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Tae Rim Lee In Sung Jung Dept. of Information Statistics, Dept. of Education KNOU International Christian University Dean of Natural Science Japan Vice President of KSS [email protected] [email protected]
June 27 2014 Penang
Quality Assurance Standards for e-ASEM OER in ODL
TCU
ASIA 2014
KNOU
Transforming Statistical Education through ICT Application
ISI KNOU ISI KNOU
ASIA 2014
•QA for OER
• Survey Results
• QA Guideline for OER
• KNOU OER
Remarks
• OER for ODL
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e-ASEM OER Project 2013
Chapter
Subject
Participant
1
Search & retrieval
Yamada Tsuneo (Japan)
2
Quality assurance
Taelim Lee (Korea) Christian Stracke(Germany) Albert Sangra (Spain)
3
Open licensing
Mansor Fadzil (Malaysia)
4
Contextualization (Reusability and adaptability)
Jan M Pawlowski(Finland) Juvy Lizette (Philippines)
Norazah Nordin (Malaysia)
5
Pedagogical approach to lifelong
learning through OER
Jaitip Nasongkhla (Thailand)
Rita Birzina (Latvia) Christian Stracke(Germany) Sebastian Vogt(Germany)
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Chapter
Subject
Participant
1
Search & retrieval
Yamada Tsuneo (Japan)
2
Quality assurance
Taelim Lee (Korea) Christian Stracke(Germany) Albert Sangra (Spain)
3
Open licensing
Mansor Fadzil (Malaysia)
4
Contextualization (Reusability and adaptability)
Jan M Pawlowski(Finland) Juvy Lizette (Philippines)
Norazah Nordin (Malaysia)
5
Pedagogical approach to lifelong
learning through OER
Jaitip Nasongkhla (Thailand)
Rita Birzina (Latvia) Christian Stracke(Germany) Sebastian Vogt(Germany)
e-ASEM OER Project 2013
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1. OER for ODL
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Widening access to education in various region including Asia & Europe and
at various levels
Over the past years tremendous growth and diversity in ODL & wide spread of
e-Learning have been observed in the Asia-Europe Meeting countries
Asia : 70 OUs are engaged in open access to education serving over 6 million
distance learners
Growing number of dual mode universities that serve both conventional
campus based students and distance learners
Several virtual universities that offer online education to mainly working
adults
Europe : Since the launch of the OU UK in 1969 several OUs were established in
Netherlands, Germany, Spain, Turkey, Greece, Italy, Norway and Cyprus
Since the inception of the Bologna Process in 1999, e-Learning programs
have been created as well and serving millions of students located in
Europe and other region
AAOU(Asia Association of Open University)
SEAMEO_SEMOLEC(South East Asian Ministers of Education
Organization Regional Open Learning Center)
SAARC(The South Asian Association for Regional Cooperation)
SACODiL(Consortium on Open and Distance Learning)
EDEN(The European Distance and e-Learning Network)
EADLC(The European Association for Distance Learning)
Development of ODL
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ODL Technologies & OER
Internet
Multimedia Resources
e-Learning Virtual programs
Online courses
Adopting digital technologies
With the expanded availability of new digital technologies, these institutions have also created and embeded various forms of digital sources including OER in their courses
Student Contents
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OPEN EDUCATIONAL RESOURCES
educational materials that may be freely
accessed, reused, modified and shared.
OER
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The aim of OER is to improve access to learning opportunities by
sharing knowledge and learning resources. By joining this
international community of educators you can save time, cut costs
and contribute to improving the quality of learning in your own
classroom and around the world. The OER movement seeks to
stimulate, facilitate and catalyze growth of the pool of learning
resources on the Internet which circumvent barriers to access and
lift restrictions on usage, thus improving education as a social
good. With OER you are free to use, adapt, mix and share the
resources, and become part of this growing community.
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The OERu will reduce the cost of higher
education dramatically. I believe that radical
innovations in higher education must be
accompanied by particularly robust
frameworks of accreditation and
credentialing in order to reassure the public.
It's all very well for evangelists to promote
do-it-yourself accreditation from the personal
safety of CVs replete with reputable
qualifications, but ordinary people want the
'beef' of proper recognition too.
