SEAMOLEC's MOOC - Dr Abi Sujak, M.Sc

SEAMOLEC’S MOOC
Dr. Abi Sujak, M.Sc
Director of SEAMOLEC
Presented at University of Malaya’s Center for Continuing Education
Malaysia’s National Conference on Life Long Learning 2016
University Malaya, Kuala Lumpur, Malaysia
27 September 2016

ASEAN : BASIC DATA INDICATORS
2
585,000
590,000
595,000
600,000
605,000
610,000
615,000
620,000
625,000
2011 2012 2013 2014
Total population
(in thousands)
2,000,000
2,100,000
2,200,000
2,300,000
2,400,000
2,500,000
2,600,000
2011 2012 2013 2014
Gross domestic product at
current prices US$ million

3
1,242,199
1,254,581
1,271,128
1,292,634
1,146,245
1,221,847
1,240,388 1,236,284
2011 2012 2013 2014
Total of Export and Import
Export Import
ASEAN : BASIC DATA INDICATORS
2011 2012 2013 2014
95,838
115,453 117,687
136,181
Foreign direct investments inflow US$
million

EDUCATION 2030*)
(INCHEON DECLARATION)
A New Vision of Education:
“Ensure inclusive and equitable quality
education and promote lifelong learning
opportunities for all”
*) UNESCO together with UNICEF, the World Bank, UNFPA, UNDP, UN Women and
UNHCR, Incheon, Republic of Korea, 19 – 22 May 2015
4

FACTS, FIGURES, AND CHALLENGES
Primary, Secondary, Vocational Schools, Higher Education in the World and South East Asia
5

• ENROLMENT IN PRIMARY EDUCATION IN DEVELOPING
COUNTRIES HAS REACHED 91% BUT 51 MILLION
CHILDREN REMAIN OUT OF SCHOOLS.
• 103 MILLION YOUTH WORLDWIDE LACK BASIC LITERACY
SKILLS, AND MORE THAN 50% OF THEM ARE WOMEN.
*) United Nations Sustainable Development Goals. www.un.org/sustainabledevelopment/education
6

0
10
20
30
40
50
60
70
80
90
100
2005 2006 2007 2008 2009 2010 2011
Adjusted net enrolment rate, primary, both sexes (%)
Brunei Darussalam
Cambodia
Indonesia
Lao PDR
Malaysia
Philippines
Singapore
Thailand
Timor-Leste
Vietnam
Myanmar
7

0
10
20
30
40
50
60
70
80
90
100
2005 2006 2007 2008 2009 2010 2011
Adjusted net enrolment rate, lower secondary, both sexes (%)
Brunei Darussalam
Cambodia
Indonesia
Lao PDR
Malaysia
Philippines
Singapore
Thailand
Timor-Leste
Vietnam
8

0
10
20
30
40
50
60
70
80
90
100
2005 2006 2007 2008 2009 2010 2011
Adjusted net enrolment rate, upper secondary, both sexes (%)
Brunei Darussalam
Cambodia
Indonesia
Lao PDR
Malaysia
Philippines
Singapore
Thailand
Timor-Leste
Vietnam
Myanmar
9

Participation Gap at Senior High School Level
(Indonesia)
10
0
.2
.4
.6
.8
1
0 1 2 3 4 5 6 7 8 9 10 11 12
Lama sekolah (tahun)
Q-1 Q-2 Q-3 Q-4 Q-5
16-18 Tahun
Anak dari keluarga kaya
juga masih banyak yang
tidak sampai ke jenjang
menengah
Sumber: Susenas
Cohort, lenght of study of population age 16-18 years old, based on family
expenditure (Quantile 1 - 5) 2010

