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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

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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

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Thank YOU