OERU
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Compose
Adapt
Use
Share
Find
OER life cycle
OER life cycle
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Compose
Adapt
Use
Share
Find
OER life cycle
start by looking for suitable resources which
contribute to meeting the need or satisfying the
desire. This may include using general search
engines, searching specific repositories and
finding individual websites. Some potential
components may be available offline, including
last year's lecture notes, class projects, handouts
for learners and other resources prepared
previously.
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Compose
Adapt
Use
Share
Find
OER life cycle
with a collection of resources at your disposal,
start piecing them together to form a learning
resource for yourself, your fellow educators
and/or learners. This is a creative design
process of building an educational resource
from scratch and/or using components you have
found.
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Compose
Adapt
Use
Share
Find
OER life cycle
while composing OER, it will
nearly always be necessary to
adapt components to your
local context. This may
involve minor corrections and
improvements, remixing
components, localization and
even complete rework for use
in diverse contexts.
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Compose
Adapt
Use
Share
Find
OER life cycle the actual use of OER
in the classroom,
online, during informal
learning activities, etc.
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Compose
Adapt
Use
Share
Find
OER life cycle
once an OER is finished, make
it available for the open
education community to re-
use and begin the life cycle
again.
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The OER university concept
KNOU
Transforming Statistical Education through ICT Application
ISI KNOU ISI KNOU
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Asia Pacific OER Regional Meeting 2012, Bangkok
KNOU ISI KNOU ISI KNOU
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World OER Congress
Paris UNESCO Meeting 2012
KNOU
Transforming Statistical Education through ICT Application
ISI KNOU ISI KNOU
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2012 World Open Educational Resources Congress
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World Congress on
Open Educational Resources
Paris – June 20-22 – 2012
Declaration
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http://oer.knou.ac.kr/ResourceHome.do?cmd=index
OrgView&resSn=82&resCntsSn=905
World OER Declaration 2012 UNESCO Paris
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Government Initiative in Developing OER: the Case of KNOU
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I. International Trends of OER
II. Outline of KNOU’s New Project
III.KNOU OER Content
IV.KNOU OER Services
Contents
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- Opening and sharing of various kinds of educational resources - Advancing society by spreading knowledge
Definition
Characteristics
- ‘Open Educational Resources’ - Technology-enabled, open provision of educational resources for consultation, use and adaptation by a community of users for non-commercial purposes (UNESCO, 2002)
- Educational Resources that are freely available for use, reuse, adaptation and sharing. (The Wikieducator OER Handbook)
- Digitised materials offered freely and openly for educators, students, and self-learners to use and reuse for teaching, learning, and research (OECD)
1. What is OER?
Ⅰ. International Trends of OER
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2. Benefits of OER
Ⅰ. International Trends of OER
Sharing knowledge
Improved availability of materials
Flexible learning opportunities
Improved learning accessibility and study efficiency
Improved cost efficiency and quality of teaching
Public image enhanced
Improved mechanism for accreditation
Enable new service business model and funding streams
Benefits
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OER (Open Educational Resources)
MOOCs (Massive Open Online Courses)
Goal
• Opening of Educational
Resources ※ Expanded concept of OCW(Open
Courseware)
• Generalization of alternative
university education
Major
Institu-
tion
• Domestic : KOCW of KERIS,
KNOU, Hanyang Univ.,
Sookmyung Univ., etc
• Public services(EBS, Seoul city
etc) and Private services
• International : MIT, Harvard,
OU of the UK, etc
• Consortium of several universities
and institutions
• International : Coursera(107
universities, edX(29 universities),
etc.
• Domestic : Asian 6 Universities
including SNU participated in edX
2013
Service
Type
• Providing diverse content and
individual learning through
online
• Practical student management and
lecture related mutual-cooperation
Ⅰ. International Trends of OER
3. OER and MOOCs
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Ⅰ. International Trends of OER
4. International OER Services
MITx, Coursera, edX Services
2001 2002 2010 2012
MIT OCW (Open Courseware)
UNESCO coins OER Terminology
Founded OER UNESCO Chairs in Canada & in the Netherlands
Development of ‘Participating & Sharing OER’ (MITx, Coursera, edX etc.)
