Social Media Based Courseware for ASEAN Open Education: Opportunity and New Challenge
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- The document discusses the opportunities and challenges of developing social media-based courseware for ASEAN open education. It identifies similarities like the widespread use of social media, common target learner group, and shared goals of open education as opportunities. Differences in culture, history, language and traditions among ASEAN countries pose challenges to be addressed. - A proposed model for social media courseware considers direct cultural factors like history and indirect design factors. The courseware aims to promote open sharing of resources while respecting regional diversity through appropriate design.
Social Media Based Courseware for ASEAN Open Education: Opportunity and New Challenge
- 1. Social Media Based Courseware for ASEAN Open Education: Opportunity and New Challenge Jintavee Khlaisang, Ed.D. Assistant Professor, Department of Educational Technology and Communications, Chulalongkorn University, Bangkok, Thailand Thailand Cyber University Project, Bangkok, Thailand jintavee.m@chula.ac.th
- 2. Social Media Based Courseware for ASEAN Open Education: Opportunity and New Challenge • Introduction • SIMILARITY as an OPPORTUNITY! • DIFFERENCE as a CHALLENGE!! • Proposed of Social Media Based Courseware for ASEAN Open Education • Summary
- 3. INTRODUCTION The viewpoints shared in this paper were based on the two research studies titled : • “Proposed Models of Appropriate Website and Courseware for E-Learning In Higher Education: Research Based Design Models” • “Analysis of the Cultural Factors Affecting the Proper Design of Website & Electronic Courseware for e-Learning in ASEAN” which were conducted by the author of this paper in 2010 and 2012 respectively. The two research studies were funded by Thailand University Project, Office of Higher Education Commission, Ministry of Education.
- 4. SIMILARITY as an OPPORTUNITY! 1. the extensive use of various types of social media 2. the courseware customized to the same group of learners with similar characteristic of 21st century learners 3. the courseware shared the commonly promise towards the concept of open education.
- 5. OPPORTUNITY: Extensive use of various types of social media Commonly presented in two types: 1. Social web application for the activity based courseware 2. Social interactive streaming video to foster learners’ attention and Figure 1: Example of Cambridge University to enhance their homepage that used various types of social media understanding Figure 2: Social media on Cambridge University homepage (http://www.cam.ac.uk)
- 6. OPPORTUNITY: Extensive use of various types of social media Commonly presented in two types: 1. Social web application for the activity based courseware 2. Social interactive streaming video to foster Figure 3: Sharing photos via Pinterest learners’ attention and created by Duke University to enhance their (https://pinterest.com/dukeuniversity) understanding
- 7. OPPORTUNITY: Extensive use of various types of social media Commonly presented in two types: 1. Social web application for the activity based courseware 2. Social interactive streaming video to foster learners’ attention and Figure 4: Social Media Based Courseware to enhance their via iTuneU of Open University understanding (http://open.edu/itunes)
- 8. OPPORTUNITY: Extensive use of various types of social media Commonly presented in two types: 1. Social web application for the activity based courseware 2. Social interactive streaming video to foster learners’ attention and to enhance their Figure 5: Social Media Based Courseware understanding using streaming video via YouTube presenting a case study to create learners’ cognitive skills
- 9. OPPORTUNITY: Same target group (21st century learners) • From digital generation and had high networking skills • The characteristics of this group of learners : – like technology, Internet, communication and interaction, – like to do several tasks at the same time – were creative and good at information searching. • Such changing has prompted Figure 6: 21st century skills for Learning instructors to change their (Schrumand Levin, 2009) consisting of 4 teaching methods. outcomes: Core Subjects, Life and Career Skills, Learning and Innovation Skills, and Information, Media and Technology Skills
- 10. OPPORTUNITY: Share commonly promise towards the Open Education • Social media based courseware attempted to promote the use of contents to wider users and the public. • Concept of public Figure 7: International Creative Common knowledge which users on http://creativecommons.org were allowed to use contents and, sometimes, adapted contents to their own context. Figure 8: Thailand’s Creative Common on http://creativecommons.org/licenses/by/3.0/th
- 11. OPPORTUNITY: Share commonly promise towards the Open Education • Social media based courseware attempted to promote the use of contents to wider users and the public. • Concept of public knowledge which users were allowed to use Figure 9: 2012 Paris OER Declaration by contents and, sometimes, UNESCO (http://www.unescobkk.org) and adapted contents to their was translated into Thai Language by Office of Online Education, own context. Sripatum University, Thailand
- 12. OPPORTUNITY: Share commonly promise towards the Open Education • Social media based courseware attempted to promote the use of contents to wider users and the public. • Concept of public Figure 10: MIT OpenCourseware knowledge which users (http://ocw.mit.edu/index.htm) were allowed to use contents and, sometimes, adapted contents to their own context. Figure 11: Creative Common License of MIT OpenCourseware, meaning anyone can create a new version of this work and you mist license the new work under a Non-Commercial Share Alike license
