DAY 3 – Wednesday 4 May – 10:45-12:15
Swiss Tech | Room 1C | Level Garden
Cooperation and Development Center, EPFL, Switzerland
e-mail address: email@example.com
Dimitrios Noukakis is heading since 2013 EPFL’s program “MOOCs for Africa”, a global capacity building initiative, promoting innovative educational methods in African universities through the use of MOOCs.
Between 2005 and 2012, he built and headed the marketing unit for EPFL’s graduates programs. Prior to his positions at EPFL, he worked at Elsevier as a Publisher (1995-2000). He also created two companies in marking and communication for the scientific community (2000-2005).
Dimitrios holds a PhD in Physical Chemistry from the University of Fribourg (1991) and an MBA from Business School Lausanne (2001).
Koffi Fernand Kouamé
Félix Houphouët Boigny University, Côte d’Ivoire
e-mail address: firstname.lastname@example.org
Prof. Fernand KOUAME is a Full Professor in Geomatics science. He is the coordinator of several projects in environmental mapping and directed numerous thesis of master and PhD. He is a consultant in international programs such as: MESA, Volta Basin, OSFACO.
Author and co-author of 2 MOOC including a collaborative one with EPFL, has over 10 years of experience in the implementation and coordination of e-learning systems. He is actually the Director of Academic and Educational Affairs of the Virtual University of Côte d’Ivoire (VUCI), where he contributes for the development of digital education in Côte d’Ivoire and West Africa.
The advent of a connected society with the ubiquitous use of smartphones, tablets and mobile computing, is about to profoundly transform tertiary education in the developed countries. Whether available as MOOCs, YouTube videos, online webinars or all kind of digital documents, educational material is readily accessible in most developed countries. University students as well as seasoned professionals may educate themselves by simply accessing the resources available online, for free or at a fraction of traditional education offers. In the global South, students, professionals and education providers take little advantage of these opportunities. On top of limited broadband connectivity, lack of information and well-entrenched behaviors at the higher education ecosystems prevent the leverage of digital education.
This session will bring together specialists of higher education to present relevant initiatives in developing countries and discuss the challenges and opportunities for the governments, academic institutions, university faculty members, as well as the students.
Panelists and Abstracts
Can MOOCs Transform Higher Education in the Developing World? : A Case Study of India
Suresh Kumar Khurana1, Suman Khurana2
1DAV College, Jalandhar, India
2Kanya Maha Vidyalaya, Jalandhar, India
Biography of Presenting Author: Dr. Suresh Kumar Khurana is currently Associate Professor and HOD, PG department of Economics, DAV College, Jalandhar, India with teaching experience of 25 years. He has guided 12 M. Phil. and 01 Ph. D. scholar, presented 65 research papers, published 21 papers in national and international journals, authored 18 books and completed 01 research project. He is the founder editor of research journal “The Economic World”. He has organized two National Seminars and acted as Resource Person in various Conferences.
Massive Open Online Courses (MOOCs) are the new revolutions sweeping the Higher Education sector. These courses are conducted online for lakhs of students worldwide without any restriction. The top global universities like Harvard, Stanford, MIT have already joined MOOC platforms and they host thousands of courses. A nation with over 1.2 billion people, India is no stranger to online education and its potentials. Currently, India has the 2nd highest enrolment numbers across all major MOOC platforms and we can only expect it to grow exponentially in the near future. It can be a highly fruitful arrangement for the learner, university and industry, which can contribute in transforming the face of Indian youth. MOOCs have the potential to help transform the education system and meet the goals of equity, excellence, and employability.
Agripreneurship Alliance: Building a global partnership to support young Agripreneurs in Africa with cloud-based tools and resources
Anne Roulin1, Steven Carr1
1Agripreneurship Alliance, Montreux, Switzerland
Presenting author’s email address: email@example.com
Biography of Presenting Author: Across her career, Dr Anne Roulin has worked in academia, the private sector (Tetra Pak and Nestlé) and as an entrepreneur, in the UK, Switzerland, USA, Italy & France. Her studies were in Chemistry and Ph.D. in Materials Science. Since 1988, she has been active across diverse aspects of environmental, social and economic sustainability with applications in many countries. She is passionate about helping young entrepreneurs’ startup businesses and has co-founded a Swiss based non-profit association called the Agripreneurship Alliance.
The Agripreneurship Alliance has been founded to help young under-employed graduates in Sub-Saharan Africa start businesses in agriculture or agri-food. The approach is focused on blended learning with a suite of on-line tools and resources. The presentation will discuss the results of the pilot programme that is being tested in three Higher Educational Establishments in East Africa. The benefits for these institutions as well as the individual entrepreneur will be discussed.
Moodle as a means of teaching technical subjects in higher education institutions
(In the case of Urgench State University)
1Urgench State University, Uzbekistan
Biography of Presenting Author: I am a researcher focusing on creating media culture of students of Higher Education Institutions that is the way of Improving the quality of teaching in higher educational institutions by using the new means of media pedagogy – the MOODLE Distance Learning System (DLS) and the introduction of mass open online courses – MOOC.
This article describes the possibilities of using the Moodle system when teaching technical subjects. Proposals and recommendations on increasing the level of practical application of the use of networked learning are given in order to prepare for the transition to the next form of training of the massive online open course (MOOCs) in the system of higher education in Uzbekistan.
Also, the article analyzes the feasibility and effectiveness of network learning on the Moodle system platform when teaching students of technical fields by combining theoretical training and methods of virtual, online practical classes that contribute to effective, quality integration of the teacher and students.
MOOCs with and for Developing World: Assessment of a Collaborative MOOC in Fluvial Hydraulics
Nyankona Gonomy1, Adermus Joseph1, Yves Zech2, Sandra Soares-Frazão2
1Université d’Etat d’Haïti, Port-au-Prince, Haïti
2Université catholique de Louvain, Louvain-la-Neuve, Belgium
Presenting authors’ email address: firstname.lastname@example.org
Biography of Presenting Authors: Adermus Joseph is teacher at UEH at the Agricultural Engineering department and co-founder of an agronomy consulting company, Plan-Consult. Yves Zech is emeritus professor at Civil Engineering Department of UCL. They are both involved in a cooperation project between both departments for improving the capacity of UEH in river knowledge and engineering.
In the frame of RESCIF network and MOOCs for Africa initiative, a MOOC in fluvial hydraulics was developed by the Université d’Etat d’Haïti (UEH), the Université catholique de Louvain (UCL, Belgium) and the École Polytechnique Fédérale de Lausanne (EPFL). The first edition (2016) was organized in 8 weeks with quizzes, intermediate and final exams. The paper presents the challenges and the advantages of such a collaborative approach for a hard-science topic and with heterogeneous audience. Some statistics of participation are presented and discussed, leading to modifications to the course for the second edition. For this second edition (2017-2018), special attention will be paid for assessing the efficiency of such a MOOC in terms of North-South exchanges.