The use of Open Educational Resources at Cadi Ayyad University: State of art review

Zaatri, Imane; Kharki, Khadija El; Bendaoud, Rachid; Berrada, Khalid

doi:10.1109/icta49490.2019.9144857

Cited by 7 publications

(8 citation statements)

References 4 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Multiple educational initiatives [15][16][17][18][19][20][21][22] based on the integration and use of new technological advances that support the educational processes are taking place in the current teaching and learning approaches, to meeting this growing demand for access to higher education and to encourage greater learner participation and promote innovative and open teaching practices in Moroccan universities. This aim is well highlighted in goal 4 of the United Nations objectives for sustainable development, but these initiatives aim particularly at improving the quality and accessibility of theoretical courses.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Design and Implementation of a Virtual Laboratory for Physics Subjects in Moroccan Universities

2021

Self Cite

View full text Add to dashboard Cite

Laboratory experimentation has a vital role in science education. With the potential offered by information and communication technologies for the educational domain, virtual laboratories have emerged as a valuable alternative to face-to-face, hands-on laboratories. Moreover, the possibility of virtual laboratories opens new perspectives for higher education sustainability. They are a perfect approach for training learners to understand scientific principles in many fields of science by offering them the possibility to illustrate the scientific phenomena through automated and virtual practical activities that employ computer simulation. In this work, we present the use of computer simulation combined with the JavaScript programming language for the development of a low-cost virtual laboratory integrated into an interactive learning environment based on the Moodle platform. The methodology was based on the instructional design model ADDIE (Analysis, Design, Development, Implementation, and Evaluation), which structures the development planning of online teaching resources in different stages (analysis, design, development, implementation, and evaluation). The virtual laboratory was developed by Moroccan universities, with the help of European partners, and it was implemented in the 12 science faculties in Morocco. It presents a great choice for supporting laboratory activities for learners in the first year of their bachelor’s degree program. This virtual laboratory includes 12 virtual practical activities mapped to the physics curriculum, and they can be operated via the Internet on computers. The proposed virtual learning environment was evaluated by teachers and learners from the science faculties. The obtained results, together with similar findings from other studies, indicate the positive impact of the use of a virtual laboratory on learning outcomes, and support the adoption of the proposed learning environment in laboratory educational procedures as an alternative to physical laboratories.

show abstract

Section: Introductionmentioning

confidence: 99%

“…In this project, virtual laboratories are considered as OERs [18,56], and they are one of the most interesting OERs that might be offered for science education. Meanwhile, creating, developing, and sharing virtual laboratories are OEPs.…”

mentioning

confidence: 99%

Design and Implementation of a Virtual Laboratory for Physics Subjects in Moroccan Universities

2021

Self Cite

View full text Add to dashboard Cite

show abstract

“…Local and national context. A state-of-the-art for the evaluation of national projects in Morocco was undertaken at Cadi Ayyad University [77]. According to this study, Morocco began adopting OERs, convinced of the role that ICT integration can play in improving the quality of teaching and learning in its educational system.…”

Section: Discussion and Gapsmentioning

confidence: 99%

“…OER Recommenders for teachers or could be adopted for teaching purposes [34], [35], [36], [17], [37], [31], [20], [36], [22], [39], [24], [25], [26] [27], [40], [29], [41], [42], [43], [44], [45], [46], [47], [31], [48], [49], [50], [51], [52], [53], [54], [124], [125], [128], [130] Generalities Literature reviews, SLR, surveys,, [63], [64], [65], [66] , [67], [68], [69], [70], [71], [72], [73], [74], [75], [76], [77],…”

Section: Figmentioning

confidence: 99%

Systematic Literature Review on Open Educational Resources Recommender Systems

Rima

Meriem²,

Ajhoun³

2022

Int. J. Interact. Mob. Technol.

View full text Add to dashboard Cite

background: In recent years, recommender systems (RS) have grown in popularity among learning and education stakeholders, while open educational resources (OER) have begun to be deployed to improve the education field. The selection of OERs should not be haphazard; rather, it should be based on the learning objectives and (RS) commonly utilized to overcome the abundance of OER. Objective: The aim of this paper is to examine the current advances in OER recommenders and the different commonly used recommendation approaches and technical features, to position our future research alongside the existing. Method: A systematic literature review with a deductive approach using the grounded theory technique, combining quantitative and qualitative analysis by adopting open coding (inductive and deductive) for content analysis. Databases: we employed Google Scholar as a search engine to crawl data. Results: The findings are presented according to the (Bernard, H. Russell .2000) process. We present the results of the analysis using quotes from interviews that illuminate the theory (exemplars). Conclusion: The review reveals an emerging interest in the area; nevertheless, hybrid interactive systems; chatbot-based, dedicated to course creators are lacking. Further and future research is needed

show abstract

“…OpenMed is structured in three axes: review of good practices, broadening participation in OER, and training of trainers (openmedproject.eu). The objective of OpenMed is to adopt open educational resources in the four Southern Mediterranean countries, it promotes the role of universities as providers for their students, and for disadvantaged groups [34]. It is not just a matter of the selection of materials, as the true value of OER lies in the way they are integrated into the curriculum to feed into a pedagogy that is more closely linked to the needs of learners [26].…”

Section: Oer (Open Education Resources)mentioning

confidence: 99%

Agility of the Post COVID-19 Strategic Plan on Distance Learning at Cadi Ayyad University. An Opportunity Towards a Total Digital Transformation of the University

Ahmad

Kharki

Berrada

2021

Communications in Computer and Information Science

Self Cite

View full text Add to dashboard Cite

In early March 2020, Morocco, like most countries, decided to impose restrictive measures to limit the spread of the SARS-CoV-2 virus. Among these measures, all schools and universities, including Cadi Ayyad University (UCA), have been closed so far, forcing students to take distance learning courses.Previously, students and professors were reluctant to use online platforms, but the new closure situation has forced everyone to experiment with these strategies.14 UCA higher education institutions have joined forces to offer students elearning as an alternative to overcome university closures and ensure that learning never stops. 15852 educational resources have been produced to date, covering all UCA programs, with about 70% of the resources produced since the beginning of the pandemic. For this first stage, the university has recovered the bulk of the educational needs.The second phase of the non-disruptive learning process, consists of strengthening interactive online learning with learners to motivate them to prepare for their exams, which have been postponed to September 2020.The last stage of the distance learning process is devoted to the redesign of post-COVID-19 education, taking into account the challenges and experiences gained in the first and second stages.The objective of this paper is to analyze the measures taken to ensure nondisruptive learning in the context of COVID-19. This study will help higher education institutions and the Ministry of Higher Education to compare the different experiences in the country, as well as in other faculties around the world.

show abstract

The use of Open Educational Resources at Cadi Ayyad University: State of art review

Cited by 7 publications

References 4 publications

Design and Implementation of a Virtual Laboratory for Physics Subjects in Moroccan Universities

Design and Implementation of a Virtual Laboratory for Physics Subjects in Moroccan Universities

Systematic Literature Review on Open Educational Resources Recommender Systems

Agility of the Post COVID-19 Strategic Plan on Distance Learning at Cadi Ayyad University. An Opportunity Towards a Total Digital Transformation of the University

Contact Info

Product

Resources

About