LMD SYSTEM IN ALGERIA PDF
The LMD system has promoted new pedagogical practices. However, despite their promises to LMD system in Algeria. pedagogical practices. innovation. – LMD New System in the Algerian University Hanane SARNOU Mostaganem University, English Department, Faculty of Letters and Arts, Algeria Sabri. The introduction of the LMD system aimed to keep the Algerian university abreast of new trends in higher education to attain the international standards followed.
|Published (Last):||17 January 2012|
|PDF File Size:||11.8 Mb|
|ePub File Size:||4.36 Mb|
|Price:||Free* [*Free Regsitration Required]|
Skip to main content. Log In Sign Up. EFL Teaching and Learning: Abstract The use of information and communication technology ICT such as Internet applications, CD-ROMs, video technology and various computer attachments and software programs have caused many changes in society. allgeria
Icts Integration in our LMD algerian System | Fazilet Benzerdjeb –
ICTs can enrich the experience of learning because they provide features that are not present in traditional technology. They can offer a wide range of multimedia resources, opportunities for intensive one-to-one learning in language labs and resources for authentic materials, which can be alggeria to both students and teachers.
The advent of Information and Communication Technology ICT and online interaction can also open up new range of systemm and distance learning opportunities. So, from the chalkboard to the abacus and beyond, technology has always played an important role in education. Educational technology refers to any teaching tool that helps supports learning, and given the rapid advancements in Information Technology and multimedia applications, the potential to support the teaching of foreign languages in Algerian universities is ever greater.
Technology is, in fact, made accessible for teachers and students despite the new educational reforms, which emphasised the integration of technology, and multimedia labs in particular, in higher education.
To urge the utilisation of ICTs in the educational process is something and to practically encourage their systsm and ensure systrm implementation of reforms is something else. The introduction of the LMD system aimed to keep the Algerian university abreast of new trends in higher education to attain the international standards followed elsewhere in the world, including the use of technology enhanced learning, but little is done to ensure the application of its principles.
LMD New System in the Algerian University | Hanane Sarnou –
Using ICTs to create a context to teach has then its unique advantages. This paper tries to analyse the necessity of multimedia technology in teaching at Tlemcen Faculty of Science Science SM and Physics ST Departments and also algerla out the problems faced in using this technology.
Following the importance of zystem study and its objectives, the problematic is defined as follows: Introduction The Algerian government began, a few years ago, a global reform of the system of higher education to meet new system requirements imposed by the new socio- economic data.
A new system adopted at the Algerian university between -and, as ofgeneralised in all faculties. The LMD system emphasises on the integration of ICT and multilingualism is translated in addition to a transversal teaching unit in the curriculum comprising compulsory foreign language and ICT courses. After ten years of implementation, it is useful to evaluate some important points of this system together with the use of the ICT performance. Despite the widespread of the Internet and computer applications particularly in the past decade in Algeria, the situation in its universities is tellingly different.
Higher education in Algeria
Our Algerian university, like all other universities in the world, symbolizes the knowledge of learning. Modern times have changed the role of the university whose main new task is summarised in the new guidelines of the Algerian ministry of Higher Education and Scientific Research1: From the historical background, The Algerian society crossed several reforms, according to the socio-economic needs of the country as well as those of science and technology. The most important one is thewhich has structured higher education in Algeria and was intended mainly to arabise and algerianise the whole system of higher education.
That system worked for a long period but in our recent times, it has shown its limits. That systemic classic approach has shown its deficiencies: The LMD system was to meet the expectations the Algerian society and to be in a perfect coherence with the new guidelines and global trends of our higher education. The higher education sector has not been spared by this technological advance, which makes the learning process very flexible for distance learning, e-learning and virtual learning.
ICT has, in fact, become an important resource among resources of development and growth of countries that are characterised by global competitive advantages. However, ICT has been conceptualized mostly as a monolithic and homogeneous entity2. To a great extent, the ambiguous findings and diverse opinions on the role of ICT in national development can be attributed to this limited focus.
From activities to operations, from research to development, from health services to amusement, from education to governance, ICT has become an essential component of basic life. In many countries, ICT has helped in improving the quality of education. It has the ability to address illiteracy and improve the quality of education in all sectors through multimedia capabilities such as simulations and models. The acquisition of ICT skills in educational institutions helps knowledge sharing, thereby multiplying educational opportunities.
Integrating ICT literacy will be crucial as it means harnessing technology to perform learning skills. It must encompass the use of ICT to manage complexity and solve problems by thinking critically, creatively, and systematically towards the goal of acquiring thinking and problem-solving skills.
For the students, this can be used for making assignments, collecting data, documentation, and conducting research. It can be a medium for teaching and learning. This can act as the medium through which teacher and learners can learn.
