Dr. Lilia Cheniti (ISITC, University of Sousse), Pr. Ghada El Khayat (Alexandria University)
In our knowledge-based world, education is the best investment countries can make to build prosperous, healthy and equitable societies. As COVID-19 continues to spread around the world, how to continue learning and teaching has become a challenge for the global education community. There is, therefore, a huge need to design and provide effective online learning support services for both professors and students.
In addition, we have observed in recent years that knowledge and learning are distributed and occur in a world without borders. In this context OERWIKI@MENA initiative, an innovative activity of the Learning Lab Network, aims to start a movement among MENA universities around open education. To this end, a WIKI environment for sharing OERs has been set up, allowing the university community in the MENA region to create and collaborate on open content in French, English and Arabic, and to share it under a Creative Commons license.
We first describe Learning Labs activities carried out to accompany university teachers in the phase of continuity of teaching to provide an online and innovative learning. We will then present the methodology adopted to support more than 100 professors from the MENA region in the collection and dissemination of OERs. We also present an evaluation of this initiative based on participants’ feedback. We found, that this initiative has triggered a great movement around OERs in MENA Region. Several academics have joined and are now aware of the importance of open education and the opportunities available for the sharing and reuse of OERs. Challenges remain to be explored, such as the inclusion of open education principles in digital education strategies at MENA universities. In addition, it is important to further design innovative pedagogical scenarios that facilitate the use of OERs by the university community and promote the sharing of open teaching practices.
Extended abstract: OE_Global_2021_paper_106.pdf 📄
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