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#oersymposium2014 S5 P2 Taerim Lee

The document discusses the development and implementation of Open Educational Resources (OER) in Asian and European countries, highlighting the collaborative efforts and participation of various institutions in enhancing access to education through ICT and OER. It outlines the benefits of OER, including improved learning opportunities, cost efficiency, and the importance of quality assurance standards for their development and use. Additionally, it presents the ongoing initiatives and projects by KNOU and other organizations to promote OER and lifelong learning opportunities.

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1 KNOU ASIA 2014 KNOU 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 trlee@knou.ac.kr insung_jung@hotmail.com June 27 2014 Penang Quality Assurance Standards for e-ASEM OER in ODL ASIA 2014
KNOU Transforming Statistical Education through ICT Application ISIKNOU ISI KNOU ASIA 2014 •QA for OER • Survey Results • QA Guideline for OER • KNOU OER Remarks • OER for ODL
3 KNOU ASIA 2014 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)
4 KNOU ASIA 2014 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
5 KNOU ASIA 2014 1. OER for ODL KNOU ASIA 2014
6 KNOU ASIA 2014  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
7 KNOU ASIA 2014 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
8 KNOU ASIA 2014 OPEN EDUCATIONAL RESOURCES educational materials that may be freely accessed, reused, modified and shared. OER
9 KNOU ASIA 2014 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.
10 KNOU ASIA 2014 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
11 KNOU ASIA 2014 Compose Adapt Use Share Find OER life cycle OER life cycle
12 KNOU ASIA 2014 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.
13 KNOU ASIA 2014 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.
14 KNOU ASIA 2014 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.
15 KNOU ASIA 2014 Compose Adapt Use Share Find OER life cycle the actual use of OER in the classroom, online, during informal learning activities, etc.
16 KNOU ASIA 2014 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.
17 KNOU ASIA 2014
18 KNOU ASIA 2014
19 KNOU ASIA 2014 The OER university concept
KNOU Transforming Statistical Education through ICT Application ISIKNOU ISI KNOU ASIA 2014 Asia Pacific OER Regional Meeting 2012, Bangkok
KNOU ISIKNOU ISI KNOU ASIA 2014 World OER Congress Paris UNESCO Meeting 2012
KNOU Transforming Statistical Education through ICT Application ISIKNOU ISI KNOU ASIA 2014 2012 World Open Educational Resources Congress
23 KNOU ASIA 2014 World Congress on Open Educational Resources Paris – June 20-22 – 2012 Declaration
24 KNOU ASIA 2014 http://oer.knou.ac.kr/ResourceHome.do?cmd=index OrgView&resSn=82&resCntsSn=905 World OER Declaration 2012 UNESCO Paris
25 KNOU ASIA 2014 Government Initiative in Developing OER: the Case of KNOU
26 KNOU ASIA 2014 I. International Trends of OER II. Outline of KNOU’s New Project III.KNOU OER Content IV.KNOU OER Services Contents
27 KNOU ASIA 2014 - 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
28 KNOU ASIA 2014 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
29 KNOU ASIA 2014 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
30 KNOU ASIA 2014 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.)
31 KNOU ASIA 2014 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
32 KNOU ASIA 2014 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
33 KNOU ASIA 2014 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
34 KNOU ASIA 2014 Ⅰ. International Trends of OER   FreeonlinelectureservicefoundedbyHarvardandMITin May2012  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
35 KNOU ASIA 2014 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
36 KNOU ASIA 2014 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
37 KNOU ASIA 2014 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
38 KNOU ASIA 2014 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
39 KNOU ASIA 2014 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
40 KNOU ASIA 2014 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
41 KNOU ASIA 2014 “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
42 KNOU ASIA 2014 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
43 KNOU ASIA 2014 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
44 KNOU ASIA 2014 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 17 4. Co-developing and Sharing Status of OER Content Ⅲ. KNOU OER Content  Co-development  Content Sharing