Distribution of Attrition 2011:
Population Age: 7-18 years, Indonesia
0.00
0.34
0.38
0.39
0.39
0.45
0.50
0.55
0.56
0.56
0.62
0.63
0.65
0.67
0.68
0.70
0.70
0.72
0.80
0.80
0.91
1.00
1.06
1.10
1.12
1.19
1.21
1.26
1.32
1.36
1.56
1.88
2.37
0.00 0.50 1.00 1.50 2.00 2.50
Dl Yogyakarta
Kalimantan Timur
Aceh
Jawa Timur
Bali
Banten
Jawa Tengah
Sumatera Utara
DKI Jakarta
Maluku
Bengkulu
Jawa Barat
Jambi
Maluku Utara
Lampung
Kepulauan Riau
Kalimantan Tengah
Riau
Kalimantan Selatan
Nusa Tenggara Barat
Sumatera Barat
Nusa Tenggara Timur
Sumatera Selatan
Sulawesi Utara
Sulawesi Selatan
Kalimantan Barat
Sulawesi Tengah
Gorontalo
Sulawesi Tenggara
Papua
Papua Barat
Kepulauan Bangka Belitung
Sulawesi Barat
(Persen)
Nasional Average:
0,67%
0.32
0.34
0.62
1.22
1.27
1.53
1.82
1.92
1.94
1.95
1.97
2.03
2.10
2.18
2.19
2.19
2.25
2.28
2.43
2.50
2.58
2.64
2.67
2.68
2.83
2.94
3.04
3.24
3.41
3.48
3.81
4.41
5.23
0.00 1.00 2.00 3.00 4.00 5.00 6.00
Kepulauan Riau
D1 Yogyakarta
Bali
Jawa Tengah
Aceh
Riau
Maluku
DKI Jakarta
Kalimantan Timur
Banten
Nusa Tenggara Barat
Jambi
Sulawesi Barat
Jawa Timur
Sumatera Selatan
Bengkulu
Kalimantan Tengah
Kalimantan Barat
Sulawesi Selatan
Papua
Jawa Barat
Sumatera Barat
Maluku Utara
Lampung
Nusa Tenggara Timur
Sulawesi Tenggara
Kalimantan Selatan
Sumatera Utara
Sulawesi Tengah
Gorontalo
Sulawesi Utara
Papua Barat
Nasional Average:
2,21%
(Persen)
0.69
1.31
1.62
1.76
2.20
2.30
2.37
2.41
2.54
2.90
3.02
3.02
3.03
3.07
3.14
3.20
3.26
3.28
3.39
3.41
3.44
3.81
3.83
4.09
4.55
4.62
4.66
4.84
4.92
4.96
5.57
6.11
6.58
0.00 1.00 2.00 3.00 4.00 5.00 6.00 7.00
Kepulauan Riau
Banten
D1 Yogyakarta
Aceh
Bali
DKI Jakarta
Jawa Barat
Jawa Tengah
Papua Barat
Kalimantan Tengati
Riau
Bengkulu
Lampung
Papua
Maluku
Sumatera Barat
Sulawesi Barat
Kalimantan Selatan
Jambi
Maluku Utara
Jawa Timur
Sumatera Selatan
Kalimantan Timur
Sumatera Utara
Kalimantan Barat
Sulawesi Selatan
Gorontalo
Nusa Tenggara Barat
Nusa Tenggara Timur
Sulawesi Tenggara
Sulawesi Utara
Sulawesi Tengah
Nasional
Average:
3,14%
(Persen)
Age 7-12 Age 13-15 Age 16-18
Sumber: Diolah dari data BPS 2013
11

0
10
20
30
40
50
60
70
80
90
100
2005 2006 2007 2008 2009 2010 2011
Adult literacy rate, population 15+ years, both sexes (%)
Brunei Darussalam
Cambodia
Indonesia
Lao PDR
Malaysia
Philippines
Singapore
Thailand
Timor-Leste
Vietnam
Myanmar
12

0
10
20
30
40
50
60
70
80
90
100
2005 2006 2007 2008 2009 2010 2011
Internet users (per 100 people)
Brunei Darussalam
Cambodia
Indonesia
Lao PDR
Malaysia
Philippines
Singapore
Thailand
Timor-Leste
Vietnam
Myanmar
13

0
10
20
30
40
50
60
70
80
90
100
2005 2006 2007 2008 2009 2010 2011
Labor force with primary education (% of total)
Brunei Darussalam
Cambodia
Indonesia
Lao PDR
Malaysia
Philippines
Singapore
Thailand
Timor-Leste
Vietnam
Myanmar
UNESCO, Data Statistics, 2016
14

