Digital Learning Ecosystems @ the University of Mauritius
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The document outlines a digital transformation roadmap for the University of Mauritius, focusing on the evolution of its digital education system across three strategic cycles from 1993 to the present. It emphasizes the shift towards innovative, technology-enabled learning to enhance access to education and professional development, while also highlighting the need for policy coherence at both organizational and national levels. Key priorities include a restructured approach to lifelong learning and the establishment of a center for teaching, learning, and curriculum development.
Digital Learning Ecosystems @ the University of Mauritius
- 1. A Digital Transformation Roadmap for a Digital Learning Ecosystem Case Study of the University of Mauritius Santally Mohammad Issack Associate Professor & Pro Vice-Chancellor (Planning & Resources) University of Mauritius
- 2. DEOL @ UoM : A historical perspective Strategic evolution cycles Use DE as a means to expand its curriculum and increase access to address physical expansion constraints – Cycle 1 (1993-2004) Use DEOL as a means to promote professional development and lifelong learning through consolidation of the dual-mode concept - Cycle 2 (2005-2018) Strategic Cycle 3 to be redefined in the context of a renewed vision and the Higher Education Landscape.
- 3. Cycle 1 Take on-campus courses with large cohorts and convert them into self-learning mode • Enrolment on traditional university course is necessary • Instead of 45-hr lecture, 15 hours of face-to-face contact focusing on tutorials supported by print course manuals / or through digital media
- 5. Aim synergy will entail that could eventually sustain the University in its development path LLC VCILT CPDL CITS Curriculum Development Research Consultancy A shift in focus (from a policy perspective) from DE to innovative and alternative modes of delivery to promote lifelong learning & Professional Development Cycle 2
- 6. Centre for Innovative and Lifelong Learning Ensures wider access to higher education opportunities through lifelong learning by utilizing ICT-based innovative pedagogies Brings grass-roots level innovation in educational practices to align with 21st century education models to address KS needs
- 7. Cycle 3 From the eye of the policy-maker…..
- 10. DEOL in the 21st Century for the traditional university Separation of teacher and learner, usually in both time and space (Holmberg 1989) There has been too much focus on the term “distance” rather than on the term “education” – The DE Paradox
- 11. Teacher-Student Relationship in (Distance) Education Interaction f f Mediation
- 12. A Renewed Vision Adapted from Jhurry, D. (UoM 2018)
- 13. Internationalization of Teaching & Learning Virtual / Tech-enabled Learning International Faculty From Credits to Competency (ECTS) Collaborative Programmes Innovative Pedagogies
- 14. Our Educational Philosophy Technology Pedagogy Content Learning community Authentic Learning Competencies and Skills
- 15. Linkages with Industry Knowledge Transfer Office (KTO) University-Industry Liaison Office (UILO) Incubator IP & Tech Transfer
- 16. Re-engineering of Research Centres Independent from Faculties Can offer programmes in their niche areas Priority of interdisciplinary teams conducting impactful research In areas of national interest
- 17. The Mauritian HE Context 5 public Institutions of Higher Education University of Mauritius Mauritius Institute of Education University of Technology, Mauritius Open University, Mauritius (formerly Mauritius College of the Air) Universite des Mascareignes (formerly a Polytechnic) Aspiring to be become Awarding bodies Mahatma Gandhi Institute Technical and Vocational Mauritius Institute of Training and Development (MITD) Polytechnics (Mauritius) Population of Mauritius 1.2M
- 18. Important Signals Higher Education Bill Review of the Regulatory Framework Accreditation of private higher education Quality control of public higher education Free Higher Education in the Public Sector Review of Funding Models for Higher Education Performance based budgeting Harmonization of the Higher Education System Can we keep on sustaining duplication and redundancies at national level? Third Cycle Quality Audit of the University of Mauritius
- 19. The Ideal Scenario A shift from the concept of Dual Mode Institution based on the renewed vision of developing into a research-engaged and entrepreneurial university. Focusing on the Digital Learning Transformation Roadmap University-wide A redefinition and a repositioning of the Centre for Innovative Lifelong Learning (Cycle 3) Implementation of a proper Monitoring and Evaluation framework for impact assessment
- 20. The Roadmap
- 21. A rethinking of CILL into a Centre for Teaching & Learning, EdTech and Curriculum Development
- 22. Why a shift in Strategy? Added value at organizational level – efficiency measures ? Duplication of human resources – mainly administrative – mismatch of job descriptions No niche area of operation (doing what others are doing, and what others can do) Lack of control, authority and ownership At National Level The Open University of Mauritius as the focal point for DEOL in Mauritius Harmonization of resources in the Higher Education strategy of Govt (duplication of work – Lessons learnt in the past from the Fashion & Design Institute)
- 23. Policy Coherence at organizational and national level is key
- 24. Thank you Santally Mohammad Issack Associate Professor & Pro Vice-Chancellor (Planning & Resources) University of Mauritius
Editor's Notes
- #5: There are three main drivers for the need of a paradigm shift in university education.