● <B> You participated in the ICOOL 2007 conference on pedagogical scripting for Open and Online Learning in Malaysia, organised jointly with the University of Mauritius (UoM) in June. What was the focus? </B>

It was a valuable opportunity to consider a major issue : bring about a shift in current mindsets, to transform learners from simple interactive customers into reflexive and creative practitioners in scripting. We discussed various topics among them open educational resources for Open & Online Learning, integrated pedagogical scripting, innovative learning & knowledge communities, writing to learn, links between language and learning and learning from games. My actual contribution was on mobile learning.

● <B> What is the importance of mobile learning at university level? </B>

The availability of advanced mobile technologies, such as high bandwidth infrastructure, wireless and hand-held devices, has started to extend e-learning towards mobile learning (m-learning). Successful interaction in the mediated educational transaction is highly dependent upon how confortable the learner feels in working with the delivery medium. As technology increasingly becomes the communication medium between learner-teacher, learner-learner, and learner-content, the design of these mediating technologies becomes correspondingly important. The inability to achieve learner-interface interaction successfully can be a significant problem for those comfortable with technology but as yet unfamiliar with the specific communication protocols.

● <B> What is the practical use of this new technology for teachers or lecturers? </B>

The web user can connect to the system in the traditional way on a desktop computer via browsers and the HTTP protocol while the mobile user will most likely connect with a smart phone or PDA device via a wireless network. On the server side, the database contains information on courses, activities, exam question banks and student profiles that will be retrieved and used in the adaptation process. The lecturer uses the web interface to author assessment instruments hosted by the University secure web server and gets access to a range of tools such as monitoring students? progress on the tests to determine the effectiveness of instruction.

● <B> Is it not even more popular among students? </B>

Most students have designated sms/email messages as very important for approaching assignment deadlines, class scheduling and whenever the lecturer posts something online. The student community is widely accustomed to these SMS messages and it is obvious that they would welcome such an initiative. Video-conferencing is still highly inaccessible because of telecommunications costs, while with the limited Internet bandwidth available in most developing countries, including Mauritius, it is still not a widely used feature. The implied costs for 3G services are still too high for the wide adoption of this technology among the student population and ultimately the educational system in Mauritius.

● <B> Can it replace classic communication methods? </B>

The problem with emergent technologies is that it seems imperative to integrate every new technology in the teaching-learning process. It is not because a chat facility exists in a learning platform that it should be included in every activity or pedagogical scenario and that a face-to-face session should be excluded solely because a new chat or 3G technology helps by-pass a classic conversation.

<B> Are there other limitations ? </B>

A constraint highlighted by some respondents relates to the relatively small screens of such devices. The size of the screen can definitely affect the usability aspect, the range of features supported, the organisation of the navigational structure and the pedadogical approaches that can be adopted. From a pedagogical perspective, this implies a complete re-engineering of courseware to meet the constraints imposed by an m-learning environment. In any virtual learning environment, the concepts of usability, pedagogy and technology form a balanced triad and an alteration of any of the components to the detriment of another would cause an ecological imbalance in the system.

● <B> Can you explain the UoM/NCB ICT pre-incubator (iBP) that you supervise? </B>

In line with the Government policy to make ICT a fifth pillar of the Mauritian economy and to promote entrepreneurship, the University of Mauritius and the National Computer Board have jointly set up an ICT Pre-Incubator. The iBP aims at promoting the culture of entrepreneurship on campus by providing students and faculty members with the skills to launch their own business in the ICT sector and develop their competencies as future business leaders.

● <B> What are its benefits? </B>

They are numerous and innovative. They include : business counselling and advisory services, training and capacity building of programmes. We provide logistic support through furnished office space, as well as meeting room, faxing, and telephone facilities.

● <B> Does it extend to links with the business world itself? </B>

Yes. Through networking with the industry but also through better integration as we provide guidance to prepare business strategies and financial plans. This also includes operational support services: legal, accounting, marketing, web development, public relations among others.

● <B> What is the role of the NCB in the programme ? </B>

Modules and workshops based on ICT business concepts and entrepreneurship are offered jointly by NCB and UoM to equip students with the skills to identify opportunities and develop a business portfolio in various fields within IT/Engineering, energy, tourism, agro industry, textile and manufacturing, transport, medical, finance, public policy, SMEs, environment/ocean.