SlideShare a Scribd company logo

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

Download as PPTX, PDF
Elvin Khoirunnisa, profile picture
Elvin Khoirunnisa

Dr. Abi Sujak from seamolec presented data on ASEAN education and economic indicators at the University of Malaya's conference on lifelong learning in 2016. Key points included the growing enrollment in primary education, the need for improved literacy skills among youth, and the economic implications of minimum wage adjustments across ASEAN countries. Furthermore, the talk highlighted the increasing significance of MOOCs in transforming education delivery and promoting lifelong learning opportunities.

Education
1 of 95
Downloaded 44 times
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
61
62
63
64
65
66
67
68
69
70
71
72
73
74
75
76
77
78
79
80
81
82
83
84
85
86
87
88
89
90
91
92
93
94
95
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 Kepulauan Bangka Belitung 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 Kepulauan Bangka Belitung 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
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 Minimum Wage Levels Across ASEAN Source: http://www.aseanbriefing.com/news/2013/04/16/minimum-wage-levels-across-asean.html
Hal. 32 No. Country Min Wage/Month(in USD) Remark 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. Minimum Wage Levels Across ASEAN Source: http://www.aseanbriefing.com/news/2013/04/16/minimum-wage-levels-across-asean.html
No. Country Min Wage/Month(in USD) Remark 9. Thailand - 269 10. Vietnam - 113 (Hanoi, Hai Phong and Ho Chi Minh City.) - 79 (remote areas) Minimum Wage Levels Across ASEAN Source: http://www.aseanbriefing.com/news/2013/04/16/minimum-wage-levels-across-asean.html Hal. 33
SEAMOLEC's MOOC - Dr Abi Sujak, M.Sc
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
Lao
Cambodia Myanmar
Thailand Singapore Vietnam
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 36
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
50
51
52
53
54
• 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*)
57
58
59
60
• 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*)
62
*) 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*)
64
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
Our Method 73
Online course activity 74
Online course activity 75
Online course activity 76
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 OER 79
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
92 MOTIVATION TO TAKE A 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
95

More Related Content

PPTX
Mooc
Zanele Mashinini
 
PDF
MOOC at Universities
Miguel Gea
 
PPTX
MOOC benefits for international learners - an overview
Inge de Waard
 
PPTX
Indonesia Education Related Facts and Figure (a snapshot)
Muhammad Adam
 
PDF
Seameo college seminar dr hirosato 9 march 2015 - revisions
gatothp
 
PPTX
Chapter 3 .pptx
joannsitorus
 
PDF
ITFT - Asian Scenario
sl22
 
PPTX
The Economy of Southeast Asia
wannaphong durongkaveroj
 
Mooc
Zanele Mashinini
 
MOOC at Universities
Miguel Gea
 
MOOC benefits for international learners - an overview
Inge de Waard
 
Indonesia Education Related Facts and Figure (a snapshot)
Muhammad Adam
 
Seameo college seminar dr hirosato 9 march 2015 - revisions
gatothp
 
Chapter 3 .pptx
joannsitorus
 
ITFT - Asian Scenario
sl22
 
The Economy of Southeast Asia
wannaphong durongkaveroj
 

Similar to SEAMOLEC's MOOC - Dr Abi Sujak, M.Sc (20)

PDF
Developing Relevant Skills Across the Life Course
OECD Centre for Skills
 
PPTX
OECD-Main-Findings-Indonesia-2015-Inclusive-and-Sustainable-Growth
OECD, Economics Department
 
PPT
Lecture-1-Social-Issues-Rrev-3.ppt
EdelGuyuranVillanuev
 
PPT
Lecture-1-Social-Issues-Rrev-3.ppt
EdelGuyuranVillanuev
 
PPTX
Plac 29 nov 14
budhi mp
 
PDF
Anies baswedan-for-usindo-2012-03-15
University of Sultan Ageng Tirtayasa
 
PDF
2017 Education Investor Indonesia Opportunities for Education Investments Upd...
TonyMitchener1
 
