9 chapter3

Chapter 3 Method to link KOCW (Korea Open CourseWare) Content to ACU-OER Prof. Cheolil Lim of Seoul National University

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Method to link KOCW (Korea Open CourseWare) Content to ACU-OER | Chapter 3

Table of Contents Research Significance and Methodology .......................................................................................... 4 Research significance and objective .............................................................................................. 4 Research Objective .............................................................................................................................. 5 Research Methodology ....................................................................................................................... 5 Analysis of Open Educational Resource (OER) contents in Korea and abroad ................... 6 2.1. Analysis of OER contents in Korea ......................................................................................... 6 2.1.1. KOCW ......................................................................................................................................... 6 2.1.2. K-MOOC ................................................................................................................................... 10 2.1.3. OER in universities ................................................................................................................. 14 2.2 Analysis of abroad OER contents........................................................................................... 19 2.2.1. OER in USA region ................................................................................................................. 19 2.2.2. OER in Europe Region........................................................................................................... 25 Application Method for Linkage between ASEAN Cyber University OER (ACU-OER) and KOCW Contents ...................................................................................................................................... 28 3.1. Selection of the contents ....................................................................................................... 29 3.1.1. Providing and development of contents with high applicability ................................ 29 3.1.2. Expansion of English contents and Curation of ASEAN language service.................. 31 3.1.3. Selection of applicable educational contents to students (Curation)....................... 32 3.2. Technical support ...................................................................................................................... 34 3.2.1. Building a common platform for the contents between ACU and KOCW ............... 34 3.2.2. Utilization of Integrated Meta data ................................................................................... 35 3.3. Expansion of Interaction .......................................................................................................... 36 3.3.1. Providing Forum and Community ...................................................................................... 36 Chapter 3 - 2/44

Method to link KOCW (Korea Open CourseWare) Content to ACU-OER | Chapter 3 3.3.2. Feedback of lecture with SNS ............................................................................................ 37 3.4. Financial and Legal Support ................................................................................................... 40 3.4.1. Securing the financial support ............................................................................................ 40 Conclusion ................................................................................................................................................ 41 References ................................................................................................................................................ 43

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Research Significance and Methodology Research significance and objective Korea Open Course Ware (KOCW) is a common utilization service comprised of higher education teaching materials and information for lectures. It is provided by the Korea Education & Research Information Service (KERIS), along with several universities in Korea and the council for open educational resources movement located overseas. Through KOCW each learner and educational institute is able to utilize the advanced e-learning contents for higher education free of charge, which is developed by roughly 190 universities and educational institutes in Korea. Also, approximately 12,800 courses are currently being provided in overseas higher education institutes at no cost and they can also be accessed on smart phones and tablets.

KERIS, the main body of the management of the KOCW, was selected as a project partner for the ASEAN Cyber University (ACU) in 2016. The ACU project instructs the schools and educational institutes in ASEAN countries in order to encourage the ICT development in higher education through Korea’s advanced technology and experience. This is a global project conducted by the Ministry of Education, and the four countries that are currently participating include Thailand, Myanmar, Vietnam and Cambodia. KERIS, as the partner institute of this project, has been investigating the method for strategic utilization of the KOCW in order to support the management and development of the cyber universities in those participating countries. Thus, before it officially starts to operate the system as an independent cyber university, this study attempts to seek for the method in the utilization of the KOCW in participating countries as the KOCW is a one of the representative OER in Korea.

ACU is currently securing a part of OER as a trial, but the method for the development and management of higher education contents in a broader way is still required to be examined. With regard to this, the educational contents for higher education in the existing KOCW could be linked with the OER for the ACU project. The existing contents from the KOCW could be provided through the ACU-OER platform, and also a separate common platform could be built for providing the lectures from KOCW. For effective linkage between KOCW and ACU-OER, more various and systematic methods need to be investigated. For example, in Chapter 3 - 4/44

Method to link KOCW (Korea Open CourseWare) Content to ACU-OER | Chapter 3 terms of selection of the contents, the courses currently provided in English in KOCW accounts for only 19%, which is 2,500 courses out of 12,800 as of April, 2016. This indicates that the clear standard for selecting lectures is necessary in order to decide which lectures should be supported in English or in a given language.

Hence, it is imperative to investigate the systematic and integrative linkage method of the KOCW for the active usage of ACU-OER. This project is expected to pave the way for building the Korea-ASEAN higher education OER and to encourage the further exchange and activate networks among countries.

Research Objective The specific research objectives are as follows 1) To analyze the current status of the development and management of the OER contents in Korea and in foreign countries responding to the necessity of increasing contents for the active use of ACU-OER 2) To figure out the application method for linkage with the KOCW contents for the active use of ACU-OER

Research Methodology In order to achieve the objective of this research, this research analyzed the related literatures and investigated the current OER website. By analyzing the development background and operational characteristics of foreign and Korean OER including KOCW, this research is expected to suggest the strategy and guideline for the connecting and utilizing KOCW for the active use of ACU-OER. The literatures examined in this research are as follows.