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Ⅰ. International Trends of OER
5. Major International OER Services
In 2001, MIT (President Charles Vest) announced the release of
nearly all its courses on the internet without charge
Self-developed eduCommons platform based service
Management of the Study Group (OpenStudy.com)
MIT OCW
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Ⅰ. International Trends of OER
the MOOCs from MIT departments and faculty
Started in March 2012; 16 courses from 9 departments
Contents, assignments, and tests based on academic curriculum
Certification for online learners of MIT coursework
MITx
5. Major International OER Services
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Ⅰ. International Trends of OER
For-profit company founded by Andrew Ng and Daphne Koller
from Stanford University in April 2012; 107 partners
551 courses, 5.7 million users
Certification fees, introducing students to potential employers
and recruiters, tutoring, and tuition fees
Coursera
5. Major International OER Services
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Ⅰ. International Trends of OER
Free online lecture service founded by Harvard and MIT in May 2012
Non-profit project; 110 courses, over 1.6 million users
Major Asian 6 universities including SNU, Beijing, and Kyoto
has participated in edX since 2013.
edX
5. Major International OER Services
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Ⅰ. International Trends of OER
OpenupEd
European MOOCs service launched April, 2013
Based on common OU features regarding Equity, Quality and Diversity etc.
11 Universities from 11 countries such as the OU and Open University of the Netherlands
Providing 164 courses in 12 languages (December 2013)
KNOU agreed to participate in the near future (ICDE SCOP meeting in Lisbon, 2013)
5. Major International OER Services
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Ⅰ. International Trends of OER
6. Korean OER Services
KOCW, SNOW, HOWL Services
2009 2015
KOCW, SNU, Hanyang, Sookmyung, Korea, Kyunghee Univ.,
Plan for UNESCO the 3rd International Conference on Education in Korea
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Vision Improving the quality of life through lifelong and continuing education
Goal Reinforcing independence of future retiree generations currently in their 40s and 50s by constructing blended learning environments
Career Development
Social Contribution Self-Development
Program
A New Educational Organization (Prime College)
Tasks Practical OER Service
Programs for Adult Learners
New Media Education Development Center
Ⅱ. Outline of KNOU’s New Project
1. Creation of Blended Learning Environment for Retirees
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1. Founding An Independent College to fulfill goals and objectives (KNOU was designated as a Hub University by the government)
2. Developing and Operating Adult Learner- Friendly Learning Programs (KNOU Granted 1.5 M USD)
3. Developing and Providing Field Practical OER Service
(KNOU Granted 1 M USD)
4. Promoting R&D as a Hub University and Launching OER Service Team
2. Task Details
Ⅱ. Outline of KNOU’s New Project
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Ⅱ. Outline of KNOU’s New Project
3. Establishing Total Information Service Network of National Lifelong Learning(Plan)
Career Development
Content donation, knowledge sharing
Social participation, social contribution
Applying learning outcomes
Lifelong learning portal
Providing lifelong learning
information
Providing online content
Main providers
Community lifelong learning
network
KERIS KOCW
EBS(Educational Broadcasting
System)
KNOU Prime College
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Blended Learning
Planning Team
Smart
Learning
Planning Team
New Media
Planning Team
Vice President
New Media Education Development Center
Administration
Team
Program
Operation Team
<Affiliate> Dean of Prime College
Management Committee
Curriculum Council
Planning
Department
Ⅱ. Outline of KNOU’s New Project
4. Organization
Management
Department
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“Sympathy, Impression, and Possibility”
OER (Open Educational
Resources)
Blended Learning
OER
Opening
Convergence
Sharing
Participation
Community
Knowledge Reproduction
Content Donation
Ⅲ. KNOU OER Content
1. Basic Policy
Blended Learning OER Content
Theory &
discipline
Experience &
field
Blended Learning OER Service
Individual Learning
Participating & Sharing
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OT for Learning Subject Peer Interview
Subject Verification Related News
Learning Points
Learning Subject Quiz Self-Monitoring Knowledge DB
Studying KNOU Content Studying External
Content
Self Study
Studying Field Content Info about Other
Educational Institution Practical
Field Experience
Prime College Program Guide
Prime College Lecture Preview
Link with Degree Courses
Studying New contents
Ⅲ. KNOU OER Content
2. Composition of OER Content
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Classifications 2012
New content (35 courses)
2013 New content (66 courses)
Content sharing (KNOU)
Content sharing
(Institution/individual)
External contents
link
1 Lifelong
education 40 42 16 2 11
2 Social
community participation
32 115 7 5 28