PPTX
H.E. Mr Gita Wirjawan's Keynote Address in the 6th Asia Think Tank Summit
Economic Research Institute for ASEAN and East Asia
 
PDF
Global Wage Report 2014/15 - Asia and the Pacific Supplement
KROTOASA FOUNDATION
 
PPTX
Session III: Anil Verma - Improving transitions for youth to further educatio...
OECD CFE
 
PPT
Education decentralisation indonesian experiences 20 oct 2010
Munkh Orgil
 
PPTX
Lilian b. salan k to 12 basic education
Department of Education Philippines
 
PPTX
Poverty of bangladesh
Sad Gopal
 
PPTX
Poverty - Vivi.pptx
sadiqfarhan2
 
PDF
Oecd amro s2 03_malaysia mr allaudin anuar
OECD Development Centre, Paris
 
PPTX
Tackling Youth Unemployment at the Local Level: Cambodia case
OECD CFE
 
PPT
Footwear sourcing in indonesia and cambodia fdra (dec 2012)
Cascade Asia Advisors
 
PDF
Regional Analysis of Asia
Ayman Sadiq
 
PPTX
ASEAN Branding Strategy Presentation Final
Thana Kittisathanon
 
PDF
Relatório da OCDE
Jornal do Commercio
 
Developing Relevant Skills Across the Life Course
OECD Centre for Skills
 
OECD-Main-Findings-Indonesia-2015-Inclusive-and-Sustainable-Growth
OECD, Economics Department
 
Lecture-1-Social-Issues-Rrev-3.ppt
EdelGuyuranVillanuev
 
Lecture-1-Social-Issues-Rrev-3.ppt
EdelGuyuranVillanuev
 
Plac 29 nov 14
budhi mp
 
Anies baswedan-for-usindo-2012-03-15
University of Sultan Ageng Tirtayasa
 
2017 Education Investor Indonesia Opportunities for Education Investments Upd...
TonyMitchener1
 
H.E. Mr Gita Wirjawan's Keynote Address in the 6th Asia Think Tank Summit
Economic Research Institute for ASEAN and East Asia
 
Global Wage Report 2014/15 - Asia and the Pacific Supplement
KROTOASA FOUNDATION
 
Session III: Anil Verma - Improving transitions for youth to further educatio...
OECD CFE
 
Education decentralisation indonesian experiences 20 oct 2010
Munkh Orgil
 
Lilian b. salan k to 12 basic education
Department of Education Philippines
 
Poverty of bangladesh
Sad Gopal
 
Poverty - Vivi.pptx
sadiqfarhan2
 
Oecd amro s2 03_malaysia mr allaudin anuar
OECD Development Centre, Paris
 
Tackling Youth Unemployment at the Local Level: Cambodia case
OECD CFE
 
Footwear sourcing in indonesia and cambodia fdra (dec 2012)
Cascade Asia Advisors
 
Regional Analysis of Asia
Ayman Sadiq
 
ASEAN Branding Strategy Presentation Final
Thana Kittisathanon
 
Relatório da OCDE
Jornal do Commercio
 
Ad

Recently uploaded (20)

PDF
Complications of Minimal Access-Surgery.pdf
Laparoscopy Hospital
 
DOCX
Cambridge-Practice-Tests-for-IELTS-12.docx
ssuser0d93ff
 
PDF
Chinmaya Tiranga quiz Grand Finale.pdf
Nitin Suresh
 
PDF
MBA _Common_ 2nd year Syllabus _2021-22_.pdf
DrAnubha4
 
PDF
Environmental Education MCQ BD2EE - Share Source.pdf
Dr Raja Mohammed T
 
PDF
advance database management system book.pdf
hinamannan364
 
PDF
AI-driven educational solutions for real-life interventions in the Philippine...
EleniIlkou
 
PDF
احياء السادس العلمي - الفصل الثالث (التكاثر) منهج متميزين/كلية بغداد/موهوبين
S LS
 