Here in order to introduce and understand the need of ICT in educational institutions, teachers or students undergoing teacher education must first comprehend and be at ease with ICT.
They must be given opportunities for acquisition of new knowledge. This can be made possible by promoting ICT-based training programs introduced in their curriculum. Vocational Preparing students for jobs that require skills in technology. Catalytic Utility of technology to improve performance and effectiveness in teaching, management and many other social activities. Pedagogical To utilize technology in enhancing learning, flexibility and efficiency in curriculum delivery. Cross and Adam 3.
Methods There is no doubt that improving the level of education and skills development is a strategic factor for countries aspiring to achieve excellence in a world characterised by intense competition.
Given the role played by the university in the training of responsible executives at the service of our society, everything depends on the teacher.
The Future lab study shows many affirmative results from review of a number of case studies on high education teaching.
Although they are not representative, most of these studies highlight positive impacts of teacher training with ICT, such as increasing teacher self-assurance and aptitude in the use of IT resources by providing them fully equipped multimedia portable computers MPTP or by supporting online teacher communities.
Random sampling method was adopted for the survey. It assessed the pace of incorporating ICT in these institutions. Information regarding need of ICT, its advantage, computer availability, number of computer literates, use of ICT as teaching tool etc. The survey of institutions showed that only some departments had ICT infrastructure to support teaching and learning. All of them had electricity and telephone accesses. However, the surveyed institutions had computing resources to support administrative purposes, but computers to conduct in-service training to develop ICT skills in students were insufficient.
Results based on a questionnaire feedback from students in both systen are given below. The Study and Results The objective of the study is to find out the status of ICT use in the teacher education institutions. Specifically, it identified how the institutions are using ICT for the students to increase their efficiency to build the digital society, which helps in producing ICT expert teachers.
In this research, questionnaire survey was conducted systwm to identify the status of use of ICT in the educational institutions from the faculty of science in Tlemcen. Structured questionnaires were formulated in order to identify different uses of ICT and the efficiency of using the ICT.
The study is based on the survey of first year licence students from two selected departments from science SM and physics ST iin. ICT involves developing in the students and teachers the ability to continuously update themselves, to ascertain the kind of ICT suitable for the learning experience to be provided, and to use ICT to optimize the process of education.
To achieve these objectives, students and teachers should not only have a working knowledge of ICT resources, but also where innovations are concerned be exposed to ICT supported learning environments during training.
The respondents were students of those two different departments. The survey of institutions showed that only both branches had ICT infrastructure to support teaching and learning. Results based on a questionnaire feedback from students in both departments are given below.
However, the survey shows the absence of online assessments. But there is no facility in their institution for online assessment. Web browsing was found common among all the respondents.
All the respondents depend on web pages for updating their knowledge. The study did not find any internal interaction among teachers, students, or among teachers and students using email. The respondents said that they communicate with their teachers through mobile phones. Most of science and physics students said that they feel highly confident when they algeriq internet.
The inferences drawn from the feedback shows that web browsing ranks first among all the respondents using Internet facility. Recognizing systemm importance of ICT in education, we raised questions on the integration of ICT in teacher education curriculum.
The findings of the study show that ICT has not been included as a core course at the level in the colleges. However, fundamentals of computer knowledge were included in the curriculum. Wystem the respondents said that ICT is not included as a compulsory core course. Please refer Graph 2 for the study findings. ICT Facilities available in both Departments 80 60 yes 40 systdm 20 0 Lab facility Maitenance sizable lab Audiovisual The experience from the study strengthens the opinion that there is a need for chalking out a curriculum including ICT.
Laboratory helps in developing scientific temper.
Virtual laboratory can be developed using ICT. Out of all the facilities available in their institutes, students responded that only audiovisual facility was sufficient. Charts and posters – which are used as teaching aids in power point presentations during their courses – are prepared by the students outside the institutions. Various skills of using new technology – such as presentation of the content of seminars using power point or demonstrating content through flash or sending assignment papers to moderators – still need to be introduced and practised during the sessions.
Web browsing is usually done outside the campus. All the respondents complained about lack of PCs and restrictions from the authority to use Internet face.
Some students said that they had taken algfria from the Kerala University Library. Browsing for their studies is done by utilizing the alferia facility of the university, which is not free of cost.
Thus, the socioeconomic environment of students continues to play a significant ldm in their educational achievements as well. The study perceived that students have developed ICT skills, which they use in learning such as word processing, presentation, and mediated communication etc.
The study showed that the respondents have gained only minimum ICT skills from institutions. There are no programs to build up the capacity of wystem students. Efforts for this track are ad hoc. The use of ICT tools in seminars and teaching aids is restricted to the use of mere devices and slide presentations. Their knowledge for learning is gained from outside the institution. The colleges provided neither performed training in ICT nor jn for Internet browsing.