1. Avicenna Pedagogical Model
Avicenna Virtual Campus in Iraq
On Line course production Training course
March,2015
Avicenna Pedagogical Model
Prof.Dr.Kaiser mahdi
AVC SUH TECHNICAL TEAM Manager , Salahaddin University, ministry of higher Education
Erbil-Kurdistan

2. Introduction
Designed during the “project phase” of Avicenna Virtual Campus in the Mediterranean region, established by the European Commission and UNESCO in 14 countries ( ).
Large consensus
Flexibility,
Independency of authoring tools,
Independency of e-learning (distance learning) platforms,
Quality assurance framework.
Avicenna Virual Campus in Iraq

3. Outline Introduction Avicenna Courses Avicenna Modules
Avicenna Sessions
Avicenna learning sequences
Assessment of the produced material
Demo (online training course)
Concluding remarks
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4. Avicenna courses
An Avicenna course is a part of an academic curriculum in the degree program delivered by your institution.
An Avicenna course consists of online learning hours and contact hours between tutors and learners. Distribution between online training hours and contact hours can be fixed at your discretion.
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5. An Avicenna module is a “course unit”,
Avicenna modules
An Avicenna module is a “course unit”,
An Avicenna course is composed of one or several modules (or course units),
A module is a self-contained, formally structured learning experience with a coherent and explicit set of learning outcomes and assessment criteria,
A module has a twenty (20) hours duration,
A module is equivalent to one (1) Avicenna credit.
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6. Avicenna sessions
An Avicenna session is the “equivalent” of a chapter in traditional education.
An Avicenna module consists of several sessions.
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7. Avicenna sessions (cont)
According to the involved documents, sessions might be classified into:
introductory (or first) sessions,
Intermediary sessions,
terminating (or last) sessions.

8. The first session (of the module)
Consists of the following (multimedia) documents:
Welcome,
Overview (of the current module material),
Learning outcomes (of the current module),
Previous knowledge (required before starting the current module).
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9. The intermediary sessions
Consist of the following (multimedia) documents:
Diagnostic Assessment,
Overview (of the current session material),
Learning Outcomes (of the current session),
Set of learning sequences.
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10. The diagnostic assessment
Diagnostic assessment is required before starting the current session,
It is intended to:
probe the cognitive background of the learners, and
to remind them of relevant material.
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11. The last session (of the module)
Learning resources, which consists of a set of (usually) online (multi-media) documents,
Acknowledgement of the used online and/or offline, paper and/or electronic resources.
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12. Avicenna learning sequences
The sequence is the basic unit of the instructional process (something like section in the traditional education)
Q.Each (Avicenna) session consists of several (Avicenna) learning sequences, of twenty (20) minutes each.
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13. Avicenna learning sequences (cont)
A sequence consists of the following:
Introduction (Welcoming trainees, introduction of the academic tutor, and definition of the learning sequence objectives),
Content (the new learning material),
Conclusion (summary of the presented content ).

14. The formative assessment التقييم ( الاختبار) التكويني
Formative assessment is intended to help in the formation of the cognitive mass,
It follows each learning sequence (remember that diagnostic assessment precedes each session).
Remark : summative assessment
التقييم ( الاختبار) التلخيصي
(which is intended to assess the degree of accomplishment of the learning outcomes), is not yet implemented in Avicenna courses.
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15. Assessment of the produced material
Two kind of strategies are adopted: an a priori assessment strategy and an a posteriori assessment strategy.
The a priori assessment provides feedback during Avicenna course development,
The a posteriori assessment provides feedback during Avicenna course delivery.
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16. The assessing actors A priori (during course development):
Internal (peers, Dept council, School council, Deans council),
External (peers, experts in distance / e-learning education, UNESCO scientific council, UNESCO accreditation committee).
A posteriori (during course delivery):
Internal (our learners, our tutors),
External (learners and tutors from other institutions).
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17. Advanced assessment strategies (not implemented so far)
Not only course developers and learners have to be assesses, but also:
Tutors, curriculum designers, and administrators.
tutors have to be assessed by peers and learners for feedback on their tutoring performance,
curriculum designers have to be assessed by peers and quality assurance institutions for feedback on their design,
administrators have to be assessed for their use of allocated resources.
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18. Quality assurance AQUAS: Avicenna QUality Assurance System.
All needed information:
Development criteria,
Assessment,
Accreditation.
Inspired by the European quality assurance system (Bologna process, Berlin communiqué, Prague declaration, etc.).
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19. Concluding remarks
Many courses have been developed in AVC according to the presented model.
Philadelphia university
Fundamentals of telecommunication and computer networks
Introduction to Information Systems
Analysis and design of management information systems
Biostatistics
Cell biology
Computer architecture
Distributed information systems
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20. Concluding remarks (cont)
E-management and information technology
Fundamentals of Artificial Intelligence
General biology
Instrumentation and measurements
Introduction to probability and statistics
Mechatronics systems
Signal analysis and processing
Software analysis and design
Training course in English
Training course in Arabic
Training course in French
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21. Acknowledgement
Avicenna virtual campus portal:
Avicenna virtual campus platform:
Avicenna virtual campus quality assurance page:
Joint work with I. Alfuqaha, training course:
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22. THANK YOU FOR YOUR KIND ATTENTION
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