PDF
Paper A Mock Exam 9_ Attempt review.pdf.
SameeraNaveed2
 
PDF
FORM 1 BIOLOGY MIND MAPS and their schemes
arcade5
 
PDF
BP 704 T. NOVEL DRUG DELIVERY SYSTEMS (UNIT 1)
CMEmpire
 
PDF
A GUIDE TO GENETICS FOR UNDERGRADUATE MEDICAL STUDENTS
DrBincy A. S
 
PPTX
A powerpoint presentation on the Revised K-10 Science Shaping Paper
JericEstaco2
 
PDF
Weekly quiz Compilation Jan -July 25.pdf
Nitin Suresh
 
PDF
CISA (Certified Information Systems Auditor) Domain-Wise Summary.pdf
infosecTrain
 
PDF
LDMMIA Reiki Yoga Finals Review Spring Summer
LDMMia Reiki Lectures
 
PDF
ChatGPT for Dummies - Pam Baker Ccesa007.pdf
Demetrio Ccesa Rayme
 
PPTX
Onco Emergencies - Spinal cord compression Superior vena cava syndrome Febr...
Medpopz
 
PPTX
Computer Architecture Input Output Memory.pptx
Gunasundari Selvaraj
 
PDF
HVAC Specification 2024 according to central public works department
amitrobanipl
 
Complications of Minimal Access-Surgery.pdf
Laparoscopy Hospital
 
Cambridge-Practice-Tests-for-IELTS-12.docx
ssuser0d93ff
 
Chinmaya Tiranga quiz Grand Finale.pdf
Nitin Suresh
 
MBA _Common_ 2nd year Syllabus _2021-22_.pdf
DrAnubha4
 
Environmental Education MCQ BD2EE - Share Source.pdf
Dr Raja Mohammed T
 
advance database management system book.pdf
hinamannan364
 
AI-driven educational solutions for real-life interventions in the Philippine...
EleniIlkou
 
احياء السادس العلمي - الفصل الثالث (التكاثر) منهج متميزين/كلية بغداد/موهوبين
S LS
 
Paper A Mock Exam 9_ Attempt review.pdf.
SameeraNaveed2
 
FORM 1 BIOLOGY MIND MAPS and their schemes
arcade5
 
BP 704 T. NOVEL DRUG DELIVERY SYSTEMS (UNIT 1)
CMEmpire
 
A GUIDE TO GENETICS FOR UNDERGRADUATE MEDICAL STUDENTS
DrBincy A. S
 
A powerpoint presentation on the Revised K-10 Science Shaping Paper
JericEstaco2
 
Weekly quiz Compilation Jan -July 25.pdf
Nitin Suresh
 
CISA (Certified Information Systems Auditor) Domain-Wise Summary.pdf
infosecTrain
 
LDMMIA Reiki Yoga Finals Review Spring Summer
LDMMia Reiki Lectures
 
ChatGPT for Dummies - Pam Baker Ccesa007.pdf
Demetrio Ccesa Rayme
 
Onco Emergencies - Spinal cord compression Superior vena cava syndrome Febr...
Medpopz
 
Computer Architecture Input Output Memory.pptx
Gunasundari Selvaraj
 
HVAC Specification 2024 according to central public works department
amitrobanipl
 
