seamolec's mooc - dr abi sujak, m.sc
TRANSCRIPT
SEAMOLEC’S MOOCDr. Abi Sujak, M.ScDirector of SEAMOLEC
Presented at University of Malaya’s Center for Continuing EducationMalaysia’s National Conference on Life Long Learning 2016
University Malaya, Kuala Lumpur, Malaysia27 September 2016
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ASEAN : BASIC DATA INDICATORS
2011 2012 2013 2014585,000590,000595,000600,000605,000610,000615,000620,000625,000
Total population(in thousands)
2011 2012 2013 20142,000,0002,100,0002,200,0002,300,0002,400,0002,500,0002,600,000
Gross domestic product at current prices US$ million
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2011 2012 2013 2014
1,242,199 1,254,581 1,271,1281,292,634
1,146,245
1,221,8471,240,388 1,236,284
Total of Export and Import
Export Import
ASEAN : BASIC DATA INDICATORS
2011 2012 2013 2014
95,838115,453 117,687
136,181
Foreign direct investments inflow US$ million
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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
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FACTS, FIGURES, AND CHALLENGESPrimary, Secondary, Vocational Schools, Higher Education in the World and South East Asia
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• 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
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2005 2006 2007 2008 2009 2010 20110
10
20
30
40
50
60
70
80
90
100
Adjusted net enrolment rate, primary, both sexes (%)
Brunei DarussalamCambodiaIndonesiaLao PDRMalaysiaPhilippinesSingaporeThailandTimor-LesteVietnamMyanmar
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2005 2006 2007 2008 2009 2010 20110
102030405060708090
100Adjusted net enrolment rate, lower secondary, both
sexes (%) Brunei DarussalamCambodiaIndonesiaLao PDRMalaysiaPhilippinesSingaporeThailandTimor-LesteVietnamMyanmar
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2005 2006 2007 2008 2009 2010 20110
10
20
30
40
50
60
70
80
90
100
Adjusted net enrolment rate, upper secondary, both sexes (%)
Brunei DarussalamCambodiaIndonesiaLao PDRMalaysiaPhilippinesSingaporeThailandTimor-LesteVietnamMyanmar
Participation Gap at Senior High School Level(Indonesia)
10
0
.2
.4
.6
.8
1
Pelua
ng u
ntuk
ber
tahan
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 kayajuga 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
Dl Yogyakarta
Aceh
Bali
Jawa Tengah
DKI Jakarta
Bengkulu
Jambi
Lampung
Kalimantan Tengah
Kalimantan Selatan
Sumatera Barat
Sumatera Selatan
Sulawesi Selatan
Sulawesi Tengah
Sulawesi Tenggara
Papua Barat
Sulawesi Barat
0.00 0.50 1.00 1.50 2.00 2.50
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
(Persen)
Nasional Average:0,67%
Kepulauan RiauD1 Yogyakarta
BaliJawa Tengah
AcehRiau
MalukuDKI Jakarta
Kalimantan TimurBanten
Nusa Tenggara BaratJambi
Sulawesi BaratJawa Timur
Sumatera SelatanBengkulu
Kalimantan TengahKalimantan BaratSulawesi Selatan
PapuaJawa Barat
Sumatera BaratMaluku Utara
LampungNusa Tenggara Timur
Sulawesi TenggaraKalimantan Selatan
Kepulauan Bangka BelitungSumatera Utara
Sulawesi TengahGorontalo
Sulawesi UtaraPapua Barat
0.00 1.00 2.00 3.00 4.00 5.00 6.00
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
Nasional Average:2,21%
(Persen)
Kepulauan RiauBanten
D1 YogyakartaAcehBali
DKI JakartaJawa Barat
Jawa TengahPapua Barat
Kalimantan TengatiRiau
BengkuluLampung
PapuaMaluku
Sumatera BaratSulawesi Barat
Kalimantan SelatanJambi
Maluku UtaraJawa Timur
Kepulauan Bangka BelitungSumatera SelatanKalimantan Timur
Sumatera UtaraKalimantan BaratSulawesi Selatan
GorontaloNusa Tenggara BaratNusa Tenggara Timur
Sulawesi TenggaraSulawesi Utara
Sulawesi Tengah
0.00 1.00 2.00 3.00 4.00 5.00 6.00 7.00
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
Nasional Average:
3,14%
(Persen)
Age 7-12 Age 13-15 Age 16-18
Sumber: Diolah dari data BPS 201311
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2005 2006 2007 2008 2009 2010 20110
10
20
30
40
50
60
70
80
90
100
Adult literacy rate, population 15+ years, both sexes (%)
Brunei DarussalamCambodiaIndonesiaLao PDRMalaysiaPhilippinesSingaporeThailandTimor-LesteVietnamMyanmar
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2005 2006 2007 2008 2009 2010 20110
10
20
30
40
50
60
70
80
90
100Internet users (per 100 people)
Brunei DarussalamCambodiaIndonesiaLao PDRMalaysiaPhilippinesSingaporeThailandTimor-LesteVietnamMyanmar
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2005 2006 2007 2008 2009 2010 20110
10
20
30
40
50
60
70
80
90
100
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
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 protestsaround 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
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Comparative Wages in Selected CountriesFebruary 29, 2016
Source: http://www.nwpc.dole.gov.ph/pages/statistics/stat_comparative.html
Comparative Wages in Selected CountriesFebruary 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) Remark7. 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) Remark9. Thailand - 26910. 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
Vocational Education Training (VET)
Quality FrameworkASEAN 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.