3 Volunteer service 40 58 22 1 485
4 Hobby & leisure 60 70 2 18 3
5 Business ability 70 111 73 4 9
6 Employment &
Start up 75 138 4 6 17
7 Health 40 44 4 4 11
Total 355 578 128 40 564
Ⅲ. KNOU OER Content
3. Development Status of OER Content
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Institution Volume (Clips)
Korea National Institute for Special Education 456
Republic of Korean Army Headquarters 8
Korea International Cooperation Agency 8
Institution Volume (Clips)
KOCW of KERIS 54
Mirae Asset Company 11
Institute for Unification Education 10
The National Academy of Science 22
Department of Public Administration in KNOU 2
Korea Institute of Start-up and Entrepreneurship Development
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4. Co-developing and Sharing Status of OER Content
Ⅲ. KNOU OER Content
Co-development
Content Sharing
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1. Basic Policy
WEB 2.0 (participating, opening, and
sharing)
Learners’ Participation by Content Sharing
Motivation For Participation
and Learner Support
Link with Prime College Educational Programs
OER Service of Participating and
Sharing
Ⅳ. KNOU OER Services
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2. Homepage : Main Page (http://oer.knou.ac.kr/)
Ⅳ. KNOU OER Service
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Ⅳ. KNOU OER Services
3. Homepage : Sub Menu
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Ⅳ. KNOU OER Services
4. OER Homepage for People with Disabilities
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QA for OER
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Quality Issues of OER
Quality assessment of OER is indicated as one of the major
barriers to OER development and implementation.
Ehlers (2011) discloses high level of quality concerns over
freely available OER in a large scale survey with adult
education institutions as well as HEIs in Europe, and strongly
argues for the promotion of QA standards for OER creation
and use and the establishment of a QA process.
Dhanarajan and Abeywardena (2013), in a survey with HEIs in
Asia, reveal that the lack of technical skills in evaluating the
quality of OER and the anxiety about the quality of OER are
important factors inhibiting OER adoption in Asia.
Hylén (2005) and Yuan, MacNeill, and Kraan (2008) also
indicate problems of judging the quality and relevance of OER
from the view point of educators and learners.
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Kernohan (2012) suggests three areas for QA in
OER: technical/legal, academic, and pedagogic
and argues that effective OER should
demonstrate high quality in all three areas.
Vladoiu (2011) offers a set of QA criteria for
quality assessment of OER in four categories:
content related, instructional design related,
technology related and courseware evaluation.
The most of these QA guidelines and standards
have focused on individual educators’ or learners’
use of OER and thus have not paid enough
attention to institutions’ needs for QA in OER
development and use.
Quality Issues of OER
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3. OER QA Models
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Kernohan (2012)
based on the results from an EU funded OPAL project
(OPAL, 2011), argued that many HEIs have used QA
processes such as existing QA processes for university
teaching,
existing QA processes for online materials or online
learning, peer-reviews,
authorial reflections and review in creating and using OER
due to lack of QA mechanisms designed specifically for
OER.
existing QA for online learning resources and online
learning offers valuable guidelines for QA of OER.
OER QA Models
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QA Models from Europe
UNIQUe : European Universities Quality in e-Learning is a
project of the European Foundation for Quality in
e-learning (EFQUEL)
evaluates 10 areas across three domains at the institutional level:
Learning Resources - Resources for Learning; Students; Faculty;
Technology Equipment
Learning Processes - Quality of the Office; Intellectual Property
Rights (IPR) management; Personal
development / Human Resource (HR) Development and Services
Learning Context/Institution - Commitment to Innovation (culture,
R&D); Institutional Standing Openness
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QA Models from Europe
JISC’s learning outcomes-based QA approach was proposed
by JISC, a non-profit organization which provides resources,
knowledge, expertise and support regarding information and
digital technology for education and research to UK
educational institutions at a local, national and international
level, has developed practical guidelines
http://www.jisc.ac.uk/media/documents/publications/effective
practicedigitalage.pdf
http://www.jisc.ac.uk/
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Learners (e.g. their needs, motives for learning, prior
experience of learning, social and interpersonal skills,
learning preferences and ICT competence).
Intended learning outcomes (e.g. acquisition of knowledge,
academic and social skills, increased motivation and
ability to progress).
Learning environment (e.g. face-to-face or virtual; available
resources, tools, learning content, facilities and services).
