UC@MOOC's Effectiveness by Producing Open Educational Resources

Open education is one of the most important settings in every society. It grants everyone the right to learn freely. Today, technology is helping to make learning even more open by providing an environment of online education, which plays a remarkable role in shortening distances and encouraging students to learn. At Cadi Ayyad University (UCA) the new-enrolled students are facing linguistics barriers as well as overcrowding in classrooms, in particular for those in open access institutions. Subsequently, they cannot have an easy access to their face-to-face courses. To help students to overcome these problems, the university has decided to design an online environment for all courses and programmes. The most innovative project adopted at UCA to face massification was inspired from the massive open online courses and was designed as an open Educational platform entitled UC@MOOC. More than 120 scripted courses have been posted online so far. In this paper we will describe and discuss an analytics research on geometrical optics course designed for around 2000 students at UCA. Through out this research we will explain how this initiative has been considered as a source of producing open educational resources

Virtual Exchange to Develop Cultural, Language, and Digital Competencies

Many researchers have underlined the benefits of student mobility in strengthening their communication skills. Studying a foreign language and fostering knowledge about behavioural attitudes are the most common research cases. One of the major issues of mobility, by its very nature, is that it implies significant travel and accommodation costs. Virtual mobility, or Virtual Exchange (VE), can be introduced as a proactive alternative solution. This work presents an evaluation of a telecollaborative online course model organised as a VE between German and Moroccan universities. It was established to explore the benefits of integrating a VE experience by practicing some 21st-century knowledge elements as tools for the development of intercultural, language, and digital competencies from the perspective of mobility. In this paper, we present a VE model and its design, structure, and progress. Then, we evaluate this first experience to overcome some challenges that similar future experiences could face. We analyse the tools proposed in this design, the interactions between the different actors, and their feedback. The evaluative study shows the acquisition of awareness of cultural differences and the improvement of language skills through practice in addition to the development of some digital skillsPeer Reviewe

Les invaginations intestinales chez l’adulte: à propos de 17 cas

L'invagination intestinale est une affection rare chez l’adulte. Elle conduit le plus souvent à la découverte d’une cause organique pouvant être tumorale. Le but de notre travail est de dégager les particularités épidémiologiques diagnostiques et thérapeutiques de cette affection; à travers une étude descriptive rétrospective, ayant portée sur 17 cas d'invagination intestinale de l'adulte opérés dans le service des Urgences Chirurgicales Viscérales du CHU Ibn Rochd de Casablanca du 1er janvier 2006 au 31 décembre 2010. La douleur abdominale était présente chez tout les patients; L'échographie abdominale pratiquée chez 12 patients; elle a montré une image en cocarde dans 9 cas, une masse abdominale dans 1 cas et un épaississement grèlique dans 5 cas. La tomodensitométrie abdominale faite chez 15 patients a objectivé l’invagination intestinale dans tous les cas. Le traitement chirurgical a été adopté chez tous les patients; il a permis de faire la résection des segments intestinaux invaginé dans tout les cas. Le résultat anatomopathologique de la pièce de résection a retrouvé une cause organique de l’invagination dans dix cas (58,8%). L’invagination intestinale chez l’adulte est souvent secondaire à une lésion organique : tumorale ou inflammatoire. Elle se caractérise par son polymorphisme clinique. Il s’agit essentiellement de phénomènes subocclusifs à répétition. Concernant le traitement de l’invagination intestinale de l’adulte, la résection du segment invaginé est toujours nécessaire car dans 80% des cas, cette affection est secondaire à une lésion organique qui doit être traitée.Pan African Medical Journal 2012; 12:1

Total rupture of hydatid cyst of liver in to common bile duct: a case report

Rupture of hydatid liver cyst into biliary tree is frequent complications that involvethe common hepatic duct, lobar biliary branches, the small intrahepatic bile ducts,but rarely rupture into common bile duct. The rupture of hydatid cyst is serious life threating event. The authors are reporting a case of total rupture of hydatid cyst of liver into common bile duct. A 50-year-old male patient who presented with acute cholangitis was diagnosed as a case of totally rupture of hydatid cyst on Abdominal CT Scan. Rupture of hydatid cyst of liver into common bile duct and the gallbladder was confirmed on surgery. Treated by cholecystectomy and T-tube drainage of Common bileduct. Key words: hydatid liver cyst, Rupture, Common bile duct (CBD),jaundice

Blended Learning as the Best Scenario for Institutions Affected by Massification

Massification is a problem affecting universities around the world, given the increase in student enrolments. Teaching in a large classroom containing a huge number of students is a great challenge for teachers. Cadi Ayyad University (UCA) is no exception; like all universities in Morocco, especially open-access institutions, it deals with the phenomenon of overcrowding in amphitheatres. Faced with this problem, UCA needs solutions to ensure adequate learning to improve student engagement in this process. In this chapter, we will focus on the blended learning or hybrid learning approach as a solution to massification in UCA’s faculties. We will shed light on some studies and projects carried out based on this approach while showing the effectiveness of blended learning for improving student engagement and learning in the context of large classes

10 Years of Research at Cadi Ayyad University: Pedagogical Innovation to Cross Borders in Education

This introductory chapter presents an overview of all contributions that summarize a decade of scientific research around science education at Cadi Ayyad University (UCA). Several practical cases have been presented and discussed in real situations in our classes, and the results have been taken into consideration. All studies have been quantified with data and reflect various issues that Moroccan universities were facing, as well as massification, digital transformation, COVID-19 pandemic, development of AI, traditional and active learning and teaching, new tools for assessment, introduction of educational technology in teaching and development of ICT in classes and technological progress, among others. These scientific contributions are a field of pedagogical innovation in which PhD students at UCA are conducting research. This work aims to inspire educators, PhD students and all stakeholders with the models we developed at the university, putting various research ideas together to promote the quality of higher education