45 KNOU ASIA 2014 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
46 KNOU ASIA 2014 2. Homepage : Main Page (http://oer.knou.ac.kr/) Ⅳ. KNOU OER Service
47 KNOU ASIA 2014 Ⅳ. KNOU OER Services 3. Homepage : Sub Menu
48 KNOU ASIA 2014 Ⅳ. KNOU OER Services 4. OER Homepage for People with Disabilities
49 KNOU ASIA 2014 QA for OER
50 KNOU ASIA 2014 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.
51 KNOU ASIA 2014  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
52 KNOU ASIA 2014 3. OER QA Models KNOU ASIA 2014
53 KNOU ASIA 2014  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
54 KNOU ASIA 2014 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
55 KNOU ASIA 2014 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/
56 KNOU ASIA 2014  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
57 KNOU ASIA 2014 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.
58 KNOU ASIA 2014 A QA Models for OCW and OER proposed by Vladoiu (2011),  Content related criteria  Instructional design related criteria  Technology related criteria  Courseware evaluation criteria
59 KNOU ASIA 2014 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.
60 KNOU ASIA 2014 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
61 KNOU ASIA 2014 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/
62 KNOU ASIA 2014 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.
63 KNOU ASIA 2014 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
64 KNOU ASIA 2014 4. Survey Results KNOU
65 KNOU ASIA 2014 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
66 KNOU ASIA 2014 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
67 KNOU ASIA 2014 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 Education3 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
68 KNOU ASIA 2014 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
69 KNOU ASIA 2014 http://www4.clustrmaps.com/counter/maps.php?url=http ://www.oerasia.org OER Asia
70 KNOU ASIA 2014 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
71 KNOU ASIA 2014 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
72 KNOU ASIA 2014 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
73 KNOU ASIA 2014 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
74 KNOU ASIA 2014 Survey Questionaire
75 KNOU ASIA 2014 Survey Results
76 KNOU ASIA 2014 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
77 KNOU ASIA 2014 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%
78 KNOU ASIA 2014 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
79 KNOU ASIA 2014 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
80 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.
81 KNOU ASIA 2014 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-governmental The 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.
82 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
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
85 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
86 KNOU ASIA 2014 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
87 KNOU ASIA 2014 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
88 KNOU ASIA 2014 Comparison between Asia and European countries.
89 KNOU ASIA 2014
90 KNOU ASIA 2014 Regression Model
91 KNOU ASIA 2014 Regression Model
92 KNOU ASIA 2014 Regression Model
93 KNOU ASIA 2014 Regression Model
94 KNOU ASIA 2014 Discriminant Analysis
95 KNOU ASIA 2014 5. QA guideline for OER KNOU
96 KNOU ASIA 2014 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
97 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
98 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
99 KNOU ASIA 2014 Q & A
100 KNOU ASIA 2014 Thank You! Terima Kasih!

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#oersymposium2014 S5 P2 Taerim Lee

  • 1.
    1 KNOU ASIA 2014 KNOU Tae RimLee In Sung Jung Dept. of Information Statistics, Dept. of Education KNOU International Christian University Dean of Natural Science Japan Vice President of KSS trlee@knou.ac.kr insung_jung@hotmail.com June 27 2014 Penang Quality Assurance Standards for e-ASEM OER in ODL ASIA 2014
  • 2.
    KNOU Transforming Statistical Educationthrough ICT Application ISIKNOU ISI KNOU ASIA 2014 •QA for OER • Survey Results • QA Guideline for OER • KNOU OER Remarks • OER for ODL
  • 3.
    3 KNOU ASIA 2014 e-ASEM OERProject 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)
  • 4.
    4 KNOU ASIA 2014 Chapter SubjectParticipant 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
  • 5.
    5 KNOU ASIA 2014 1. OERfor ODL KNOU ASIA 2014
  • 6.
    6 KNOU ASIA 2014  Wideningaccess 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
  • 7.
