3.SEA MOOCS Meeting Jakarta DDPD final
+
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
trends in Education in the 21st
century
n Major
n MOOCS, ODELs
n Remaining
and OERs
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
n
n
Focus on raising capacity of workers through CET
Partnership with Canvas and Udemy to build up and deliver
MOOC offering
Findings
1.
Periodic consultation has high participation
2.
3.
Assessment is important
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.
TNE Milestone
Issues and Challenges
2005
2003
2008
MORATORIUM
CMO No. 6 s. CMO No. 27
2003
S 2005
DE
Level III
2015
2016
2014
MORATORIUM LIFTED
CMO No. 2 s. 2008
R.A. 10650
ODeL Law
Proposed TNE PSG
Government
Recognition Only
Level III ODeL Law
Level III
-Diploma Mill Abroad
-Low Quality
Graduation
Limited the
Access of
qualified
providers
2012
-Raised Quality Provision Equivalency Internal Quality
System/DE Quality Framework
-More
Internationalization
-COE/COD
-Non recognition by
-Autonomous Deregulated
Foreign authorities in
- High Quality with ICT
(Thailand, Turkey, China,
▪ Transitory and Development
Vietnam, (UK),
- -Accessible
Process
OPPORTUNITIES
Education
To achieve
-Created high demand
1) Improve Quality Reputation
( SUCs, Hong Kong,
2) Harmonization(DE/ODeL/
Vietnam, Korea)
TNE)
3) Developmental
Indonesia MOOCs
MOOC
web
Material
Presentati
on
Partners
Support
Popularity (fans) in social media
Visitor
Estimation* Facebook Twitter Instagra Youtub Total
m
e
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
edX,
HarvardX,
IDX, ITB, ITS,
NET, Rumah
Perubahan,
UI, UNAIR,
UNPAD, UT
141,200
197,580
47,261
1,975
560
247,376
Teks &
Video
–
45,200
0
0
0
0
0
Video
–
17,100
3,017
1,106
692
13,463 18,278
Teks &
Video
–
44,300
6,974
3,952
10,400
0
Indonesia Teks &
X
Video
MOOCs
Univ.
Terbuka
Sibejoo
UCEO
Univ.
Ciputra
*April–Juni 2016 according to similarweb.com
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
21,326
+
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
2
• Case Studies on SEA
MOOCS
• Policy audit/inventory
• Policy Brief for
SEAMEC
• 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
Education
AGENDA
Higher
Education
Lifelong
Learning
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
Proposed Roadmap
2017
2016
2018
2016-2018
+
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
+
Thank YOU
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
trends in Education in the 21st
century
n Major
n MOOCS, ODELs
n Remaining
and OERs
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
n
n
Focus on raising capacity of workers through CET
Partnership with Canvas and Udemy to build up and deliver
MOOC offering
Findings
1.
Periodic consultation has high participation
2.
3.
Assessment is important
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.
TNE Milestone
Issues and Challenges
2005
2003
2008
MORATORIUM
CMO No. 6 s. CMO No. 27
2003
S 2005
DE
Level III
2015
2016
2014
MORATORIUM LIFTED
CMO No. 2 s. 2008
R.A. 10650
ODeL Law
Proposed TNE PSG
Government
Recognition Only
Level III ODeL Law
Level III
-Diploma Mill Abroad
-Low Quality
Graduation
Limited the
Access of
qualified
providers
2012
-Raised Quality Provision Equivalency Internal Quality
System/DE Quality Framework
-More
Internationalization
-COE/COD
-Non recognition by
-Autonomous Deregulated
Foreign authorities in
- High Quality with ICT
(Thailand, Turkey, China,
▪ Transitory and Development
Vietnam, (UK),
- -Accessible
Process
OPPORTUNITIES
Education
To achieve
-Created high demand
1) Improve Quality Reputation
( SUCs, Hong Kong,
2) Harmonization(DE/ODeL/
Vietnam, Korea)
TNE)
3) Developmental
Indonesia MOOCs
MOOC
web
Material
Presentati
on
Partners
Support
Popularity (fans) in social media
Visitor
Estimation* Facebook Twitter Instagra Youtub Total
m
e
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
edX,
HarvardX,
IDX, ITB, ITS,
NET, Rumah
Perubahan,
UI, UNAIR,
UNPAD, UT
141,200
197,580
47,261
1,975
560
247,376
Teks &
Video
–
45,200
0
0
0
0
0
Video
–
17,100
3,017
1,106
692
13,463 18,278
Teks &
Video
–
44,300
6,974
3,952
10,400
0
Indonesia Teks &
X
Video
MOOCs
Univ.
Terbuka
Sibejoo
UCEO
Univ.
Ciputra
*April–Juni 2016 according to similarweb.com
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
21,326
+
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
2
• Case Studies on SEA
MOOCS
• Policy audit/inventory
• Policy Brief for
SEAMEC
• 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
Education
AGENDA
Higher
Education
Lifelong
Learning
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
Proposed Roadmap
2017
2016
2018
2016-2018
+
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
+
Thank YOU