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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 areasIn 19 Province
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Thailand
27 Industrial areasIn 5 Province
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Philippines
55 Industrial areas
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Vietnam
57 Industrial areas
In 18 Province
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Cambodia
15 Industrial areas
In 7 Province
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Supported by:1. SEAMEO Secretariat, Thailand2. SEAMEO VOCTECH, Brunei Darussalam3. SEAMEO SEAMOLEC, Indonesia4. SEAMEO BIOTROP, Indonesia 5. SEAMEO SEARCA, Philippines6. SEAMEO INNOTECH, Philippines7. SEAMEO QITEP in Language, Indonesia 8. SEAMEO QITEP in Science, Indonesia 9. SEAMEO QITEP in Mathematics,
Indonesia 10.SEAMEO RECFON, Indonesia11.SEAMEO RIHED, Thailand 12.SEAMEO SPAFA, Thailand13.SEAMEO TROPMED Network, Thailand 14.SEAMEO RECSAM, Malaysia15.SEAMEO CELLL, Vietnam16.SEAMEO SEN, Malaysia17.SEAMEO RETRAC, Vietnam18.SEAMEO RELC, Singapore19.SEAMEO CHAT, Myanmar Hal. 4232
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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
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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
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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
THE MAIN IDEA OF MOOC: FLEXIBLE/ADAPTIVE LEARNING(WHEREVER, WHENEVER, WHOEVER)
Fleksible :
Time Easy to registerCourses
Delivery methodLearning approachLearning resources
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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
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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.
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• 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.
MOOC in China*)
Participation of Individual Users in experience of MOOCs
43Figure 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
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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
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
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MOOC IN INDONESIA:
https://indonesiax.co.id/courses
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• 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
MOOC IN JAPAN*)
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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).
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• 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
MOOC IN KOREA*):
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• 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
MOOCs IN MALAYSIA*)
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• 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
MOOCs in the Philippines*)
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*) 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
Thailand OERs and MOOCs*)
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http://mooc.seamolec.org
Launched on 28 April 201665
Our MOOC platform where our very essence of learning can be showcased to the world.
HOME of MOOC’s and OER66
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Seamolec mooc = learning resource collaborative
Partners/Institutions
MOOCplatform
Southeast Asian Students
Southeast AsianEducators 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 / distributioncourse,content,oer
Home for All Courses, OER from All Institution
and Educators
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SEAMOLEC MOOC
Asian Community =Our priority => SEA Language
• Digital Class Training Online• SEA-Language Courses (on going) for Asean Community Support• Updates OER
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Digital Class OnlineOur 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
BATCH
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
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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
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Online course activity
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Online course activity
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Online course activity
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Another MOOC / OERNo
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 : SEAMOLEC5 Drawing Animation MOOC By : SEAMOLEC6 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 : SEAMOLEC11 CompTIA MOOC By : Multimatics12 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)
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Another MOOC / OER
SEA LanguageOER
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SEA LanguageCourses (OER)
Thailand
VietnamAvailable (v.1.0) Available (v.1.0) 80
SEA LanguageCourses
Cambodia IndonesianAvailable (v.1.0) in the process of translation 81
SEA LanguageCourses
Myanmar Lao (in the process of translation) (in the process of translation) 82
SEA LanguageCourses
Brunai Timor Leste in the process of translation) (in the process of translation) 83
SEA LanguageCourses
Philipina Malaysia (in the process of translation) (in the process of translation) 84
LanguageCourses others
LEARN SPAINISH LEARN JAPANESE (avaiable) (in the process of translation)
85
LanguageCourses
others
LEARN FRANCE LEARN KOREAN (on progress) Available (v.2.0)
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• 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
BENEFITS OF MOOC *):
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• 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.
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• 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.
MOOC AS AN EDUCATION REVOLUTION
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• 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.
MOOC as the open education movement.
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• 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.
LEARNERS BEHAVIOR IN MOOC
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MOTIVATION TO TAKE A MOOC
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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
implementationBonk (2015) in Mariana Patru and Venkataraman Balaji (Editors), Making Sense of MOOCs A Guide for Policy-Makers, UNESCO and Commonwealth of Learning, France, 2016
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.
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