Source:http://www.ilo.org/wcmsp5/groups/public/---asia/---ro-bangkok/---
sro-bangkok/documents/publication/wcms_325219.pdf
South-East Asia’s largest
minimum wage increase of the
past two years took place in
Cambodia, where street protests
around minimum wages caught
international attention.
A series of adjustments brought
the minimum wage for the
footwear and garment sector
from US$61 to US$80 (May
2013) and to US$100 (February
2014); the last update is
US$128 effect in January 2015
15

Comparative Wages in Selected Countries
February 29, 2016
Source: http://www.nwpc.dole.gov.ph/pages/statistics/stat_comparative.html

Hal. 30
No. Country Min Wage/Month(in USD) Remarks
1. Brunei No minimum wage limits exist in the Brunei, however the topic was
brought up in 2010, and was again under discussion during
parliamentary sessions in March of this year
2. Cambodia - 31 (apprentice)
- 59 (probationary workers)
- 64 (regular workers)
-----------------------------------------------------------
- 6 (Living allowance)
Minimum wage
standards,
however, do exist
for the garment
and shoe industry
in the country
3. Indonesia - 226 (in Jakarta)
- 85 (in Central Java)
Minimum Wage Levels Across ASEAN
Source: http://www.aseanbriefing.com/news/2013/04/16/minimum-wage-levels-across-asean.html

Hal. 31
No. Country Min Wage/Month(in USD) Remark
4. Lao PDR 78 (wage/month)
------------------------------------------------------
1 (meal allowance/day)
5. Malaysia - 296 (peninsular Malaysia)
- 263 (Sabah, Sarawak, Labuan)
6. Myanmar - 57 ( public employees)
- 60 (laborers)
There is no general minimum wage in
Myanmar, yet standards exist for
certain sectors

Hal. 32
7. Philippines - 265-288 (non-agriculture work in the area around the capital
of Manila)
- 130 (for non-plantation agriculture in certain peripheral
regions
- 177 (The average pay for non-agricultural work across all
regions)
Minimum wages in the
Philippines are decided
by both sector (non-
agriculture, plantation
agriculture, or non-
plantation agriculture)
and geographical
region
8. Singapore There are presently no minimum wage limits in Singapore, with
wages being decided by the open market in a regime similar to
that of many high-income countries.

9. Thailand - 269
10. Vietnam - 113 (Hanoi, Hai Phong and Ho
Chi Minh City.)
- 79 (remote areas)
Hal. 33

Vocational Education Training (VET)
Quality Framework
ASEAN Qualification Reference Framework (AQRF) is a translation device to
enable comparisons of qualifications across participating ASEAN countries,
including National Qualification Framework (NQF), Mutual Recognition
Agreements (MRA) in sectors like tourism, surveyor, engineers, etc.
The National Qualifications Framework (NQF) is the system that records
levels of learning achievement to ensure that the skills and knowledge that have
been learned are recognised throughout the country. There are eight levels on
the NQF. These levels are divided into three bands: general education and
training.
23

Indonesia
Currently, 4 Free Trade Zones has been
established in Indonesia. :
• Batam Free Trade Zone and Free Port
• Bintan Free Trade Zone and Free Port
• Karimun Free Trade Zone and Free Port
• Sabang Free Trade Zone and Free Port
33 Industrial areas
In 19 Province 27

Thailand
27 Industrial areas
In 5 Province
28

Philippines
55 Industrial areas
29

Vietnam
57 Industrial areas
In 18 Province
30

Cambodia
15 Industrial
areas
In 7 Province
31

Supported by:
1. SEAMEO Secretariat, Thailand
2. SEAMEO VOCTECH, Brunei Darussalam
3. SEAMEO SEAMOLEC, Indonesia
4. SEAMEO BIOTROP, Indonesia
5. SEAMEO SEARCA, Philippines
6. SEAMEO INNOTECH, Philippines
7. SEAMEO QITEP in Language, Indonesia
8. SEAMEO QITEP in Science, Indonesia
9. SEAMEO QITEP in Mathematics, Indonesia
10. SEAMEO RECFON, Indonesia
11. SEAMEO RIHED, Thailand
12. SEAMEO SPAFA, Thailand
13. SEAMEO TROPMED Network, Thailand
14. SEAMEO RECSAM, Malaysia
15. SEAMEO CELLL, Vietnam
16. SEAMEO SEN, Malaysia
17. SEAMEO RETRAC, Vietnam
18. SEAMEO RELC, Singapore
19. SEAMEO CHAT, Myanmar
Hal. 42
32