Curriculum aspects (e.g. approach(es) to learning,
assessment criteria, formative assessment strategies;
feedback).
Learning activity (description of activity; associated learning
outcome; organization: collaborative, pairs or
individual; resources needed).
Support for learning (e.g. extension or reinforcement activities;
involvement of others; accessibility considerations;
learning preferences).
Evaluation (outcomes for learners; achievement of learning
objectives; feedback from others).
JISC’s learning outcomes-based QA approach
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OPAL’s Seventeen dimensions for quality OER practice
Area 1: Use of OER and Open Learning Architectures - Extent
of using and repurposing OER; Availability of a process for
OER creation; Degree of sharing of OER and OEP; Extent of
working with open learning architectures.
Area 2: Vision of Openness and a Strategy for OEP in an
Organization - Organizational vision for OEP; Existing OEP
strategies and policies; Business model related to OEP;
Partnerships related to OE; Perceived relevance for OEP.
Area 3: Implementing and Promoting OEP to Transform
Learning - IPR and Copyright regulations; Motivational
framework for OEP; OEP usage; Tools to support sharing and
exchange of OEP; Quality concepts for OEP; Level of
knowledge and skills; Digital literacy; Support mechanisms
for OEP.
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A QA Models for OCW and OER
proposed by Vladoiu (2011),
Content related criteria
Instructional design related criteria
Technology related criteria
Courseware evaluation criteria
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QA Models from Asia & Pacific
ACODE :The Australasian Council on Open, Distance and e-Learning
Institution policy and governance for technology supported
learning and teaching.
Planning for, and quality improvement of the integration of
technologies for learning and teaching.
Information technology infrastructure to support learning and
teaching.
Pedagogical application of information and communication
technology.
Professional/staff development for the effective use of
technologies for learning and teaching.
Staff support for the use of technologies for learning and teaching.
Student training for the effective use of technologies for learning.
Student support for the use of technologies for learning.
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Jung’s Asian Learner-Centred QA Framework is
proposed by Jung (2012)
Supportive domain
Pedagogical domain
Environmental domain
The ASEAN Cyber University QA Framework
developed by Jung and Latchem (2012)
Learning Contexts domain
Learning Resources domain
Learning Processes domain
Evaluation and Assessment domain
Learning Outcomes domain
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QA Models from North America
The Quality Matters Rubric for Higher Education, created by
Quality Matters (QM), is designed to certify the quality of
online courses and online components in the USA.
The Rubric has 8 general standards:
Course Overview and Introduction.
Learning Objectives (Competencies).
Assessment and Measurement.
Instructional Materials.
Learner Interaction and Engagement.
Course Technology.
Learner Support.
Accessibility.
https://www.qualitymatters.org/rubric
https://www.qualitymatters.org/
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The Best Practices for Electronically Offered Degree and Certificate Programs
The QA guidelines are divided into five components:
Institutional Context and Commitment.
Curriculum and Instruction.
Faculty Support.
Student Support.
Evaluation and Assessment.
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8 Rubrics for evaluating OER
Rubric I. Degree of Alignment to Standards which focuses on content and
performance expectations.
Rubric II. Quality of Explanation of the Subject Matter which rates how
thoroughly the subject matter is explained or otherwise revealed in the
object.
Rubric III. Utility of Materials Designed to Support Teaching which focuses
on the evaluation of the potential utility of an OER object at the intended
grade level for the majority of teachers.
Rubric IV. Quality of Assessment which applies to those OER objects
designed to find out what a student knows before, during, or after a topic is
taught.
Rubric V. Quality of Technological Interactivity which applies to OER objects
designed with a technology-based interactive component.
Rubric VI. Quality of Instructional Tasks and Practice Exercises which
applies to OER objects that contain exercises designed to provide an
opportunity for practice and skill development.
Rubric VII. Opportunities for Deeper Learning which applies to objects
designed to engage learners in deeper learning such as critical thinking,
complex problem solving, collaborative learning, and so on.
Rubric VIII. Assurance of Accessibility which assures accessibility of
materials to all students, including students with disabilities.