Ad

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

  • 1. 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
  • 2. 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. 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
  • 4. 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
  • 5. FACTS, FIGURES, AND CHALLENGES Primary, Secondary, Vocational Schools, Higher Education in the World and South East Asia 5
  • 6. • 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
  • 7. 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
  • 8. 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
  • 9. 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
  • 10. 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
  • 11. 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 Kepulauan Bangka Belitung 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 Kepulauan Bangka Belitung 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
  • 12. 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
  • 13. 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
  • 14. 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
  • 15. 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
  • 16. Comparative Wages in Selected Countries February 29, 2016 Source: http://www.nwpc.dole.gov.ph/pages/statistics/stat_comparative.html
  • 17. Comparative Wages in Selected Countries February 29, 2016 Source: http://www.nwpc.dole.gov.ph/pages/statistics/stat_comparative.html
  • 18. 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
  • 19. 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 Minimum Wage Levels Across ASEAN Source: http://www.aseanbriefing.com/news/2013/04/16/minimum-wage-levels-across-asean.html
  • 20. Hal. 32 No. Country Min Wage/Month(in USD) Remark 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. Minimum Wage Levels Across ASEAN Source: http://www.aseanbriefing.com/news/2013/04/16/minimum-wage-levels-across-asean.html
  • 21. No. Country Min Wage/Month(in USD) Remark 9. Thailand - 269 10. Vietnam - 113 (Hanoi, Hai Phong and Ho Chi Minh City.) - 79 (remote areas) Minimum Wage Levels Across ASEAN Source: http://www.aseanbriefing.com/news/2013/04/16/minimum-wage-levels-across-asean.html Hal. 33
  • 23. 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
  • 24. Lao
  • 27. 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
  • 32. 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. 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. 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.
  • 35. THE PROGRESS IN ASIA AND SOUTH EAST ASIA
  • 37. 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
  • 38. 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
  • 39. 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
  • 40. 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. 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
  • 42. •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*)
  • 43. Participation of Individual Users in experience of MOOCs 43 Figure 1: Distribution of age, occupation, and academic level
  • 44. 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
  • 45. 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*)
  • 46. 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:
  • 48. • 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*)
  • 49. 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
  • 50. 50
  • 51. 51
  • 52. 52
  • 53. 53
  • 54. 54
  • 55. • 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*):
  • 56. • 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*)
  • 57. 57
  • 58. 58
  • 59. 59
  • 60. 60
  • 61. • 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*)
  • 62. 62
  • 63. *) 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*)
  • 64. 64
  • 66. Our MOOC platform where our very essence of learning can be showcased to the world. HOME of MOOC’s and OER 66
  • 67. 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
  • 68. SEAMOLECMOOC Asian Community =Our priority => SEA Language • Digital Class Training Online • SEA-Language Courses (on going) for Asean Community Support • Updates OER 68
  • 69. 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
  • 70. 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
  • 71. Geographic data Participant from Digital Class (Batch 4) https://www.google.com/maps/d/u/0/viewer?mid=10l4if0TmIuQGlZOZOuTzMj1TW50 71
  • 72. 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
  • 77. 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
  • 78. 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
  • 82. SEALanguage Courses Myanmar Lao (in the process of translation) (in the process of translation) 82
  • 83. SEALanguage Courses Brunai Timor Leste in the process of translation) (in the process of translation) 83
  • 84. SEALanguageCourses Philipina Malaysia (in the process of translation) (in the process of translation) 84
  • 85. Language Courses others LEARN SPAINISH LEARN JAPANESE (avaiable) (in the process of translation) 85
  • 86. Language Course s others LEARN FRANCE LEARN KOREAN (on progress) Available (v.2.0) 86
  • 87. • 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 *):
  • 88. • 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
  • 89. • 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
  • 90. • 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.
  • 91. • 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
  • 93. 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
  • 94. 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
  • 95. 95

Editor's Notes

  • #25: Besarkan
  • #28: besarkan
  • #38: MOOCs – Massive Open Online Courses: Merupakan mata kuliah daring yang ditujukan kepada peserta dalam jumlah besar dan dapat dibuka secara daring. Masif karena melibatkan beribu, berjuta mahasiswa Terbuka karena siapapun dapat mengambil mata kuliah tersebut, biasanya tanpa prasyarat, tanpa proses admisi, dan tanpa biaya. Daring karena tidak ada buku, tapi menggunakan buku elektronik, tidak ada pertemuan tatap muka karena dimediasi oleh TIK, dan tidak ada kontak langsung dengan dosen karena kontak dilakukan menggunakan beragam media komunikasi. Berdasarkan tabel pemanfaatan TIKI, maka MOOCs termasuk kategori pemanfaatan >80% TIK untuk pembelajaran, tanpa tatap muka dengan dosen. MOOCs sesungguhnya bukan untuk “kredit”, lebih kepada peningkatan kompetensi (reskilling upskilling) dan biasanya berbayar jika diperlukan bukti sertifikat penyelesaian.