33
ACCESS TO HIGHER EDUCATION*)
The number of students enrolled in HE is forecast to rise from 99.4 million in
2000 to 414.2 million in 2030 an increase of 314 per cent (Calderon, 2012). If an
extra five years is added to these projections, the number of students pursuing
HE by 2035 is likely to exceed 520 million.
*) Calderon (2012) in Mariana Patru and Venkataraman Balaji (Editors), Making Sense of MOOCs A Guide for Policy-
Makers, UNESCO and Commonwealth of Learning, France, 2016

34
INTERNET USERS*)
INTERNET USERS*)
 According to the International Telecommunications Union, 43 per cent of the
world’s population is now online, with some form of regular access to the
Internet, and the number of internet users globally has reached 3.2 billion, of
whom 2 billion are from developing countries (ITU, 2015).
*) ITU (2015) in Mariana Patru and Venkataraman Balaji (Editors), Making Sense of MOOCs A Guide for Policy-
Makers, UNESCO and Commonwealth of Learning, France, 2016, p. 11.

THE PROGRESS IN ASIA AND SOUTH EAST ASIA

MOOC – HISTORY & DEFINITION
 2008 Dave Cormier & Bryan Alexander: new model of education delivery  MOOC – massive open online
course (emerged from the open educational resources movement)
 MOOC: structured content in a defined area of study (course), delivered via web (online) to everyone
(open) with no limit for enrolment (massive) (Educase 2013).
 MOOCs were at first delivered in higher education, so there is no wonder why they are based on syllabus
and the content consists of lecture readings, (short) lectures and assignments.
 edX, Udacity and Coursera (a consortium of about 107 member institutions from all over the world, a 47%
of MOOC market (Cusack, 2014).
 participants come from a wider scope, not just as higher education students., with already a degree, like to
update, renew or extend their knowledge or to acquire new knowledge to their career without leaving their
jobs or going back to school.
 a real support to long-life learning process (LLL).
 Majority of MOOCs is free of charge and open, available to wide audience (mostly English speaking
community)
37

ICT:
E-
learning
Distance
Learning
Open
Learning
THE MAIN IDEA OF MOOC: FLEXIBLE/ADAPTIVE LEARNING
(WHEREVER, WHENEVER, WHOEVER)
Fleksible :
Time Easy to registerCourses
Delivery methodLearning approachLearning resources
38

KINDS OF MOOCS
MOOC: generic name for massive courses (Cuzack, 2014):
 xMOOC – the most common type of MOOC. The course is organized around core curriculum and lead by a
professor.
 cMOOC, where c is for connectivity. Course based on student-to-student interaction. Students discuss
about starting point materials they received at the beginning of the course.
 DOCC – the same course materials are distributed to students at different institutions.
 BOOC – a big open online course is similar to traditional MOOC, but limited to smaller number of students
(around 50).
 SMOC – synchronous massive online courses include the lectures with live broadcast. This type of MOOC
requires students to be online at specific times.
 SPOC – small private online courses similar to BOOC are usually used as a supplement of F2F classes.
This type is closely connected to flipped education. 39

MOOCS
 3 mooc Concern
 Open Access– anyone
can participate in online
courses and free.
 Scalability – mooc is
designed to accommodate
students in unlimited
amounts.
 Quality– quality
assurance system for
learning and the academic
exercises 40

41
MOOC : POTENTIAL ACCESS
 The FICCI (2014) report highlights that over 10 million students globally have enrolled in
thousands of such courses offered by just the top 3-4providers of MOOCs. Coursera has over 8.5
million students and offers 700 courses from 110 globally recognized partners. Udemy has over 3
million students and offers more than 16,000 courses. edX has over 1.3 million students from 195
countries. Udacity has 1.6 million students in 123 full courses and 26 free courseware. These
numbers have been achieved just over the past 3 years (2011-14).*)
*) Karanam Pushpanadham in Bowon Kim (Editor in Chief), MOOC’s and Educational Challenges around Asia and Europe,
KNOU Press, South Korea, 2015.
41

