e-Arabic Learners Portal (eALP)

At 31 years of age, Mourad Diouri already holds the unique title of award-winning “e-learning lecturer in Arabic studies” at Edinburgh University and has been approached by publishers to write four books on e-learning and the Arabic language.

“I am not just a lecturer in e-learning; I am a lecturer in e-language learning,” Diouri says. He integrates information and communication technologies in teaching Arabic as a foreign language at the University of Edinburgh’s Centre for the Advanced Study of the Arab World (CASAW).

Born in Tangier in Morocco, Diouri’s primary degree is in science. “Conducting experiments was all right, but I was always fascinated by technology and teaching,” he says. Today, he has blended the two into a unique and successful profession.

As a result of integrating IT into language teaching, Diouri won an award for excellence in 2005 from the University of East Anglia for innovative course design and teaching strategies.The Norwich-based university was where Diouri began his teaching career, although he started off by teaching English. He then moved on to teach ICT and Arabic.

What drives him is a passion to invent tools that can ease learning as well as blur geographical boundaries. His tools are used by Arabic professors and students across the world.

He also authored the websites e-Arabic.com and v-Arabic.com. The first provides a growing directory of e-language learning tools and resources designed to encourage and guide Arabic learners and teachers to adopt IT-enhanced learning. The second, v-Arabic.com, is a searchable database of digitised/virtual language “realia” (authentic real-life items which reflects the target language and culture) for Arabic learners and teachers worldwide.

He also launched the m-Arabic initiative to promote the use of mobile learning of Arabic using theme-based podcasts and mobile applications.

“Studying in a classroom is not a natural way to learn a language,” Diouri says. “With Web 2.0 revolutionising our consumption of information, I was interested in using YouTube, RSS feeds, 3D media and social networking sites and smartboards to accustom learners to Arabic culture, the varied accents and to Arabs.”

He defines his role as one that blends old and new ways of learning: a mix of “chalk and talk” and “surf and connect”.

He encourages students to post Twitter feeds in Arabic. “It’s a great way of learning and students doing an advanced degree gain a lot by using such technology, understanding the script and the history background, and virtually living an Arabic life.”

Diouri has also created resources such as digital flashcards, podcasts and electronic activities for students on the move. With his trademark modesty, he says: “One doesn’t have to be a programmer to create websites and technological tools. It has all been made very simple and I just follow the instructions.” He hopes to empower learners and promote and facilitate autonomous learning among learners outside the classroom.

His story is a classic example of “failure becoming the stepping stone to success”. Diouri applied for a traditional Arabic-teaching post at Edinburgh University; he was unsuccessful, but the university recognised his expertise and appointed him to launch a pioneering e-learning agenda to radically modernise the teaching of Arabic in the UK. The university even created the position of e-learning lecturer to accommodate Diouri.

Diouri now plans to launch a collaborative authoring project where teachers can share their tips and vision and network with each other.

But the going hasn’t been easy. A huge challenge is the absence of any model. “It’s like starting with a blank canvas; I didn’t have anything to learn from to add an “e” to “learning” when I started at CASAW in 2007. All I had was a job description of integrating technology into learning.”

He is concerned by the failure of some education professionals to see the potential of e-learning tools for saving time and resources, and empowering students. “It is very hard to get feedback from other teachers and professionals,” he says.

Diouri says he can get overwhelmed with ideas and needs to slow down because resources and funding are scarce. “I am well known as a person who has more ideas than he can implement.”

High on his agenda is his first book Internet Arabic, catering to the student community. A second book will be a guide for professionals and teachers where he will share his top 10 teaching tips. Amid such ventures, he will also set out to fulfil his other ambition of connecting e-learners with e-teachers.

He is happy his expertise is recognised and reveals: “I have just been approached for consultancy work on e-learning. Now I want to increase my online profile and introduce technologies to help students, tutors and everyone around me.”

Archana Venkatraman is a report on e.learning age

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Mourad Diouri