    7 KNOU ASIA 2014 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
  • 8.
    8 KNOU ASIA 2014 OPEN EDUCATIONALRESOURCES educational materials that may be freely accessed, reused, modified and shared. OER
  • 9.
    9 KNOU ASIA 2014 The aimof 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.
  • 10.
    10 KNOU ASIA 2014 The OERuwill 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
  • 11.
  • 12.
    12 KNOU ASIA 2014 Compose Adapt Use Share Find OER lifecycle 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.
  • 13.
    13 KNOU ASIA 2014 Compose Adapt Use Share Find OER lifecycle 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.
  • 14.
    14 KNOU ASIA 2014 Compose Adapt Use Share Find OER lifecycle 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.
  • 15.
    15 KNOU ASIA 2014 Compose Adapt Use Share Find OER lifecycle the actual use of OER in the classroom, online, during informal learning activities, etc.
  • 16.
    16 KNOU ASIA 2014 Compose Adapt Use Share Find OER lifecycle once an OER is finished, make it available for the open education community to re- use and begin the life cycle again.
  • 17.
  • 18.
  • 19.
    19 KNOU ASIA 2014 The OERuniversity concept
  • 20.
    KNOU Transforming Statistical Educationthrough ICT Application ISIKNOU ISI KNOU ASIA 2014 Asia Pacific OER Regional Meeting 2012, Bangkok
  • 21.
    KNOU ISIKNOU ISI KNOU ASIA2014 World OER Congress Paris UNESCO Meeting 2012
  • 22.
    KNOU Transforming Statistical Educationthrough ICT Application ISIKNOU ISI KNOU ASIA 2014 2012 World Open Educational Resources Congress
  • 23.
    23 KNOU ASIA 2014 World Congresson Open Educational Resources Paris – June 20-22 – 2012 Declaration
  • 24.
  • 25.
    25 KNOU ASIA 2014 Government Initiative inDeveloping OER: the Case of KNOU
  • 26.
    26 KNOU ASIA 2014 I. InternationalTrends of OER II. Outline of KNOU’s New Project III.KNOU OER Content IV.KNOU OER Services Contents
  • 27.
    27 KNOU ASIA 2014 - Openingand 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
  • 28.
    28 KNOU ASIA 2014 2. Benefitsof 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
  • 29.
    29 KNOU ASIA 2014 OER (Open EducationalResources) 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
  • 30.
    30 KNOU ASIA 2014 Ⅰ. InternationalTrends 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.)
  • 31.
    31 KNOU ASIA 2014 Ⅰ. InternationalTrends 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
  • 32.
    32 KNOU ASIA 2014 Ⅰ. InternationalTrends 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
  • 33.
    33 KNOU ASIA 2014 Ⅰ. InternationalTrends 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
  • 34.
    34 KNOU ASIA 2014 Ⅰ. InternationalTrends of OER   FreeonlinelectureservicefoundedbyHarvardandMITin May2012  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
  • 35.
    35 KNOU ASIA 2014 Ⅰ. InternationalTrends 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
  • 36.
    36 KNOU ASIA 2014 Ⅰ. InternationalTrends 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
  • 37.
    37 KNOU ASIA 2014 Vision Improvingthe 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
  • 38.
    38 KNOU ASIA 2014 1. FoundingAn 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
  • 39.
    39 KNOU ASIA 2014 Ⅱ. Outlineof 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
  • 40.
    40 KNOU ASIA 2014 Blended Learning PlanningTeam 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
  • 41.
    41 KNOU ASIA 2014 “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
  • 42.
    42 KNOU ASIA 2014 OT forLearning 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
  • 43.
    43 KNOU ASIA 2014 Classifications 2012 New content (35courses) 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
  • 44.
    44 KNOU ASIA 2014 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 17 4. Co-developing and Sharing Status of OER Content Ⅲ. KNOU OER Content  Co-development  Content Sharing
  • 45.
    45 KNOU ASIA 2014 1. BasicPolicy 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
  • 46.