- 13. OPPORTUNITY: Share commonly promise towards the Open Education • Social media based courseware attempted to promote the use of contents to wider users and the public. • Concept of public knowledge which users were allowed to use contents and, sometimes, adapted contents to their Figure 12: MERLOT Open Educational own context. Resource: OER (http://www.merlot.org)
- 14. SIMILARITY as an OPPORTUNITY! DIFFERENCE as a 1. the extensive use of CHALLENGE!! various types of social media • Diversity and difference 2. the courseware in culture in ASEAN customized to the same learning community group of learners with cannot be ignored. similar characteristic of 21st century learners • The different features 3. the courseware shared focusing particularly on the commonly promise the influenced cultural towards the concept of factors : (1) history and open education. ethnicity (2) languages and (3) wisdoms
- 15. CHALLENGE: History and Ethnicity Based on the study titled "Analysis of the Cultural Factors Affecting the Proper Design of Website and Electronic Courseware for e-Learning in ASEAN" , 13 variables in the historical and ethnic differences, including 1. Emphasize on the cultural uniqueness and reflection of each country in ASEAN 2. Consider relation between different cultural contents in each country 3. Have the design that enables learners to access the diversity of culture of each country 4. Present original story but modify the presentation to be more interesting 5. Present native fiction and folklore 6. Present contents related to local information of countries in ASEAN 7. Present traditional art of countries in ASEAN “Unity in Diversity 8. Combine local historical contents of each country through the 9. Present the uniqueness of each country’s local culture “Diversity ASEAN Way of 10. Present the history of the precious heritage, historic sites, and artifacts Life” towards 11. Combine a variety of media to present each country’s culture Strengthen 12. Present the lifestyle of living of each country ing” 13. Present the history of the race
- 16. CHALLENGE: Languages Based on the study titled "Analysis of the Cultural Factors Affecting the Proper Design of Website and Electronic Courseware for e-Learning in ASEAN" , 3 variables in language elements, including 1. Have official language subtitle 2. Have English subtitle 3. Have dialect subtitle. “Unity in Diversity through the ASEAN Way of Life” “Diversity towards Strengthenin g”
- 17. CHALLENGE: Wisdoms Based on the study titled "Analysis of the Cultural Factors Affecting the Proper Design of Website and Electronic Courseware for e-Learning in ASEAN" , 3 variables in wisdom elements, including • Design course content to be according to education level in different countries in ASEAN • Include information on the local knowledge management of countries in ASEAN “Unity in Diversity • Link similar or related information of each through the ASEAN country Way of Life” “Diversity towards Strengthenin g”
- 18. Proposed of Social Media Based Courseware for ASEAN Open Education • DF 1 = History and Ethnicity (direct factor 13 variables • DF 2 = Language (direct factor 3 variables • DF 3 = Wisdoms (direct factor 3 variables • DF 4 = Religion (direct factor 2 variables • DF 5 = Law (direct factor 6 variables • IF 1 = Screen design (indirect factor 6 variables • IF 2 = Content design (indirect factor 25 variables Figure 13: Proper design of electronic courseware for e-Learning in ASEAN and the cultural factors • IF 3 = Multimedia (indirect affecting the design of courseware factor 5 variables
- 19. Proposed of Social Media Based Courseware for ASEAN Open Education • The design of electronic courseware should emphasize on using open educational resources (OER) • The OER content which was used in the courseware should emphasize on Virtual Lab, Virtual Museum, or videos that showed that the culture of each country in ASEAN. • The courseware should focus on the use of social media to exchange knowledge, while learners should be both recipients and providers. DF 1 = History &Ethnicity (direct factor 13 variables • The courseware will change the design DF 2 = Language (direct factor 3 variables DF 3 = Wisdoms (direct factor 3 variables of multimedia to share more DF 4 = Religion (direct factor 2 variables information and become more simple DF 5 = Law (direct factor 6 variables design. IF 1 = Screen design (indirect factor 6 variables IF 2 = Content design (indirect factor 25 variables IF 3 = Multimedia (indirect factor 5 variables
- 20. Solution for ASEAN Learning Environment, OCW, and Open Education
- 21. SUMMARY • The viewpoints on social media based courseware for ASEAN Open Education: Opportunity and New Challenge by integrating the similar features and challenging the different features to be a guideline for designing and developing courseware that can respond to open education and challenges of learning society in ASEAN community. • Regarding the similarity, the design of social media based courseware, groups of learners, and the idea of extending knowledge to the public which will help strengthen open education are considered. • As for the difference, understanding the social and cultural context, including history, ethnicity, language and wisdoms are considered. • Lastly, the model of social media based courseware is proposed as guideline to promote further implementation when considering the design & development of courseware used in open education particularly for ASEAN learning community which should to be all set by 2015.
