+
ICT MOOCS in Southeast Asia: Trends and Challenges by Dr Ethel Agnes P Valenzuela SEAMEO Secretariat Ciputra Hotel 13-14 December 2016 Jakarta, Indonesia
+Outline of presentation
n Overview
n Major trends in Education in the 21st century
n MOOCS, ODELs and OERs
n Remaining Challenges
+Overview of MOOCS
n Massive Open and On-line Courses (MOOCS) – innovator driver for improving education
n MOOCS provide support to accessing quality higher education and training
n MOOCS is a new learning pathway towards tertiary education and lifelong learning (Qingdao Declaration, May 2015)
+Overview of MOOCS
n Massive Open and Online Courses (MOOCS) – Learning without borders
n Within a year it was launched- it attracted 3.1 million users
n Enrolment in MOOCS as 35 million
n The MOOCS offer more than 4,200 by more than 500 universities
n Coursera leads in enrolment (35%) followed by edX (18%)
+Overview of MOOCS
n Promotes interactive learning environment
n Participative pedagogy
n Collaborative learning
n Courses have modules with application oriented activities
n Means and OERs
n Assessment is automatic scoring, self- assessment, peer assessment, and peer grading
+MOOCS Trend in Asia (Mun Horn Cheah, 2016 UniSIM)
n MOOCS in Asia n Over 70 open universities with large(st) adult learners and
growing n Most popular providers – Udacity, Coursea, edX, Open2Study,
FutureLearn, Rwag, Iversity, FUN and Edraak
n MOOCS in developing world n Over 80% have only basic ICT skills n 30% completed the course n Women are more likely to complete the MOOCS and get
certification n Main motivations: gain specific job skills (61%) Preparing for
further education (39%) and obtaining professional certification ( 37%)
+MOOCS in Singapore (Mun Horn Cheah, 2016 UniSIM)
n SkillsFuture – promotion of credits ($500) n Study awards – from early to mid careers
($5000) n Mid-career enhancement (90% of course
fee) n Earn and Learn- designed programmes
for learning while working n Some MOOCS courses are recognized for
undergraduate courses
+MOOCS in Singapore
n Institute for Adult Learning n Focus on raising capacity of workers through CET
n Partnership with Canvas and Udemy to build up and deliver MOOC offering
n Findings 1. Periodic consultation has high participation
2. Assessment is important
3. Participants should be well prepared for the activity
4. Clarity of roles of the facilitator
+Open and Distance Learning in the Philippines
n Republic Act No. 10650, entitled “An Act Expanding Access to Educational Services by Institutionalizing Open Distance Learning in Levels of Tertiary Education and Appropriating Funds Therefor,” otherwise known as the “Open Distance Learning Act,” approved on December 9, 2014, and which took effect on December 24, 2014
n The Commission on Higher Education (CHED) through its Technical Panel for Distance Education, the Technical Education and Skills Development Authority (TESDA), with the assistance of the University of the Philippines Open University (UPOU), hereby issued the implementing rules and regulations (IRR) which were approved.
2003 2005
2008 2012 2014 2016
CMO No. 6 s. 2003
CMONo.27 S2005
CMONo.2s.2008 R.A. 10650 ODeL Law
Proposed TNE PSG
DELevel III
Government Recognition Only
Level III ODeL Law Level III
Limited the Access of qualified providers
-Diploma Mill Abroad -Low Quality Graduation -Non recognition by Foreign authorities in (Thailand, Turkey, China, Vietnam, (UK), OPPORTUNITIES -Created high demand ( SUCs, Hong Kong, Vietnam, Korea)
-Raised Quality Provision -More Internationalization - High Quality with ICT
- -Accessible Education
Equivalency Internal Quality System/DE Quality Framework -COE/COD -Autonomous Deregulated ▪ Transitory and Development Process To achieve 1) Improve Quality Reputation 2) Harmonization(DE/ODeL/TNE) 3) Developmental
TNEMilestoneIssuesandChallenges
MORATORIUM
2015
MORATORIUM LIFTED
MOOC web
Material Presentati
on
Partners Support
Visitor Estimation*
Popularity (fans) in social media
Facebook Twitter Instagram
Youtube
Total Fans
CodeSaya Teks & Interaktif Digital Ocean 67,300 1,620 1,279 0 0 2,899
FOCUS Fisipol UGM
Teks & Video BCA 836 0 0 0 0 0
IndonesiaX
Teks & Video
edX, HarvardX, IDX, ITB, ITS, NET, Rumah Perubahan, UI, UNAIR, UNPAD, UT
141,200 197,580 47,261 1,975 560 247,376
MOOCs Univ. Terbuka
Teks & Video – 45,200 0 0 0 0 0
Sibejoo Video – 17,100 3,017 1,106 692 13,463 18,278 UCEO Univ. Ciputra
Teks & Video – 44,300 6,974 3,952 10,400 0 21,326
*April–Juni 2016 according to similarweb.com
Indonesia MOOCs
Source: https://kampusunj.com/situs-kuliah-online/?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed%3A+AnakKampusUnj+%28Anak+Kampus+UNJ%29&utm_content=FaceBook
+It is all about MOOCs
MOOCs as a catalyst
Effectiveness of MOOCs
Simulation
Teaching and learning
Potentials of MOOCs
Learning styles
Quality higher education
Democratisation of access
Pre and post assessment
Pedagogies High-quality content
Leverage
Feedback Teachers competencies
Languages
Assessment Recognition Transfer of credits
Access Equity Capacity buidling
+Challenges on MOOCS - Pedagogy
n Massive and low teaching involvement
n High heterogenity of learners
n High variation of maturity
n Responsiveness to student feedback
n Lack of understanding in how students are engaged in MOOCS
n Failure to understand content and no one to turn to for help
+Challenges on MOOCS: Assessment
n Lack of assessment for learning
n Assessment options is limited
n Authentication ( this is still a challenge- learning and certification)
n Module content and OERs
+Challenges – MOOCS credentialing and recognition
n Survey by Chronicle in Higher Education says that 72% of MOOCS has no credit recogntion
n No central body or standards for accreditation
n Absence of a Benchmark for certification
n Skills recognition
n Less than 5% in India and Singapore strongly agree that MOOCS are accepted in Job market
+ 2. Moving Forward SEA MOOCS: Rethinking Education in SEA
• Initial meeting of SEAMEO member countries on MOOCS
1
• Case Studies on SEA MOOCS
• Policy audit/inventory • Policy Brief for
SEAMEC
2 • Establishment of SEA MOOCS Network
• Sharing of good practices
3
+ Phase 1. Initial meeting of SEAMEO member countries on MOOCS
n Context
n Policy Landscape
n Diversity of MOOCS in higher education and lifelong learning
n Good practices
n Innovation & Trends
n Remaining Challenges
n Regional response (Exec Summary and anlaysis)
+Phase 2. Case Studies
n Research Framework
n Umbrella topics
n Awareness and Training
n Infrastructure
n QA and Accreditation
n Ownership
n Adoption
n Exercise Economy
n Ne size Fits all
n Student engagement
Education AGENDA
Higher Education
Lifelong Learning
+
Proposed Roadmap
Online survey/mapping the MOOCS landscape
Case Studies Synthesis Report for policymakers
Policy Dialogue for high level officials
Community of Practice (COP) -webex -MOOCS calendar
2016 2017 2018 2016-2018