TOWARDS INTEGRATING MOOC IN THE MOROCCAN HIGHER EDUCATIONAL SYSTEM: ECONOMIC PEDAGOGICAL MODEL BASED ON ICT FOR ON-GOING EDUCATION AND TEACHER MOTIVATION
1 Lab-STICC, Université Bretage Sud (FRANCE)
2 Université Hassan II de Casablanca, Lab-SSDIA Signaux, Systèmes Distribués et Intelligence Artificielle (MOROCCO)
About this paper:
Conference name: 9th annual International Conference of Education, Research and Innovation
Dates: 14-16 November, 2016
Location: Seville, Spain
Abstract:After launching LMD (Licence, Master, Doctorat) Education Reform in 2013, Moroccan higher education system encounters many problems and obstacles concerning the integration of information and communication technologies (ICT) as tools in the traditional teachings to enable all training institutions to achieve the same level of offers and educational services, especially in an environment overrun by a large massification.
Several targets have been set in this direction:
- Improving continuing education of teachers using ITC.
- Modernizing teaching practices in training institutions by integrating ICT.
- Computerizing and sharing educational content with university learners.
- Raising awareness among university students of the use of distance learning platforms through ICT.
Currently with the provision of training platforms and distance learning as MOOC (Massive Open Online Courses), several trainings and online courses, in favor of learners and teachers, can be proposed and organized by international training institutions and universities. Distance monitoring will improve the level, motivation and involvement of learners and teachers and therefore the feasibility and adaptability of such training in better and more adequate conditions and situations, especially the commitments of teachers.
Our contribution in this paper tries to present teachers' expectations in terms of periodic continuing education. It offers an educational business model of work, using ICT, which meets the requirements of LMD reform for the improvement of teaching level and teaching practices. It offers then a set of management processes for the moral and material motivation of teachers, their involvement and massive integration in continuous, periodic distance training using MOOC. It suggests, finally, the inclusion in these experiments, actual efficient and effective approaches in the use of ICT in teaching to facilitate their daily work. This modeling has applications in Moroccan educational context, especially in some large universities taken as examples for study.
Keywords: Periodic continuous training, teachers’ motivation, adaptability of trainings, economic model, distance trainings, MOOC, Moodle, ICT for education.