    46 KNOU ASIA 2014 2. Homepage: Main Page (http://oer.knou.ac.kr/) Ⅳ. KNOU OER Service
  • 47.
    47 KNOU ASIA 2014 Ⅳ. KNOUOER Services 3. Homepage : Sub Menu
  • 48.
    48 KNOU ASIA 2014 Ⅳ. KNOUOER Services 4. OER Homepage for People with Disabilities
  • 49.
  • 50.
    50 KNOU ASIA 2014 Quality Issuesof 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.
  • 51.
    51 KNOU ASIA 2014  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
  • 52.
    52 KNOU ASIA 2014 3. OERQA Models KNOU ASIA 2014
  • 53.
    53 KNOU ASIA 2014  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
  • 54.
    54 KNOU ASIA 2014 QA Modelsfrom 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
  • 55.
    55 KNOU ASIA 2014 QA Modelsfrom 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/
  • 56.
    56 KNOU ASIA 2014  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
  • 57.
    57 KNOU ASIA 2014 OPAL’s Seventeendimensions 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.
  • 58.
    58 KNOU ASIA 2014 A QAModels for OCW and OER proposed by Vladoiu (2011),  Content related criteria  Instructional design related criteria  Technology related criteria  Courseware evaluation criteria
  • 59.
    59 KNOU ASIA 2014 QA Modelsfrom 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.
  • 60.
    60 KNOU ASIA 2014 Jung’s AsianLearner-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
  • 61.
    61 KNOU ASIA 2014 QA Modelsfrom 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/
  • 62.
    62 KNOU ASIA 2014 The BestPractices 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.
  • 63.
    63 KNOU ASIA 2014 8 Rubricsfor 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
  • 64.
  • 65.
    65 KNOU ASIA 2014 QA Indexfor ODL HE Analysis of educational activity Consulting with professionals Project team brain storming Consulting with OER manager Index for QA Quality Assurance of OER
  • 66.
    66 KNOU ASIA 2014 Common interesting itemfor 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
  • 67.
    67 KNOU ASIA 2014 Setting theclear 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 Education3 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
  • 68.
    68 KNOU ASIA 2014 Level ofinstitute 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
  • 69.
  • 70.
    70 KNOU ASIA 2014 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
  • 71.
    71 KNOU ASIA 2014 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
  • 72.
    72 KNOU ASIA 2014 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
  • 73.
    73 KNOU ASIA 2014 Survey Results cannotspecify 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
  • 74.
  • 75.
  • 76.
    76 KNOU ASIA 2014 Survey Results Howmany 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
  • 77.
    77 KNOU ASIA 2014 Survey Results Howwould 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%
  • 78.
    78 KNOU ASIA 2014 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
  • 79.
    79 KNOU ASIA 2014 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
  • 80.
    80 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.
  • 81.
    81 KNOU ASIA 2014 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-governmental The 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.
  • 82.
    82 KNOU ASIA 2014 Survey Results Theinstitution 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.
    83 KNOU ASIA 2014 Survey Results Theinstitution 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.
    84 KNOU ASIA 2014 Survey Results Theinstitution 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
  • 85.
    85 KNOU ASIA 2014 The institutionhas 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
  • 86.
    86 KNOU ASIA 2014 The institutionregularly 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
  • 87.
    87 KNOU ASIA 2014 Survey Results TheOER 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
  • 88.
    88 KNOU ASIA 2014 Comparison betweenAsia and European countries.
  • 89.
  • 90.
  • 91.
  • 92.
  • 93.
  • 94.
  • 95.
    95 KNOU ASIA 2014 5. QAguideline for OER KNOU
  • 96.
    96 KNOU ASIA 2014 Refined QAStandards 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
  • 97.
    97 KNOU ASIA 2014 Refined QAStandards 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
  • 98.
    98 KNOU ASIA 2014 Refined QAStandards 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
  • 99.
  • 100.