By Achieve US
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4. Survey Results
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QA Index for ODL HE Analysis of
educational activity
Consulting with professionals
Project team brain storming
Consulting with OER manager
Index for QA
Quality Assurance of OER
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Common interesting
item for QA of OER
Objectives, planning, strategy of institute
Construction of educational curriculum
Supporting system for human resources,
management, administration,
physical resources
Performance index for input vs. output
QA for ODL
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Setting the clear objectives , vision, and agenda of OER for target
learner 1
Develop of the QA index which is made by integration of curriculum
management agenda and planning
Emphasis on the index for OER of Higher Education 3
Setting the partnership and co-work with external institute as an
independent part of QA of OER 4
2
Characteristics of KNOU OER
for QA of ODL
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Level of institute Level of program
Vision & policy
curriculum
Supporting for learner Design & planning of course
human resources
physical resources
cooperation & partnership
management/administration
Course management &
evaluation
QA index according to the level of item
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http://www4.clustrmaps.com/counter/maps.php?url=http
://www.oerasia.org
OER Asia
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country N
%
China
124
68.5
Japan 7 3.9
Korea 14 7.7
Malaysia 4 2.2
Netherlands 8 4.4
Spain 21 11.6
Thailand 3 1.7
total 181 100.0
Survey Results
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Survey Results
Gender
N
%
Male
100
62.1
Female 81 37.9
total 181 100.0
Female
37.9% Male
62.1%
Fig.2 Gender distribution
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Survey Results
20 –29
17.2%
30 –39
43.1%
40 –49
15.5%
50 –59
24.1%
Above 60
1.1%
Fig.3 Age distribution
Age Distribution
Age % n
20 – 29 17.2 38
30 – 39 43.1 90
40 – 49 15.5 35
50 – 59 24.1 16
Above 60 1.1 2
Total 100.0
181
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Survey Results
cannot specify this without ticking one of above
N
%
ICT in Education consultant 1 .5
Learning Technologies Designer 1 .5
OER project manager, video creator 1 .5
Professor 1 .5
missing 2 1.1
Non-response 2 1.1
Major role
Answer Options % n
Learner 19.0 40
Instructor or Academic staff 37.9 43
Instructional Designer 3.4 17
Support Staff 20.7 45
Policy Maker 1.7 2
Researcher 17.2 38
Total 100 181
Learner
19%
Instructor or
Academic
staff
38% Instructional
Designer
3%
Support
Staff
21%
Policy Maker
2%
Researcher
17%
Fig.4 Distribution of major role of
participants
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Survey
Questionaire
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Survey Results
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Survey Results
How many years of experience do you
have with OERs use in your teaching
and/or learning?
Years of OER experiences
Answer Options % n
None 21.0 38
1 – 2 years 26.5 48
3 – 5 years 38.7 70
6 – 9 years 9.4 17
10 years or more 4.4 8
Total 100.0
181
None
21%
1-– 2 yrs
26.5%
3-– 5 yrs
38.7%
6-– 9 yrs
9.4%
10 yrs^
4.4%
Fig.5 Distribution of years of
experiences Table 5 Distribution of years of experience
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Survey Results
How would you rate your level of OER
development expertise?
How would you rate your level of
OER development expertise?
Answer Options % n
Beginner/Novice 24.1 35
Low 20.7 43
Moderate 29.3 55
High 19.0 33
Very High 6.9 15
Total 100.0
181
Table 6 Distribution of level of
OER development expertise
Fig.6 Proportion of level of OER
development expertise
Beginner
19%
Low
24% Moderate
31%
High
18%
Very High
8%
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Domain I : Contexts 1) Infrastructure
Answer
Options
None/
Very
Low
Low Moderate High Very
High
Rating
Average total
Q1-1 3 11 61 58 23 3.56 156
Q1-2 3 23 63 50 17 3.35 156
Q1-3 5 21 52 51 27 3.47 156
non response 5
Survey Results
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Domain I : Contexts 3) Institutional Vision & Support
Answer
Options
None/V
ery Low Low
Moder
ate High
Very
High
Rating
Avera
ge
Total
Q3-8 2 16 58 53 27 2.56 156
Q3-9 2 25 53 54 22 2.44 156
Q3-10 2 26 61 49 18 2.35 156
Q3-11 5 20 45 66 20 2.49 156
Q3-12 2 26 53 55 20 2.42 156
non response 5
2.56
2.44
2.35
2.49
2.42
2.20 2.30 2.40 2.50 2.60
The institution develops faculty and staff’s competencies in
OER operations.
The institution encourages and rewards its faculty and staff
in regard to OER development and use.