- 22. • Khlaisang, J. ( REFERENCES Analysis of the Cultural Factors Affecting the Proper Design of Website and Electronic Courseware for e-Learning in ASEAN. Proceedings of The 26th Annual Conference of Asian Association of Open Universities (AAOU2012), organized by the Open University of Japan and Association of Open Universities, Chiba, Japan, October 6-18, • Khlaisang, J. ( Proper Design of Website and Electronic Courseware for e-Learning in ASEAN: Cultural framework for Consideration. Proceedings of The National e-Learning Conference (NEC 2012) Integrating ASEAN Online Learning: Policy and Process, organized by Thailand Cyber University, Office of Higher Education Commission, August 16-18, 2012. • Khlaisang, J. (2011). E-Learning Website and Courseware : Current State and Future Trends. Proceedings of The National e-Learning Conference Open Learning - Open the World (NEC 2011), organized by Thailand Cyber University, Office of Higher Education Commission, August 9-10, 2011: pp. 49-58. • Khlaisang, J. (2010). Proposed Models Appropriate Website and Courseware for E-Learning in Higher Education: Research Based Design Models. Proceedings of the E-Learning 2010: World Conference on E-Learning in Corporate, Government, Healthcare, & Higher Education, organized by the Association for the Advancement of Computing in Education, Orlando, Florida, U.S.A. October 18-22, 2010. Pp. 1520-1529. • Tilawanna, K. (2005). The Construction of courseware on omniscient Muang Ratchaburi for Mathayonsuksa 1 students in Wat Khao Wang (Saeng Chuangsuwanit) School. Master Thesis, Department of Educational Technology, Faculty of Education. Kasetsart University, Bangkok Thailand. • Marcus Specht and Reinhard Oppermann. 1998. Special Issue: Adaptivity and User Modelling in Hypermedia Systems; Hypermedia for Museums and Cultural Heritage . ACE - adaptive courseware environment. 4(1), 1998 : 141-161 pp. • Nada Korac-Kakabadse, Alexander Kouzmin. 1999. Designing x for cultural diversity in an IT and globalizing milieu: Some real leadership dilemmas for the new millennium. Journal of Management Development. 18(3), 291 - 319 pp. • Sabriet, N.M.; Mohamed, H.; Goh Ying Soon. Enhancement of Mandarin courseware through formative evaluation. Computer Sciences and Convergence Information Technology (ICCIT), 2010 5th International Conference on Nov. 30 2010-Dec. 2 2010: 212-215 pp. • Schrum, Lynne M. and Levin, Barbara B. (2009). Leading 21st-Century Schools: Harnessing Technology for Engagement and Achievement. United Kingdom: SAGE Company. • Thompson, E.C. and Thianthai, C. (2008). Attitudes and Awareness toward ASEAN: Summary of Findings from a Ten Nation Survey (Summary Report), Jakarta: The ASEAN Foundation.
- 23. REFERENCES (continued) WEBSITES • Cambridge University (http://www.cam.ac.uk) • Creative Commons (http://creativecommons.org) • Duke University's Pinterest (https://pinterest.com/dukeuniversity) • MERLOT (http://www.merlot.org) • MIT Open Courseware (http://ocw.mit.edu) • Open University's iTuneU (http://open.edu/itunes) • Thailand’s Creative Common (http://creativecommons.org/licenses/by/3.0/th) • YouTube (http://www.youtube.com) • 21st century skills for learning (http://www.p21.org)
- 24. Social Media Based Courseware for ASEAN Open Education: Opportunity and New Challenge Jintavee Khlaisang, Ed.D. Assistant Professor, Department of Educational Technology and Communications, Chulalongkorn University, Bangkok, Thailand Thailand Cyber University Project, Bangkok, Thailand jintavee.m@chula.ac.th