CITERS2014 - Learning without Limits? http://citers2014.cite.hku.hk/program-overview/keynote-belawati/ 13 June 2014 (Friday) 14:00 – 14:50 Keynote 2: Open Education, Open Educational Resources and MOOCs Speaker: Professor Tian BELAWATI (Rector of Universitas Terbuka, Indonesia and President of the International Council for Open and Distance Education (ICDE)) Chair: Dr. Weiyuan ZHANG (Head of Centre for Cyber Learning, HKU SPACE)

1. Open Education, OER, and MOOCs
Tian Belawati
For
CITE Research Symposium,
University of Hong Kong, 13 -14 June 2014

2. CONCEPTUAL ORIGINS of ODL
• Open education, or open learning, is a vision of an educational
system accessible to every individual with minimal restrictions
• It emphasizes flexibility of the system to eliminate hindrances of
access due to aspects related to place, time, economy, geography, and age
• Open and distance learning (ODL) combines the
methodology of DE with the concepts of open learning and flexible
learning.
• Distance education system better fulfill the idealistic concept of ODL than
conventional face-to-face (f2f) educational approaches, given birth to the
open university model
(Bates, T. 1995)

3. GENERATION of DE
• The correspondence model - Print
• The multimedia model - Print, Audio/Videotape, Computer-based
learning (e.g. CML/CAL), Interactive video (disk and tape)
• The tele-learning model – Audio/Videoconferencing, Broadcast
TV/Radio
• The flexible learning model - Interactive multimedia (IMM),
Internet-based, access to WWW resources , Computer-mediated
communication;
• The networked/connectivism model - Interactive Internet-based,
use of OER, social media communication - MOOCs
Re-invent the open education vision

4. The notion that education is a public good
Everyone has the right to education
Access disparity, digital divide, and economic scarcity
 67 million children & 74 million adolescents are out of school
 793 million lack basic literacy skills
 100 – 150 million new places for HE are needed before 2025
DRIVING FACTORS

5.  ICT advancement
• Hardware is getting smaller and cheaper
• Software is getting more interactive - new generation of www
ENABLING FACTORS
Everyone can become both producer and consumer of information

6. Everyone writes, makes videos, publishes, shares, comments …..
everyone reads, watches, downloads, uses, remixes, republishes …..
giving birth to the paradigm of sharing
Sharing Paradigm

7. The Power of Sharing

8.  Global open movement
• Open source software – not the same as free software
“… the users have the freedom to run, copy, distribute, study, change and
improve the software…” (http://www.gnu.org/philosophy/free-sw.html).
• Open content – can be semi or fully open, not always free
5R: Retain, Reuse, Revise, Remix, dan Redistrbute (Wiley, 2014)
→Learning Object (LO) or Learning Object Materials (LOM)
→Open Courseware (OCW)
• Open license – Scheme for sharing without violating the copy
right – copy left
→GNU Public License (GPL), Apache Public License, Modzila Public License,
Creative Commons
ENABLING FACTORS

9. CREATIVE COMMONS
Creative Commons defines the spectrum of possibilities between full
copyright — all rights reserved — and the public domain — no rights reserved.
Creators choose a set of conditions they wish to apply to their work.
• Attribution. You let others copy, distribute, display, and perform your copyrighted
work — and derivative works based upon it — but only if they give credit the way you
request.
• Noncommercial. You let others copy, distribute, display, and perform your work —
and derivative works based upon it — but for noncommercial purposes only.
• No Derivative Works. You let others copy, distribute, display, and perform only
verbatim copies of your work, not derivative works based upon it.
• Share Alike. You allow others to distribute derivative works only under a license
identical to the license that governs your work.
Lawrence Lessig

10. Work Together under CC

11. The Vision
… At the heart of the [open] movement toward Open
Educational Resources is the simple and powerful idea
that the world's knowledge is a public good
… and that technology in general and the WorldwideWeb in
particular provide an extraordinary opportunity for
everyone to share, use, and reuse it.
Hewlett
Foundation

12. • The term "open educational resources" was
first adopted at UNESCO's 2002 Forum on
the Impact of Open Courseware for Higher
Education in Developing Countries
What are OER?

13. UNESCO
• "teaching, learning and research materials in any medium, digital or otherwise,
that reside in the public domain or have been released under an open license
that permits no-cost access, use, adaptation and redistribution by others with
no or limited restrictions.
The Wikieducator OER Handbook
• “… educational resources (lesson plans, quizzes, syllabi, instructional modules,
simulations, etc.) that are freely available for use, reuse, adaptation, and
sharing."
OER Defined

14. The Cape Town Open Education Declaration (2007)
• OER should be freely shared through open lisences which
facilitate use, revision, translation, improvement and sharing by
anyone.
• Resources should be published in formats that facilitate both use
and editing, and that accommodate a diversity of technical
platforms.
• Whenever possible, they should also be available in formats that
are accessible to people with disabilities and people who do not
yet have access to the Internet.“
Commitment of Educators

15. 2012 OER Paris Declaration
• Emphasizing that the term Open Educational Resources (OER) was
coined at UNESCO’s 2002 Forum on Open Courseware
• OER refers to “teaching, learning and research materials in any
medium, digital or otherwise, that reside in the public domain or
have been released under an open license that permits no-cost
access, use, adaptation and redistribution by others with no or
limited restrictions.
• Open licensing is built within the existing framework of intellectual
property rights as defined by relevant international conventions
and respects the authorship of the work”
Commitment of Educators