The institution demonstrates strong leadership in initiating
and supporting educationally sound and ethical operations of
OER.
The institution establishes the organizational structure
appropriate for OER operations.
OER provisions are aligned with the institution's vision,
mission and goals
Survey Results
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KNOU
ASIA 2014
Domain I : Contexts 4) Finance & Partnership
Answer
Options
None/
Very Low Low Moderate High Very High
Rating
Average
Response
Count
Q4-13 5 21 61 49 20 2.37 156
Q4-14 5 28 61 43 19 2.26 156
Q4-15 2 25 54 60 15 2.12 156
Q4-16 5 27 61 49 14 2.06 156
non response 5
2.37
2.26
2.12
2.06
1.90 2.00 2.10 2.20 2.30 2.40
The institution engages in collaborative development
and resource sharing with other OER providers, in-
country and/or internationally.The institution operates collaboration and networking
among the departments, units, local study centers,
etc., involved in OER operations.The institution carefully monitors the costs, cost
savings, cost-effectiveness and cost-efficiency of its
OER operations.
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Domain III: Outcomes 11) Research & Development
Answer
Options
None/Very
Low Low Moderate High
Very
High
Rating
Average
Respons
e Count
Q11-1 3 19 57 49 13 2.35 141
Q11-2 4 20 55 48 14 2.34 141
Q11-3 5 18 54 46 18 2.38 141
Non response 41
2.35
2.34
2.38
2.30 2.35 2.40
The institution collaborates with various international,
national, governmental and non-governmental agencies in
undertaking and sharing research in OER. The institution
collaborates with various international, national,
governmental and non-governmentalThe institution applies these research findings in improving
its OER. The institution applies these research findings in
improving its OER.
The institution promotes and supports research in OER by its
faculty/staff. The institution promotes and supports research
in OER by its faculty/staff.
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KNOU
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Survey Results
The institution provides appropriate and reliable
media/technology infrastructure to develop, deliver
and manage OER.
빈도 퍼센트
유효 None/Very Low 3 1.6
Low 11 6.0
Moderate 61 33.5
High 58 31.9
Very High 23 12.6
합계 156 85.7
결측 시스템 결측값 26 14.3
합계 182 100.0
The institution uses media/technologies
effectively and efficiently in the provision of OER.
빈도 퍼센트
유효 None/Very Low 3 1.6
Low 23 12.6
Moderate 63 34.6
High 50 27.5
Very High 17 9.3
합계 156 85.7
결측 시스템 결측값 26 14.3
합계 182 100.0
The institution periodically evaluates the quality and
uses of the media/technology and infrastructure.
빈도 퍼센트
유효 None/Very Low 5 2.7
Low 21 11.5
Moderate 52 28.6
High 51 28.0
Very High 27 14.8
합계 156 85.7
결측 시스템 결측값 26 14.3
합계 182 100.0
83
KNOU
ASIA 2014
Survey Results
The institution provides appropriate and reliable
media/technology infrastructure to develop, deliver
and manage OER.
빈도 퍼센트
유효 None/Very Low 3 1.6
Low 11 6.0
Moderate 61 33.5
High 58 31.9
Very High 23 12.6
합계 156 85.7
결측 시스템 결측값 26 14.3
합계 182 100.0
The institution uses media/technologies
effectively and efficiently in the provision of OER.
빈도 퍼센트
유효 None/Very Low 3 1.6
Low 23 12.6
Moderate 63 34.6
High 50 27.5
Very High 17 9.3
합계 156 85.7
결측 시스템 결측값 26 14.3
합계 182 100.0
The institution periodically evaluates the quality and
uses of the media/technology and infrastructure.
빈도 퍼센트
유효 None/Very Low 5 2.7
Low 21 11.5
Moderate 52 28.6
High 51 28.0
Very High 27 14.8
합계 156 85.7
결측 시스템 결측값 26 14.3
합계 182 100.0
84
KNOU
ASIA 2014
Survey Results
The institution provides appropriate and reliable
media/technology infrastructure to develop, deliver
and manage OER.
빈도 퍼센트
유효 None/Very Low 3 1.6
Low 11 6.0
Moderate 61 33.5
High 58 31.9
Very High 23 12.6
합계 156 85.7
결측 시스템 결측값 26 14.3
합계 182 100.0
The institution uses media/technologies
effectively and efficiently in the provision of OER.