•The year 2013 was known as “MOOCs Start-Up
Year” for institutions of higher education in China.
•China’s mooc.guokr.com is a gathering place for
40,000 learners who are using MOOCs.
*) Wang Ying in Bowon Kim (Editor in Chief), MOOC’s and Educational Challenges around Asia and Europe, KNOU
Press, South Korea, 2015.
42
MOOC in China*)

Participation of Individual Users in experience of MOOCs
43
Figure 1: Distribution of age, occupation, and academic level

China’s mooc.guokr.com is a gathering place for 40,000 learners who are using MOOCs. 44
Participation of Individual Users in experience of MOOCs

ICT that ‘potentially’ support MOOC in India:
• National Program on Technology Enhanced Learning (NPTEL).
• Open Source Educational Resources Animation Repository (OSCAR).
• A-VIEW (Amrita Virtual Interactive e-Learning World)
• E-Grid as an Open Educational Resources.
• National Repository for Open Educational Resources (NROER)
• The National Knowledge Commission .
• The National Institute of Open Schooling (NIOS) (also called the National Open
School).
*) Karanam Pushpanadham in Bowon Kim (Editor in Chief), MOOC’s and Educational Challenges around Asia and
Europe, KNOU Press, South Korea, 2015 45
MOOC IN INDIA*)

PROJECTS THAT POTENTIALLY SUPPORT:
• Indonesia GDLN (Global Development Learning Network);
• INHERENT (Indonesia Higher Education and Research
Network)
• OCW-Indonesia
• Indonesia-OER movement
• UNESCO: CONNECT-ASIA
46
MOOC IN INDONESIA:

https://indonesiax.co.id/courses
47

• 2013 was the first year of MOOC in Japan. Japanese top-class
universities, such as University of Tokyo and Kyoto University,
started MOOC projects by joining international consortia, such as
Coursera and edX. Japanese universities and corporates
launched Japan Massive Open Online Course (JMOOC,
http://www.jmooc.jp/en/).
*) Tsuneo Yamada in Bowon Kim (Editor in Chief), MOOC’s and Educational Challenges around Asia and Europe,
KNOU Press, South Korea, 2015
48
MOOC IN JAPAN*)

OER movements as a background of MOOC in Japan
• The Japan Open Courseware Consortium (JOCW) established in 2005
and member organizations began preparing for open courseware (OCW)
sites. A few years later, the National Institute of Multimedia Education
(NIME, currently, the Center of ICT and Distance Education, OUJ) started
a cross-institutional search service for accessing various OERs, including
JOCW content. Japanese OER movements were led by three entities,
namely, JOCW, OUJ and Cyber Campus Consortium TIES (NPO CCC-
TIES). CCC-TIES is a consortium of Japanese private universities and has
built up a number of collaborative frameworks from the mid-1990 although
the sharing of digital educational resources had remained inside the
consortium (cf., Yamada, 2013).
49

• The participating universities at 2015 that provide and
operate lectures on the platform are total 10 lectures
and plan to expand lectures and participating institutes
every year.
*) Taerim Lee in Bowon Kim (Editor in Chief), MOOC’s and Educational Challenges around Asia and Europe, KNOU
Press, South Korea, 2015
55
MOOC IN KOREA*):

• The first Malaysian higher education institution announced its
pilot MOOC offering in March 2013.
• At the moment, there are a total of 36 universities (15 by
Taylor’s University; 4 by Malaysia MOOCs; and 17 by OUM).
*) Mansor Fadzil, Latifah Abdol Latif, and Tengku Amina Munira in Bowon Kim (Editor in Chief), MOOC’s and
Educational Challenges around Asia and Europe, KNOU Press, South Korea, 2015 in
56
MOOCs IN MALAYSIA*)

• MOOCs are being offered by two institutions, namely: the University of the
Philippines Open University (UPOU) and the Technical Education and Skills
Development Authority (TESDA). The UPOU MOOCs cater to a certain
profession (e.g. BPO industry and local government units) while the TESDA
MOOCs offer courses in the technical/vocational fields.
*) Juvy Lizette M. Gervacio in Bowon Kim (Editor in Chief), MOOC’s and Educational Challenges around Asia and
Europe, KNOU Press, South Korea, 2015
61
MOOCs in the Philippines*)

