http://ent.uvt.rnu.tn/

21. VUT VUT Presentation Numerical resources C2i Platforms Training of trainers

22. PC2i presentation • Computer and Internet Certificate C2i is a certificate to attest the development, enhancement, validation and mastering of Information and Communication Technology ICT. • Licenses (L1) include Preparation to C2i, PC2i (since the LMD reform of higher education). • PC2i helps students’ skills to evolve in accordance with technological developments. • France: http://www2.c2i.education.fr/

23. Quality charter and the national C2i teaching strategy • The national strategy is to develop online courses • VUT provides support for Tunisian universities to develop online PC2i. • Different approaches and strategies A quality charter is developed to uniform PC2i teaching approach • The national Strategy

24. Quality charter and the national C2i teaching strategy • Study of existing and common practices. • The model based on e-learning. • Objectives of the C2i quality charter • Uniform training and feasible solution • Quality training for certification exams • e-learning culture in Tunisia • Improvement of working procedures and their automation.

25. C2i Certification VUT C2i certification • C2i certification of C2i correspondents, pedagogic teams and students is accomplished by VUT. • 51 certification sessions were organized. • 395 educators and students received C2i certificates. Co-certification with Université de Picardie Jules-Vernes

26. VUT VUT Online trainings Presentation C2i Numerical resources Platforms Training of trainers

27. Online trainings - Licenses • Applied License in the Sciences and Techniques of Information and Communication • Applied License in Business Administration: Integrated Management Quality- Safety-Environment • Applied License in Business Administration: Management of Small and Medium Size Firms • Fundamental License in Computing Management

28. Online trainings - Masters • Professional master in Diagnostic Neuro-Radiology and Neuro-Imaging : "MP2ND«  • Professional master in Optimizing and Modernizing of enterprises “MOME” • Professional master in Free Software « MP2L » • Professional master in New Telecommunications technologies of and Networks: N2TR • Professional master in Project Management MPMP

29. An e-learning project- Case of PC2i in the Higher Institute of Computer Science and Management- Kairouan (HICSM-K)

30. An e-learning project- Case of PC2i in the Higher Institute of Computer Science and Management- Kairouan (HICSM-K) • Teaching PC2i in a face-to-face mode • Opportunity study of a PC2i e-learning project • Online teaching strategy • Learning process: • Objectives / Plan • Resources • Communication • Activities • Evaluation

31. Evaluation of an online use e-learning platform

32. Evaluation of an online use e-learning platform • Comparative analysis of teaching experiences based on the use of the Moodle platform in numerous Tunisian colleges (HICSM-K, the International University of Tunis (IUT), the VUT, and the Institute of the High Commercial Studies (IHCS)). • The sample was heterogeneous: managers (VUT and IUT) and computer science students (IHCS and HICSM-K). • 100% online,, face-to-face with the use of an e-learning platform, tutored self-training, blended learning mode.

33. Evaluation of an online use e-learning platform • Online survey during the academic year 2009-2010. • The majority of learners were equipped • 44.54% of learners exercised a professional activity • At a technical level, learners mastered the technology. • The majority of learners ensured that courses meet their objectives. • The online contents were considered as having a good quality, also satisfied with the quality of online support. • The majority found that the use of the platform was simple or very simple and did not require prior training.

34. Evaluation of an online use e-learning platform • More than 76% of learners felt that the use of an e-learning platform had facilitated their access to training, reducing the isolation’s problem. • In terms of future training modes, 30% of students believed they are capable to acquire 100% online training. • For the choice of the learning mode, most students opted for blended learning. • 80.23% of learners recommended the use of the platform to their peers and 78.20% recommended it to other teachers.

35. Higher Education Quality Support Program (HEQSP)

36. Higher Education Quality Support Program (HEQSP) • Tunisia has developed a program of reforms of higher education for 2006-2011 • It aims to improve knowledge, skills and qualifications of students, and to contribute to a more diversified economy based on knowledge. • The project has three components. • Improvement of the capacity of public higher education • Modernization of the system of higher education by strengthening quality insurance mechanisms, institutional autonomy and financial viability. • Allocation of subventions to improve the Academic Quality (AQ) and the institutional performance.

37. Higher Education Quality Support Program (HEQSP) • "Project for improvement of the management of virtual education“- VUT • "A portal solution for computer supported collaborative education and learning systems“- HICSM-K • "Pedagogic renovation and employability of graduates“- HIABA • The component hardware upgrade and didactics is present in 54% of the financed projects. • The component Online Courses/Distance Education/Information Systems is present in 31% of projects.

38. Higher Education Quality Support Program (HEQSP)

39. RECOMMENDATIONS Pedagogical dimension • Facilitate the organization of training of trainers sessions through the creation of well equipped training spaces in each university and/or college. • Provide weekly an adequate training based on a schedule established under the constraint of the number of teachers and their different profiles. • Organize numerical-pedagogic trainings for new teachers. • Generalize and encourage the use of Moodle platforms in different disciplines.

40. RECOMMENDATIONS Technological and research dimensions • Develop tools for decision aid problems and specify qualitative and quantities e-learning indicators to evaluate approaches’ performance and to control progress. • Integrate intelligent components in the platforms for more interactivity and adaptability. For instance, Intelligent Tutoring Systems (ITS), automatic evaluation of contents and their impact on students outcomes, automatic classification of students in certification exams, adaptive e-learning strategies, tests and evaluations, automatic assessments, etc.

41. RECOMMENDATIONS Legal dimension • Clarify different roles of different e-learning actors and their remuneration • Create a new status for tutor having to be certified.

42. RECOMMENDATIONS Organizational dimension • Create a coordinator of the virtual education in each college, working in collaboration with the DVE. • Create adequate spaces for students with free Internet access • Equip all colleges with WIFI connections and enable controlled access • Organize more C2i certification sessions for teachers and students • Encourage development of HEQSPs, based on the initiative of the teachers and involved actors in e-learning, in order to obtain more relevant programs.

43. Conclusion and prospects • Deployment of an e-learning project is incremental and subject to assessments • Information, awareness, training and motivation of actors and allocation of resources. • Collection of opinions of different actors, their vision and assessments will better involve the awareness and motivate them while providing improved educational process. • As prospects, the development of quality space courses and creation of C2i certification, production and training centers in colleges and universities • Even if technology opens several directions for progress and innovation; it is unable to change radically learning mechanisms. It is not the teacher who brings knowledge to the learner, but the later creates his own learning from his experience, failures and successes.

44. Thank you for your attention

45. paq@mes.rnu.tn