Implementation of e-learning projects is not an easy task


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Implementation of any e-learning project should take a strategic dimension, requiring investment in infrastructures, logistics, contents, services and training of trainers.

  • 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.





Implementation of e-learning projects is not an easy task

  • 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.







Public institution created in January 2002.

  • 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






RPL (Online pedagogical Resources)

  • RPL (Online pedagogical Resources)

    • More than 400 interactive multimedia pedagogical resources








Training for the use of ICTs, educational content, digital pedagogy, Moodle platform,…

  • 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.





Online teaching spaces on Moodle platform

  • 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/





Computer and Internet Certificate C2i is a certificate to attest the development, enhancement, validation and mastering of Information and Communication Technology ICT.

  • 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/



The national strategy is to develop online courses

  • The national strategy is to develop online courses

  • VUT provides support for Tunisian universities to develop online PC2i.

  • Different approaches and strategies





C2i certification of C2i correspondents, pedagogic teams and students is accomplished by VUT.

  • 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.











Teaching PC2i in a face-to-face mode

  • 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




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)).

  • 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.



Online survey during the academic year 2009-2010.

  • 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.



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.

  • 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.





Tunisia has developed a program of reforms of higher education for 2006-2011

  • 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.


"Project for improvement of the management of virtual education“- VUT

  • "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.





Pedagogical dimension

    • 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.



Technological and research dimensions

      • 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.


Legal dimension

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


Organizational dimension

        • 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.


Deployment of an e-learning project is incremental and subject to assessments

  • 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.





















A1: Considering the evolutionary character of ICTs

      • A1: Considering the evolutionary character of ICTs
      • A2: Integrating ethics and ethical behaviour
      • B1: Appropriating one’s work environment
      • B2: Searching information
      • B3: Securing, protecting, archiving data in local, wired or wireless networks
      • B4: Preparing documents to be printed
      • B5: Preparing presentations
      • B6: Exchanging and communicating remotely
      • B7: Leading projects in remote collaborative working





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