*) Jaitip Nasongkhla, Thapanee Thammetar, and Shu-Hsiang Chen in Bowon Kim (Editor in Chief), MOOC’s and
Educational Challenges around Asia and Europe, KNOU Press, South Korea, 2015 63
Thailand OERs and MOOCs*)

http://mooc.seamolec.org
Launched on 28 April 2016
65

Our MOOC platform where our very essence of
learning can be showcased to the world.
HOME of MOOC’s and OER 66

67
Seamolec mooc = learning resource collaborative
Partners/Institutions
Southeast Asian Students
Southeast Asian
Educators
Everyone
MoU > Sharing Contents /
• Help Formatting content
to digital
• Full support by IT team
for technical lecture
• Help to promoting
courses
Educators/
professional teacher
Promoting / distribution
course,content,oer
Home for All Courses,
OER from All Institution
and Educators
67

SEAMOLECMOOC
Asian Community =Our priority => SEA Language
• Digital Class Training Online
• SEA-Language Courses
(on going)
for Asean Community Support
• Updates OER
68

DigitalClassOnline
Our Example MOOC
SEA Digital Class is a online Training for
Indonesian Teacher’s about how to using
ICT for Learning Tools (Collaborative
Learning, Web Conference Technology,
Online Assessment)
69

Digital Class Massive Online Training
BATC
H
Participant
number
Number of
institution
Number of
district
Number of
province
note
1 38 27 23 7 done
2 43 41 25 9 done
3 103 86 52 20 done
4 1395 1037 224 33 done
5 registration process
70

Geographic data Participant from Digital Class (Batch 4)
https://www.google.com/maps/d/u/0/viewer?mid=10l4if0TmIuQGlZOZOuTzMj1TW50 71

Geographic data Participant from Digital Class (batch 1-3)
https://www.google.com/maps/d/u/0/edit?mid=1sTl_h_6VglaI_1x4N4i9vNXu-pk
Batch 1
Batch 2 72

Another MOOC / OER
No Name Courses Type note
1 BIOLOGY AND THE USEFULLNESS OF SEAWEED MOOC From DAAD Lecture Series Indonesian
alumni
2 Urbanization MOOC From DAAD Lecture Series Malaysian
alumni
3 River Management MOOC From DAAD Lecture Series Indonesian
alumni
4 Kompetensi Pendidikan Jarak jauh OER By : SEAMOLEC
5 Drawing Animation MOOC By : SEAMOLEC
6 ACA Adobe Visual Communication using Photoshop
CS5
MOOC By : Multimatics
7 Bahasa Insyarat Bantal jarum OER By : SLB-B Special Education bali
8 Tips Trick Office OER By : SEAMOLEC 77

No Name Courses Type note
9 Bahasa isyarat untuk tunarungu OER By : SLB-B Special Education bali
10 Android Programming OER By : SEAMOLEC
11 CompTIA MOOC By : Multimatics
12 Parenting OER By : Partner SEAMOLEC
13 Software Development Fundamentals MOOC By : Multimatics
Total users since its launch :
5,511 users (data on 2 sept 2016)
78
Another MOOC / OER

SEALanguage
Courses (OER)
Thailand Vietnam
Available (v.1.0) Available (v.1.0) 80

SEALanguage
Courses
Cambodia Indonesian
Available (v.1.0) in the process of translation 81

SEALanguage
Courses
Myanmar Lao
(in the process of translation) (in the process of translation) 82

SEALanguage
Courses
Brunai Timor Leste
in the process of translation) (in the process of translation) 83

SEALanguageCourses
Philipina Malaysia
(in the process of translation) (in the process of translation) 84

Language
Courses
others
LEARN SPAINISH LEARN JAPANESE
(avaiable) (in the process of translation)
85

Language
Course
s
others
LEARN FRANCE LEARN KOREAN
(on progress) Available (v.2.0) 86

• First, as an innovation driver for improving education and as a basis for
transforming secondary and higher education systems.
• Excelent for promoting lifelong learning.
• Second, MOOCs can reduce the disconnect between the skills and aptitudes of the
majority of university graduates and the needs of the industry sector in many countries.
• MOOCs can be useful in providing job-oriented training and skills development.
*) Qian Tang in Mariana Patru and Venkataraman Balaji (Editors), Making Sense of MOOCs A Guide for Policy-Makers,
UNESCO and Commonwealth of Learning, France, 2016
87
BENEFITS OF MOOC *):