1)

2) 3) 4)

Reports and research paper regarding the current status of e-learning in Korea and abroad. (KOCW, K-MOOC) OER system in universities in Korea (SNUON, SNOW) Research papers regarding OER in foreign universities (Coursera, edX, FutureLearn, FUN) MOOC, OER website and educational management system in abroad Chapter 3 - 5/44

Method to link KOCW (Korea Open CourseWare) Content to ACU-OER | Chapter 3

Analysis of Open Educational Resource (OER) contents in Korea and abroad This research attempted to analyze the characteristics of development and management for OER contents in Korea and in abroad. In Korea, it analyzed the KOCW, K-MOOC and other OER provided by universities. In particular, as the university-provided OER, SNUON from Seoul National University and SNOW from Sookmyung Women’s University were investigated. Also, the Courserea and edX, a representative MOOC service in North America, along with FutureLearn and FUN services in Europe, were mainly examined. The following chapters are the analysis of current status and characteristic of OER contents and suggestion of the overall trend of OER in Korea and abroad.

2.1. Analysis of OER contents in Korea 2.1.1. KOCW KOCW (Korea Open Course Ware) is a public lecture service operated by KERIS (Korea Education & Research Information Service) which is a government-affiliated research institute under the Ministry of Education. With the purpose of common utilization of teaching and learning materials for higher education, KOCW opened educational resources to the public, such as recorded lecture videos, internet lectures based on flash from the cyber universities and other lecture materials.

TABLE 1: HISTORY OF KOCW Year 2009 2010

2011

History - Launched Official KOCW

- Developed mobile KOCW (iOS & Android) - Included a major indicators of the information service for Higher Education in Korea - Began lecture contents curation service, AP series, Foreign Langu age series etc.

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Method to link KOCW (Korea Open CourseWare) Content to ACU-OER | Chapter 3 Year 2013

2014

2015

2016

History - Began a volunteer program for enhancing content accessibility - Awarded #1 Mobile Application for Educational and Public Sector by DIGITAL CHOSUN - Provided entrepreneurship lectures series and NCS(National Competency Standards) lecture series - Organized university committee for KOCW to promote service and cooperation - Developed approximately 200 courses meta data that COURSERA provides - Awarded excellent web service for public sector by Human Technology Awards

Starting from the planning for construction of the system and a trial service in 2007, KOCW officially started providing open lectures through website and mobile service since 2009. The lectures include video, voice lecture, lecture materials collected from the university and other educational institutes. KOCW aims to improve the quality of university education through common utilization of e-learning contents, and to secure easy access to higher education for the public.

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Method to link KOCW (Korea Open CourseWare) Content to ACU-OER | Chapter 3

Figure 1: Formation of KOCW Contents: http://www.kocw.net KOCW provides 130,000 complimentary lectures from 190 universities and educational institutes in Korea and abroad. Access to the webpage has been gradually increasing and over 4,300 people have accessed it so far (as of August 2016). With regard to the quantitative increase, 15,483 courses and 350,334 video clips are being provided from 207 universities and institutes as of August 2016. In addition to the university lectures, the contents has consistently been increasing linked with popular lectures in foreign countries such as YouTube or TED.

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Method to link KOCW (Korea Open CourseWare) Content to ACU-OER | Chapter 3

Figure 2: Contents of KOCW by provider

Figure 3: Contents of KOCW by subject and type Figure 3 shows the contents that KOCW provides by subject and type as of August 2016. Through KOCW, it is possible to search the meta data such as the name of the lecture, lecturer, providing institutes, instructions of the lecture and classification of the subject, and also available to upload the lecture owned by individual in order to share with other users.

Moreover, KOCW can provide open online professional lectures regardless of time, place and expense, which is useful for those students living in remote areas or having a job. In addition, KOCW services can also be used by university students in order to prepare and review the Chapter 3 - 9/44

Method to link KOCW (Korea Open CourseWare) Content to ACU-OER | Chapter 3 class since they have consistently demanded for more specialized educational materials and this service can also be a useful opportunity for workers to improve their professional skills.

As such, KOCW plays a various role not only in providing the integrated contents from universities and institutes whose contents are not relatively active in open education, but also in encouraging universities to participate in providing open educational resources and setting up related policies.

2.1.2. K-MOOC Recently innovative attempts are being made in educational methods from the context of higher education. The Open Course Ware (OCW), which started with the purpose of providing open educational resources, has been developed into MOOC in 2012. One of the biggest features of the OCW is that it provides the lectures at no cost to unspecified individuals.

