2014 e learning innovations conference

1. Thought Leaders’ Case Studies -
MZUMBE UNIVERSITY
• By Prof. Faustin Kamuzora*
A Panel Presentation at 21st Century eLearning Transforming Education,
Employment, and Economies Conference, Safari Park Hotel, Nairobi,
Kenya. July 28-31, 2014

2. Presentation Outline
• Mzumbe University at Glance
• Structure of Mzumbe University Academic
Programmes
• Traditional Teaching Mode
• Introduction of E-learning Teaching Mode
• Education 3.0 as a Force Behind the E-learning
Implementation at Mzumbe
• Features of Education 3.0
• Conclusion

3. Glance at Mzumbe University
• One of the public universities in Tanzania
• Long history in education provision. Started as
local government training centre in 1953 and
became a university in 2001.
• Mzumbe is a fully accredited university by the
Tanzania Commission for Universities
• 3rd Strategic Plan, 2012/13 – 2016/17 is a
guide for annual operational plans.

4. Some info about MZUMBE university
From 1953
Now

5. MZUMBE IS MULTI-CAMPUSES
UNIVERSITY
• The University has
three Campuses
and one Centre
Mzumbe Main Campus
(enrolment around 6000)
Dar es Salaam Campus
College (enrolment 2500)
Mbeya Campus College
(enrolment around 2500+)
Mwanza Centre (new with
150 postgraduate
students)
Tanga Centre
100 students

6. MZUMBE UNIVERSITY Mission and
VisionMission.
The mission of the University is to provide
opportunities for acquisition, development,
preservation and dissemination of knowledge and
skills through training, research, technical and/or
professional services.
Vision.
Mzumbe University is recognized as a leading
institution in Africa for demand driven knowledge
generation, application, preservation and
dissemination for socio-economic development by
2025.

7. MZUMBE UNIVERSITY STRATEGIC OBJECTIVES
 Graduates have relevant expected market competencies for
employability by June 2017
 Planned annual enrollment fully attained by qualified students by
2017
 Contribution of research in socio-economic development improved
by June 2017
 Utilization of University research findings increased by June 2017

8. Strategic objectives ---/2
• To be the leading provider of business and
governance solutions to Industry and
Government by 2017
• Financial sustainability in terms of reliance on
internally generated income increased to 60%
of the University budget by June 2017
• Staff recruitment, development and retention
policies, systems and programmes improved
by 2017.

9. KEY RESULT AREAS
• To enhance and Maintain Excellence in Teaching
and Learning
• To Attain Excellence and Relevance in Research
and Academic Development
• To attain Excellence in Community Engagement
and Partnerships
 To Enhance Governance and Administration of the
University

10. THE
STRUCTURE OF MZUMBE UNIVERSITY
PROGRAMMES
• Since 1988 MU uses a Semester system.
• One academic year consists of two semesters,
each of 17 weeks.
• Curriculum is usually reviewed between 3-5
years or when a need arises

11. TRADITIONALLY TEACHING MODE
• 2 Modes of Teaching
All Mzumbe University courses are taught in plenary
sessions combined with seminars each week.
• The plenary sessions are mainly lecture format which
may consist of many students and from different
programmes (in common course).
The seminar groups are small (approximately 30
students) and generally students are divided into
seminars according to their programmes.
• The seminars and plenary lectures are equally
important.

12. Introduction of the elearning teaching
mode at Mzumbe University
• As mandated by the Strategic Objective of
producing graduates with relevant expected
market competencies for employability, in
2009 the University introduced e-learning in
its teaching mode.
• The purpose was to embrace the blended
pedagogy-andragogy-heutagogy approaches
in teaching and learning approaches

13. Blended Pedagogy-Andragogy-
Heutagogy (PAH) approaches
• pedagogy which is teacher-centred, controlled
and directed by the teacher;
• (ii) andragogy which is learner–centred,
facilitated and validated by the teacher; and
• (iii) heutagogy which emphasises on ‘learning
how to learn,’ self-determined and self-
regulated learning – the teacher teaches the
student ‘how to learn.’

14. Education 3.0 as a Forces Behind the E-
learning Introduction at Mzumbe
• Education 3.0 describes a level of
transformative capabilities and practices
for education in the 21st century. Lengel
(2013) distinguishes this new level from
education 2.0, for the industrial age, and
education 1.0, for the agricultural age.
• Education 3.0 entails a world where the
organization of education is no longer based
on scarcity – think of information overload;
open data; big data, etc

15. • Digital natives entering higher education (some
born in 1995 or later are already in Mzumbe –
these do not know the world without Internet!!)
• Growing abundance of free and open educational
resources => Reusable content and
software
• Social networking and the blurring of the
distinction between work and play
Drivers towards Education 3.0

16. • Changing attitudes towards
learning
• New ways to assess & recognize
learning
Drivers towards Education 3.0
(cont.)
Source: Fourie, L. (2009)

17. Characteristics of Digital Native
(- a need knowing your customers -KYC)
•They value freedom and choice in everything they do.
•They love to customise and personalise.
•They scrutinise everything.
•They demand integrity and openness, including when
deciding what to study and where to work.
•They want entertainment and play in their work and
education, as well as their social life.
•They love to collaborate (but we teach them to
compete against each other!!).
•They expect everything to happen fast.
•And they expect constant innovation

18. A need of creating enabling
environment for digital native students
“Only by understanding the Net
generation can colleges and
universities create learning
environments that optimize
their strengths and minimise
their weaknesses”
(Oblinger and Oblinger 2005)

19. Yesterday vs. Tomorrow
• Event-based learning
• LMS is king
• Evolving standards
• WYSIWYG
• Content + Presentation
• Push Technology
• Workflow learning
• Learning Content
Management System
(LCMS) with an LMS!
• Mature standards
• Dynamic content
creation
• Content – Presentation
• Pull Technology

20. The New Learning Expectations …
• Much more sophisticated as an online user
• Expects on-demand online environment
• Wants snippets of information they need … not
courses!
• Wants to know what learners like them used and
liked
• Wants a platform for open discussion and opinion
• Does not have to be entertained … just needs the
facts

21. • Digital immigrants who do not
understand what has
happened in the World
 Its off the radar screen!
• Institutional arrangements
based on scarcity
 Institutions as island states
Impediments of Education 3.0

22. Digital migrants educators and education
system as impediments!!
Source: C.M. Leung (2008). New Perspectives on Learning: from e-learning to m-learning

23. • Lack of knowledge of how to have
quality assurance when you are not in
control (not being in class does not
mean one is absent as fellow students
send them Whatsup video or audio of
lecture – flipped classroom
• Financing arrangements for Higher
Education
• Digital and knowledge divides issues
Impediments of Education 3.0

24. Status of Elearning Utilisation at
Mzumbe University
• After five years of implementation of the
mode, a number of key lessons have emerged.
These will be discussed in another paper
tomorrow.

25. Conclusion
• We have to review the industrial learning
model including the organisation of
institutions, our pedagogy, curriculum and
policy if we have to achieve optimal teaching
and learning environment to the digital
natives.
• The e-learning strategies will definitely
contribute in optimising such an environment

26. The End
• Thank you
• Asante sana