In the “Report on Priorities and Planning for the Year 2007” established in September 2006, the Ministry of Higher Education and Scientific Research (MESRS) listed under the “Strategic Objectives 2007-2008-2009”. », The two following objectives, in Information Technology and Communication -TIC
1.Implement the integrated information system of the sector.
2. Set up the distance education system in support of face-to-face training.
This report deals with the second objective, namely: The distance education system in support of face-to-face training.
In the world of distance learning, the various technologies available on the market are worth the overall, and from this point of view, the MESRS is not left behind, since since 2003, steps have been taken to provide all specialized distance education establishments, for a total amount of 716 152 000 DA. What makes the “distinction” are above all the strategic choices in terms of the use of this equipment. These choices generally tend to meet universal academic needs while adapting to the specificities of national contexts. It is this state of mind that guided the choice of our distance learning strategy. At home, distance learning is seen as a support for face-to-face training, which it supplements and reinforces, while in some countries (developed or developing) it is rather an option, among others, offered separately to the learner.
This approach allows our country to meet a challenge that is not the least. It’s about achieving the following goals:
1. Absorb the continual flow of learners, and tend at the same time, to gradually overcome the effects of the “reverse” pyramid that currently characterizes the teaching profession (quantitative aspect).
2. Improve the quality of training and get closer to international standards and standards in terms of quality assurance (qualitative aspect).
To achieve these objectives, a short, medium and long-term agenda, reflecting immediate, intermediate and somewhat more distant concerns, was decided as follows:
I. .I.The videoconferencing network and the e-learning system of the MESRS
In the short term, the first step is to rationalize the use of human and material resources through the implementation of:
a videoconferencing network, integrating all university institutions, 13 of which are transmitting sites and 46 are receiving sites. Although this network allows the recording and deferred broadcast of courses, it is mainly used in synchronous mode, requiring the concomitant presence of the teacher, the tutor and the student.
The operation of this network can currently be done in point-to-point mode. As soon as the equipment is fully installed and skills are being trained (operations in progress), the system will be able to absorb up to 18 simultaneous videoconferences, thanks to a central node and six multi-site units, placed at CERIST. The network has been expanded – from the start of the 2009-2010 school year – to preparatory schools which, in addition, have been equipped with virtual laboratories and multimedia classrooms linked by their own videoconferencing network.
A parallel step, if not slightly shifted, is to set up the e-learning system
an e-learning system, based on a client-server distance learning platform, allowing creation and access to online resources in asynchronous (deferred) mode. The learner can access it at any time and in any place, with the presence or absence of the tutor.
This platform already allows teachers to pool various online resources (courses, exercises, practical work, animations, simulations, and others), and thus offers the learner a rich, diversified and permanent educational support. The platform also offers tools for the exchange and collaboration between teachers / tutors and learners and / or between learners (messaging, fora, chat, spaces of deposits and downloads).
However, the ultimate goal will be to install real online courses. These courses, based on the consideration of the needs of learners, and based on a pedagogy centered on them, will be developed according to an educational charter, defined according to new educational techniques, generated by the advent of ICTs (collaborative learning, constructivism, sequencing , scripting, and others), and in compliance with the standards in the field (SCORM1, IMS2, LOM3, and others).
To achieve this objective, a work plan clearly defining, since mid-November 2006, the prerogatives and responsibilities of all parties involved (CNEV4, Regional Evaluation Committees, Graduate Training Department, Institutions, CERIST, UFC and equipment and service providers), has been put in place. The institutions currently have tele-teaching units equipped with pedagogical experts, engineers and technicians who have benefited from specific and multifaceted training, within the framework of various cooperation projects, notably within the framework of the Avicenne project (UNESCO and Commission European), the CoseLearn cooperation program (Switzerland), and the AUF digital campus, housed at the USTHB.
The e-learning system will be supported by the Inter Libraries National Network, prefigured by the RIBU project, initiated by the sharing of a directory of ten precursor institutions and currently being extended to all institutions in the country.
II.The Distance System.