MOOC signifies large-scale free education for which members mutually participate and interact on the basis of the utilization of technologies such as the internet and web services. Also, it is possible to provide certificate or degree and implement various activities. As such, MOOC provides various types of educational services, therefore it could be seen as a form of elearning reflected to effective educational principles (Lim, 2015).

As MOOC has been expanding, Korean government has implemented a national strategy to respond to the increasing demands. Not only KOCW, mentioned above, the basic plan (Ministry of Education, 2015) for construction of Korean Massive Online Open Course (KMOOC) has been developed and has built the self-platform for utilization of the K-MOOC. KMOOC aims to provide an equal opportunity in education by offering advanced university lectures in Korea, facilitating the innovation of the quality of courses in universities. Thus it is expected to promote the innovation of university education through opening the higher education system.

Also, K-MOOC aims to build up on open higher education systems on a national level through introduction and settlement from 2015 to 2017, and through globalization and creating added value from 2018 to 2020. In particular, in 2015, it attempted to expand its Chapter 3 - 10/44

Method to link KOCW (Korea Open CourseWare) Content to ACU-OER | Chapter 3 value and awareness toward the K-MOOC among the public through the construction of the platform and its trial operation.

As of 2015, around 10 prestigious universities in Korea are participating in K-MOOC, and tentatively operating 27 courses. The field of those courses varies including Astronomical Cosmology, Economics, Life Science, Global Civic Education etc. Table 2 shows the list of universities and providing courses through K-MOOC. TABLE 2: PARTICIPATING UNIVERSITIES IN K-MOOC AND COURSES IN 2015 University Field of Study Kyung Hee Integrated Liberal University Education Liberal Education for Global Citizenship Korea Physics University Convergence Education Law Chinese Literature Pusan Life Science University Business Seoul Economics National Natural Science University Sungkyunk Oriental Studies wan Convergence University Education Yonsei Korean Literature University Business

Lecture The world we made: Homo Ethicus Global civic education: Living in the global comm on society Lectures on general relativity for pedestrians Quantum Mechanics for IT/NT/BT Introduction to civil law Korean classic literature, history and culture Life principia Social enterprise Introduction to economics Life in the universe Analects of confucius Creative thinking What is literature Service design Chapter 3 - 11/44

Method to link KOCW (Korea Open CourseWare) Content to ACU-OER | Chapter 3 University

Ewha Womans University

Field of Study Astronomical Cosmology Physics

Digital Media Sociology Architecture POSTECH Mechanical Engineering Electricity and Electronic Engineering KAIST Mechanical Engineering Computer Science Hanyang Architecture University Public Administration Business Information Sociology

Lecture Understanding space Modern physics and the revolution of human tho ughts Understanding of cinematic storytelling Human behavior and social structure History of architecture, society and culture Continuum and finite element analysis Digital communication system: Modulation, demo dulation, and power spectrum Dynamics Artificial intelligence and machine learning Theory of architectural space Introduction to policy studies Business data mining Introduction to information sociology

In 2016, 10 universities which include Kyungnam University, Daegu University, Sungshin Women’s University, Sejong University are planned to join to the K-MOOC and it is now expected to open more than 128 courses. It aims to expand the number of contents and courses to over 500 and to develop various courses up to 2018.

Since the trial operation of the K-MOOC in 2015, the webpage has been accessed more than 700,000 within 4 months, and around 70,000 learners have enrolled in the courses.

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Method to link KOCW (Korea Open CourseWare) Content to ACU-OER | Chapter 3 Especially, demands in the field of Economy, Creativity and Artificial Intelligence as well as Social and Human Science such as the Analects of Confucius have been gradually increasing.

Table 3 shows the number of student on the top 10 courses. (Ministry of Education, 2016) TABLE 3: A NUMBER OF STUDENT ON THE TOP 10 COURSES (2015) Ranking

University

1

Seoul National University Sungkyunkwan University Sungkyunkwan University KAIST

2 3 4 5 6 7

Seoul National University Korea University

Ewha Womans University 8 Yonsei University 9 Yonsei University 10 Hanyang University * Enrollment in 2016 excluded

Subject Introduction to Economics

Number of Students 8,093

Creative Thinking

5,793

Analects of Confucius

5,030

Artificial Intelligence and Machi ne Learning Life in the Universe

4,459

Lectures on general relativity f or pedestrians Understanding of cinematic sto rytelling What is literature Understanding space Business data mining

3,364

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3,494

3,353 3,333 2,710 2,650

Method to link KOCW (Korea Open CourseWare) Content to ACU-OER | Chapter 3 2.1.3. OER in universities 2.1.3.1. SNUON (Seoul National University) Some universities play leading roles in the operation of OER and in building a selfplatform, with great efforts to the introduction and utilization of OER in a plethora of universities and higher education institutes. Seoul National University is one of the leading universities in utilizing OER named SNUON (SNU Open education). SNUON started with the purpose of sharing knowledge contents that have long been accumulated in the university and aims to provide more various and quality contents to a wide range of learners.