• Third, MOOCs emerged from the open education movement. As such,
they enable free access to high-quality content and resources
• Last but not least, the Guide emphasis two critical components for
governments in developing countries to leverage the full potential of online
learning and MOOCs: developing teachers competencies to effectively use
ICT; and embedding a robust quality culture in the design and delivery of
online courses.
88

• The rapid advent of MOOCs is regarded by some experts as an education revolution, the
total number of MOOCs reached 4,200 in 2015.
• However, most of the current MOOCs are delivered by top universities in the Global
North, which many observers consider a one-way transfer of knowledge from the
developed countries to the developing world.
Shah (2015) in Mariana Patru and Venkataraman Balaji (Editors), Making Sense of MOOCs A Guide for Policy-Makers, UNESCO
and Commonwealth of Learning, France, 2016 , p. 11-14.
89
MOOC AS AN EDUCATION REVOLUTION

• Countries and educational institutions around the world have formulated
policies and launched initiatives in favor of developing, adapting, adopting
and sharing quality online repositories with an open licence. With
technology rapidly evolving, policy-makers and higher education
institutions need to better assess ways in which MOOCs and OER could
be effectively leveraged to improve access, enhance quality and potentially
lower the cost of higher education.
90
MOOC as the open education movement.

• No-shows: register but never log in to the course while it is active.
• Observers: log in and may read content or browse discussions but do not take any
form of assessment.
• Drop-ins: perform some activity (watch videos, browse or participate in the
discussion forum) for a select topic within the course but do not attempt to complete the
entire course.
• Passive participants: view a course as content to consume. They may watch videos,
take quizzes and/or read discussion forums but generally do not engage with the
assignments.
• Active participants: fully intend to participate in the MOOC and take part in
discussion forums, the majority of assignments and all quizzes and assessments.
Hill (2003) in Mariana Patru and Venkataraman Balaji (Editors), Making Sense of MOOCs A Guide for Policy-Makers, UNESCO and
Commonwealth of Learning, France, 2016, p. 39-40.
91
LEARNERS BEHAVIOR IN MOOC

Bonk and colleagues (2015) have identified the following
concerns for MOOCs in developing countries*):
• quality training of online educators
• assessment strategies
• teaching practices
• inadequate motivation
• high attrition models of MOOC design and implementation
Bonk (2015) in Mariana Patru and Venkataraman Balaji (Editors), Making Sense of MOOCs A Guide for Policy-Makers, UNESCO
and Commonwealth of Learning, France, 2016
93

References:
• Bowen Kim (Editor in Chief), MOOC’s and Educational Challenges around Asia and Europe, KNOU Press, South Korea, 2015.
• Education 2030 Incheon Declaration Towards Inclusion and Equitable Quality Education and Lifelong Learning for All, World
Education Forum, Incheon, South Korea, 2015.
• Global Development Learning Network (GDLN)
• Image source : https://en.wikipedia.org/wiki/Massive_open_online_course (slide 2)
• Mariana Patru and Venkataraman (Editors), Making Sense of MOOCs A Gide for Policy-Makers in Developing Countries, UNESCO
and Commonwealth of Learning, France and Canada, 2016.
• Mooc.seamolec.org
• Paulina Pannen, Masive Open Online Course, 2016, unpublished paper.
• SEAMOLEC, IT Content Data 2016
• SEAMOLEC, Training Division data 2016
• SEAMEO SECRETARIAT, Usulan Pemikiran 5.000.000 Lulusan Vokasi Menjadi Tenaga Profesional di Asia Tenggara dalam 5 Tahun
Yang Akan Datang, 2016, slideshare.
• Sustainable Development Goals, www.un.org/sustainabledevelopment/education/
• UNESCO, Education Statistics, 2016
• World Bank, Lifelong Learning in the Global Knowledge Economy Challenges for Developing Countires, Washington, D.C., 2003.
• 2015 ASEAN Socio-Cultural Country (ASCC) Scorecard, The ASEAN Secretariat, Jakarta, 2016.
94

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