In the medium term, a distance education system will be implemented. The distanciel system makes it possible to aggregate the specificities of e-learning and the facilities of television, in a concept that goes beyond the boundaries of the university itself, for the benefit of which it is nevertheless dedicated to the origin. It will therefore remain primarily intended for the university community, but will benefit a much wider audience of learners, seeking social advancement, cognitive elevation, or simply eager for knowledge (corporate staff continuing education or recycling , autodidactes, hospitalized patients, people interned in social reintegration, people of the old age etc.).
The remote system, in its e-learning part, will benefit from the investment made during the previous phase of e-learning, based on the same curricula developed, validated and then authorized, in accordance with the standards and standards in the field. Just as it will be backed by a virtual library, a real repository of online resources, meeting the standards and standards in the field (SCORM and others).
III.RNA: state of the art.
It is worth noting that:
The Algerian Research Network (ARN), supporting in particular the system of tele-teaching in constant consolidation, has developed in a sparse way, to answer occasional and often hasty needs, in particular and especially in terms of access Internet.
The backbone of the ARN network, built on supports and lines belonging to Algeria Telecom, has capacities far from sufficient to support the future ERP (Enterprise Resource Planning), ie. the Sector’s integrated information system, in its broadest sense, assuming both the distance learning system, all the management applications (in particular the management of schooling, pedagogical pathways should we say, management of academic works, heritage management, etc.), decision-making and statistical systems, and others.
The costs paid to Algeria Telecom for the rental of media and lines (around two billion AD per annum) make it necessary to think of other solutions, with a view to setting up a more appropriate network adapted to the size of the network. the ERP, as envisaged above.
The requalification of the NRA, through its upgrading and updating, or the construction of a network owned by the Sector, particularly in the framework of the future five-year plan, are two possible paths.
IV. The Future Research and Education Network (NREN)
In the longer term, it is planned to implement the sectoral network, which must, like the other education and research networks (NREN), have its own infrastructure, independent of that of the commercial operators. He will have to :
Provide the Sector with an adequate infrastructural backbone, consisting of a backbone, links connecting institutions, a national data center and three regional data centers. It will make it possible to change the backbone rate, currently from 155 Mbit / s, to 2.5 Gbit / s, or even 10 Gbit / s, and the connection rate of the institutions, currently not exceeding 100 Mbit / s, to 1 Gbit / s.
Allow the establishment of the information system of higher education and scientific research, through the implementation of a set of new integrated services (G2G and G2C) for the benefit of students, teachers, researchers , staff, and citizens. These services will reinforce the services currently provided by software:
Online services to citizen G2C:
* Online registration of Bachelors.
* Online consultation of results of educational assessments.
* Application for online equivalence of degrees and diplomas.
Online Services to G2G Administration:
* Orientation of Bachelors.
* Management of the LMD.
* Follow up of the training abroad.
* Management of research-training projects (CNEPRU).
* Putting services online on the collaboration and exchange platform with institutions: Higher Education Directory, Survey of Human Development Indicators, Statistical Survey with final report of the academic year, Survey of the needs of institutions in computer equipment, Submission of various project files.
* Evaluation of research projects and monitoring of the consumption of FN / RSDT credits.
* National Service Management.
The development of other business applications will support those already in place or under development, such as applications: human resources management, financial monitoring of investment operations, electronic document management, and management university works.
In addition to day-to-day management aspects, this system will also provide decision makers with a set of indicators to assist them in real-time decision-making.
To provide researchers with a platform for research and innovation, similar to the platforms provided by the NRENs of the technology-creating countries and meeting the sector’s expectations in terms of teaching and research and development (R & D) by :
* Improving the quality of existing services.
* The establishment of new services such as:
at. Use of new educational approaches.
b. Instant access to digital and virtual libraries.
c. Repatriation of larger amounts of data.
d. Establishment of virtual laboratories (modeling and simulation).
e. Implementation of the concept of virtual organization (cooperation networks).
f. security, QoS, end-to-end services, mobility.
“Booster” the distance education system. For the Sector, distance learning – with its videoconferencing network and e-learning platforms – is seen as a support for face-to-face training, which it supplements and strengthens. With the establishment of the future teaching and research network, distance learning will contribute more to the modernization of teaching tools and methods, particularly through the construction of a digital space – open to the citizen – integrating unified communication. , exchange of information and collaborative work between all actors.
The project, whose duration is estimated at 4 years, was registered for study for the first semester of 2010