16.  Lower cost of education
 Higher quality of education
 Increased penetration of knowledge
 Stronger collaboration & network
 Increased mutual understanding
among people
Expected & Potential Benefits

17. Perceived Benefits
Survey findings from 9 Asian countries :
• Gaining access to the best possible resources
• Promoting scientific research and education as publicly open activities
• Bringing down costs for students
• Bringing down costs of course development for institutions
• Providing outreach to disadvantaged communities
• Assisting developing countries
• Becoming independent of publishers
• Creating more flexible materials
• Conducting research and development
• Building sustainable partnerships
(Dhanarajan & Porters, 2013)

18. Perceived Benefits
PANdora Survey in 2011
N: 56

19. OER Use
I have used I will use
Asia
PANdora Survey in 2011
N: 420 in 9 Asian Countries

20. OER Use
N=56
Percentage
PANdora Survey in 2011

21. OER Use
PANdora Survey in 2011

22. Barriers to Produce and Use
Survey findings from 9 Asian countries :
• Lack of awareness
• Lack of skills
• Lack of time
• Lack of hardware and software
• Lack of access to computers
• Lack of ability to locate specific, relevant , and quality OER for their specific
teachings
• No reward system for staff members devoting time and energy
• Lack of interest in pedagogical innovation amongst staff members
• No support from management level
(Dhanarajan & Porters, 2013)

23. Barriers to Produce and Use
PANdora Survey in 2011

24. Barriers to Produce and Use
PANdora Survey in 2011

25. • OpenLearn (http://openlearn.open.ac.uk/)
• OER Commons (www.oercommons.org)
• MIT Open Courseware (http://ocw.mit.edu/)
• Curriki (www.curriki.org)
• Merlot (www.merlot.org)
• iTunesU (www.apple.com/apps/itunes-u/)
• Khan Academy (www.khanacademy.org)
• Open Courseware Consortium (www.ocwconsortium.org/) – now Open
Education Consortium
In Indonesia
• Portal Garuda (http://garuda.kemdikbud.go.id/), SUAKA UT (
http://www.ut.ac.id/OER/index.html), ITS-OC (http://oc.its.ac.id/), UI OCW
(http://ocw.ui.ac.id/), etc.
• Rumah Belajar (http://belajar.kemdiknas.go.id/)
Major Providers of OER

26. …beyond OER…
• OER University
– All you need is an internet connection,
and you can study with us – no matter
where you live! Study online for free, using open
educational resources. Get your study credited towards an
academic qualification, while paying significantly reduced
fees
– All course materials are OERs using creative commons
licensing.

27. • George Siemens dan Stephen Downes
from then the University of Manitoba
(Canada) were the first who initially had
the idea of offering their lectures to a
wider online audience for free --- cMOOC
• Course title:
• Connectivism and Connective Knowledge
attended by 25 paying students and 2,200
free of charge students
2008
MOOCs

28. • The first American MOOC was offered by
Stanford University for the course titled:
Introduction to Artificial Intelligent,
participated by 160,000 students from all
over the world --- xMOOC
2011
MOOCs

29. Timeline of MOOC Development

30. cMOOC vs xMOOC
• cMOOC: based on connectivism, involving a networked
and collaborative approach, emphasis is placed on
distributed, self-led exploration of topics, rather than on
the expertise of authorities
• xMOOC: highly structured, content-driven, guided by pre-
recorded lectures, assessed by automated or peer-
marked assignments.

31. • There are new MOOCs everyday from around the world
• New York Times: 2012 is the year of the MOOC
MOOCs

32. MOOCs

33. Derivation of MOOC (Hollands and Thirthali, 2014)
• MOOC-Ed : course for professional development of teachers
• SPOC: Small Private Online Course,
• “Wrapped” MOOC : courses as the results of re-designed MOOC
from other institution,
• “White label” MOOC: staff training using MOOC platform
• Mini-MOOC: MOOC attended by a few people
• SMOC: Synchronous Massive Online Course
• POOC: Personalized Open Online Course offer adaptive learning
(are still more of an idea than a reality)

34. Financial and Accreditation of MOOC
• The emerging business model of MOOCs is free-
tuition with an option of certification with some fee
-may incur some cost for assessment and
certification
• Mostly non-credit, but there are some universities
started to or intend to acknowledge and grant
credits

35. • Based on a study of 39 colleges and universities in the
US (Hollands & Tirthali, 2014):
– extending reach and access (65%)
– building and maintaining brand (41%)
– improving economics (38%)
– improving educational outcomes (38%)
– innovation (38%)
– research on teaching and learning (28%)
Reason for Offering MOOC

36. Evaluation of the first 17 MIT’s MOOCs on edX (Ho, 2014):
• 66% of 841,687 participants, and 74% of the 43,196 participants who
obtained a certificate have already had a bachelor’s degree or above
• only 20,745 (3%) of all participants were from the UN listed least
developed countries
A survey of participants in Coursera's MOOCs (McKenzie, 2014):
• In the US, are employed and degree-holding people (83% of the 34,700
respondents held 2- or 4-year degrees and 44% held advanced degrees.
• In Brazil, Russia, India, China, and South Africa, nearly 80% are college
graduates and from the wealthiest echelons of society
MOOC for extending the reach?

37. • Business model
• Credetialing/accreditation/badging
• Completion rates
• Student authentication
Remaining Issues

38. tian@ut.ac.id, tbelawati@ecampus.ut.ac.id