빈도 퍼센트
유효 None/Very Low 3 1.6
Low 23 12.6
Moderate 63 34.6
High 50 27.5
Very High 17 9.3
합계 156 85.7
결측 시스템 결측값 26 14.3
합계 182 100.0
The institution periodically evaluates the quality and
uses of the media/technology and infrastructure.
빈도 퍼센트
유효 None/Very Low 5 2.7
Low 21 11.5
Moderate 52 28.6
High 51 28.0
Very High 27 14.8
합계 156 85.7
결측 시스템 결측값 26 14.3
합계 182 100.0
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KNOU
ASIA 2014
The institution has clear internal QA policies and
systems for its OER initiatives. Survey Results
n %
None/Very Low 2 1.1
Low 22 12.1
Moderate 47 25.8
High 67 36.8
Very High 18 9.9
subtotal 156 85.7
missing 26 14.3
total 182 100.0
The institution periodically seeks learners’/stakeholders’ views on the quality of its O
ER.
빈도 퍼센트
None/Very Low 5 2.7
Low 28 15.4
Moderate 81 44.5
High 22 12.1
Very High 20 11.0
subtotal 156 85.7
missing 26 14.3
total 182 100.0
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KNOU
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The institution regularly conducts internal and external QA for the purposes of continuous improvement and p
ublic accountability in its use of OER.
n %
None/Very Low 5 2.7
Low 27 14.8
Moderate 56 30.8
High 55 30.2
Very High 13 7.1
합계 156 85.7
시스템 결측값 26 14.3
total 182 100.0
The institution encourages and supports a quality culture in its OER operations.
n %
None/Very Low 2 1.1
Low 27 14.8
Moderate 49 26.9
High 58 31.9
Very High 20 11.0
subtotal 156 85.7
missing 26 14.3
total 182 100.0
Survey Results
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KNOU
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Survey Results
The OER provisions are aligned with the institution�’s vision, mission and goals.
빈도 퍼센트
None/Very Low 2 1.1
Low 16 8.8
Moderate 58 31.9
High 53 29.1
Very High 27 14.8
subtotal 156 85.7
missing 26 14.3
total 182 100.0
The institution establishes the organizational structure appropriate for OER operations.
빈도 퍼센트
None/Very Low 2 1.1
Low 25 13.7
Moderate 53 29.1
High 54 29.7
Very High 22 12.1
subtotal 156 85.7
missing 26 14.3
total 182 100.0
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KNOU
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Comparison between Asia and European countries.
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90
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Regression Model
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Regression Model
92
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Regression Model
93
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Regression Model
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Discriminant Analysis
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5. QA guideline for OER
KNOU
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Refined QA Standards for e-ASEM OER
As a summary for QA standards for e-ASEM OER is like follows;
1. The four variables of Institutional Vision and Support was the most
important factor with 63.5% explanation and the 2nd variable was
Research and Development was selected additional 10.9% explanation ,
the 3rd variable was Infrastructure with 2% additional explanation and
the last variable was Finance and Partnership.
2. Those variables will be the key QA standards for OER.
3. When the detail full items were used the variable institutional vision
and support in detail the most important variable was that the institution
provides appropriate and reliable media/technology infrastructure to
develop, deliver and manage OER.
Remarks
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KNOU
ASIA 2014
Refined QA Standards for e-ASEM OER
The 2nd variable was that the OER provisions are aligned with the vision
of institutions, mission and goals.
The 3rd variable was that the institution carefully monitors the costs,
cost savings, cost-effectiveness and cost-efficiency of its OER
operations.
The 4th variable was the institution uses media/technologies effectively
and efficiently in the provision of OER.
The 5th variable was that the institution develops faculty and staff’s
competencies in OER operations.
The 6th variable was that the content is regularly updated.
Remarks
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KNOU
ASIA 2014
Refined QA Standards for e-ASEM OER
4. When the detail items of significant category variables the
following 3 variables was detected with 79.2% explanation.
The 1st variable was that the institution provides appropriate and
reliable media/technology Infra-structure to develop, deliver and
manage OER
The 2nd variable was that the institution develops faculty and staff’s
competencies in OER operations
The 3rd variable was that the institution uses media/technologies
effectively and efficiently in the provision of OER.
Remarks
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KNOU
ASIA 2014
Q & A
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Thank You!
Terima Kasih!
