3.SEA MOOCS Meeting Jakarta DDPD final

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ICT MOOCS in Southeast Asia: Trends and

Challenges

by Dr Ethel Agnes P Valenzuela SEAMEO Secretariat

Ciputra Hotel

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Outline of presentation

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Overview

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Major trends in Education in the 21

st

century

n 

MOOCS, ODELs and OERs

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Overview of MOOCS

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Massive Open and On-line Courses

(MOOCS) – innovator driver for improving

education

n 

MOOCS provide support to accessing

quality higher education and training

n 

MOOCS is a new learning pathway towards

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Overview of MOOCS

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Massive Open and Online Courses (MOOCS) –

Learning without borders

n 

Within a year it was launched- it attracted 3.1

million users

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Enrolment in MOOCS as 35 million

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The MOOCS offer more than 4,200 by more

than 500 universities

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Coursera leads in enrolment (35%) followed

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Overview of MOOCS

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Promotes interactive learning environment

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Participative pedagogy

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Collaborative learning

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Courses have modules with application oriented

activities

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Means and OERs

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Assessment is automatic scoring, self- assessment,

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MOOCS Trend in Asia

(Mun Horn Cheah, 2016 UniSIM)

n  MOOCS in Asia

n  Over 70 open universities with large(st) adult learners and

growing

n  Most popular providers – Udacity, Coursea, edX, Open2Study,

FutureLearn, Rwag, Iversity, FUN and Edraak

n  MOOCS in developing world

n  Over 80% have only basic ICT skills

n  30% completed the course

n  Women are more likely to complete the MOOCS and get

certification

n  Main motivations: gain specific job skills (61%) Preparing for

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MOOCS in Singapore

(Mun Horn Cheah, 2016 UniSIM)

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SkillsFuture – promotion of credits ($500)

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Study awards – from early to mid careers

($5000)

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Mid-career enhancement (90% of course

fee)

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Earn and Learn- designed programmes

for learning while working

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Some MOOCS courses are recognized for

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MOOCS in Singapore

n  Institute for Adult Learning

n  Focus on raising capacity of workers through CET

n  Partnership with Canvas and Udemy to build up and deliver

MOOC offering

n  Findings

1. Periodic consultation has high participation 2. Assessment is important

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Open and Distance Learning in the

Philippines

n  Republic Act No. 10650, entitled “An Act Expanding Access to Educational Services by Institutionalizing Open Distance

Learning in Levels of Tertiary Education and Appropriating Funds Therefor,” otherwise known as the “Open Distance

Learning Act,” approved on December 9, 2014, and which

took effect on December 24, 2014

n  The Commission on Higher Education (CHED) through its

Technical Panel for Distance Education, the Technical

Education and Skills Development Authority (TESDA), with the assistance of the University of the Philippines Open

2003 2005

Proposed TNE PSG

DE

Level III

Government Recognition Only

Level III ODeL Law Level III

Limited the Access of qualified providers

-Diploma Mill Abroad -Low Quality

Graduation

-Non recognition by Foreign authorities in (Thailand, Turkey, China, Vietnam, (UK),

OPPORTUNITIES -Created high demand ( SUCs, Hong Kong, Vietnam, Korea)

-Raised Quality Provision

-More

Internationalization

- High Quality with ICT

- -Accessible Education

Equivalency Internal Quality System/DE Quality Framework

-COE/COD

-Autonomous Deregulated

▪ Transitory and Development Process

To achieve

1) Improve Quality Reputation 2) Harmonization(DE/ODeL/

TNE)

3) Developmental

TNE Milestone

Issues and Challenges

MORATORIUM

2015

MOOC

Popularity (fans) in social media

Facebook Twitter Instagra

m

Youtub e

Total Fans

CodeSaya Teks &

Interaktif Digital Ocean 67,300 1,620 1,279 0 0 2,899

*April–Juni 2016 according to similarweb.com

Indonesia MOOCs

Source: https://kampusunj.com/situs-kuliah-online/?

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It is all about MOOCs

MOOCs as a catalyst

Effectiveness of MOOCs

Simulation

Teaching and learning

Potentials of MOOCs

Learning styles

Quality higher education

Democratisation of access

Pre and post assessment

Pedagogies High-quality

content

Leverage

Feedback Teachers

competencies

Languages

Assessment Recognition Transfer of credits

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Challenges on MOOCS - Pedagogy

n  Massive and low teaching involvement

n  High heterogenity of learners

n  High variation of maturity

n  Responsiveness to student feedback

n  Lack of understanding in how students are engaged in

MOOCS

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Challenges on MOOCS:

Assessment

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Lack of assessment for learning

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Assessment options is limited

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Authentication ( this is still a

challenge- learning and certification)

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Challenges – MOOCS

credentialing and recognition

n  Survey by Chronicle in Higher Education says that 72% of

MOOCS has no credit recogntion

n  No central body or standards for accreditation

n  Absence of a Benchmark for certification

n  Skills recognition

n  Less than 5% in India and Singapore strongly agree that

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2. Moving Forward SEA MOOCS:

Rethinking Education in SEA

•Initial meeting of SEAMEO member countries on MOOCS

1

•Case Studies on SEA MOOCS

•Policy audit/inventory •Policy Brief for

SEAMEC

2

•Establishment of SEA MOOCS Network • Sharing of good

practices

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Phase 1. Initial meeting of SEAMEO member

countries on MOOCS

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Context

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Policy Landscape

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Diversity of MOOCS in higher education and

lifelong learning

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Good practices

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Innovation & Trends

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Remaining Challenges

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Phase 2. Case Studies

n  Research Framework

n  Umbrella topics

n  Awareness and Training

n  Infrastructure

n  QA and Accreditation

n  Ownership

n  Adoption

n  Exercise Economy

n  Ne size Fits all

n  Student engagement

Education AGENDA

Higher Education

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Proposed Roadmap

Online survey/ mapping the

MOOCS landscape

Case Studies

Synthesis Report for policymakers

Policy Dialogue for high level officials

Community of Practice (COP)

-webex

-MOOCS calendar

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