Figure 4: Seoul National University, SNUON : snuon.snu.ac.kr SNUON has developed 86 courses in total as of the spring semester in 2016, based on a number of project that develop some major courses in 2013 into the form of online video lectures. Such projects include K-MOOC, Liberal Education project and professor lecture project. Students are mainly enrolled in Economics, Natural Science and Engineering.

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Method to link KOCW (Korea Open CourseWare) Content to ACU-OER | Chapter 3 TABLE 4: THE NUMBER OF ENROLLED STUDENTS IN TOP 10 COURSE IN SNUON No Course 1 Economic Statistics 2 Chemistry 3 Economic Principles 4 Economic Principles 2 5 Basic Physics 1 6 College English 1 7 Introduction of Operating System 8 The Newest Control Techniques 9 Engineering Mathematics 1 10 Mathematics for Humanities and Sociology 2 * March ~ August in 2015

Registrant 361 266 258 208 174 106 97 86 83 82

Also, SNUON provide mobile app service for iOS and Android which enable learners t o study regardless of time and place.

Figure 5: SNU Mobile APP Chapter 3 - 15/44

Method to link KOCW (Korea Open CourseWare) Content to ACU-OER | Chapter 3 Particularly, Seoul National University is actively utilizing flipped learning in order to integrate on-line contents of OER with lectures in the existing university education. Flipped learning is a types of learning method which can understand the educational contents with video lecture outside class, and provide more various educational activities based on the contents of the online lecture in actual class (Park, S.I., Lim, C.I., Lee, J.K., Choi, J.I., 2015; Bergmann & Sams, 2014).

Starting from the courses ‘the Mathematics and Practice 2’ in undergraduate program and ‘Theory for Nonlinear System’ in graduate school in 2013, 12 lectures were operated in 2014 including Humanities, Engineering and Educational Technology under the College of Education. In 2016, it has been operating 22 lectures and utilizing OER developed by SNUON for online education.

TABLE 5: OPERATION OF FLIPPED LEARNING IN SEOUL NATIONAL UNIVERSITY IN 2016 No 1 2 3 4 5 6 7 8 9 10

College Social Science Natural Science Natural Science Natural Science Natural Science Natural Science Natural Science Engineering Engineering Engineering

Course Level Undergraduate Undergraduate Undergraduate Undergraduate Graduate Undergraduate Undergraduate Undergraduate Undergraduate Graduate

11

Engineering

Graduate

12 13

Engineering Engineering

Undergraduate Undergraduate

Course Name Economic Statistics Chemistry 1 Chemistry 1 chemistry Nobel Lectures Biology Climate Change Basic circuit theory and practical The foundation of operating system The advanced semiconductor device operations The advanced semiconductor device Special Topics The concept and practice of computer Computational Civilization

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Method to link KOCW (Korea Open CourseWare) Content to ACU-OER | Chapter 3 No 14 15 16

College Fine Arts Law Education

Course Level Graduate Undergraduate Undergraduate

17

Education

Undergraduate

18 19 20

Education Education Veterinary Medicine Veterinary Medicine Law School

Graduate Undergraduate Undergraduate

Course Name Work-Research Studio 1-4 International Law Teaching methods and educational technology Teaching methods and educational technology Instructional Systems Development Readings in Western history education Veterinary Pathology and Clinical Practice

Undergraduate

Veterinary Surgery and Practice 1

Graduate

Criminal Procedure Law

21 22

2.1.3.2. SNOW (Sookmyung Women’s University) Sookmyung Women’s University has developed SNOW (Sookmyung Network for Open World) as a supporting platform of the OER. It aims to share the world class educational contents for more people across the world. SNOW officially started to operate on the 19th of March in 2010, followed by a beta service on the 3rd of December in 2016. SNOW has three major features. First, it has built the database. SNOW has built a database and has been providing around 1,000 video lectures, obtained by the Creative Commons (CC) licenses, which is available to share freely as for non-profit. Second, users are able to participate in translating the Korean language on SNOW's wiki system. 6Third, it operates team project based on the community as a learning strategy.

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Figure 6: Sookmyung Women’s University, SNOW: www.snow.or.kr SNOW is relatively easy to use for learners since the lectures are operated by subject, provider and major. The lectures by subject are divided into five parts; 1) Liberal Arts such as Linguistics, History and Philosophy, 2) Social Science such as Politics, Economics and Law, 3) Basic Science such as Astronomy, Chemistry and Physics, 4) Applied Science such as Engineer ing, Medical Science, Architecture and Human Ecology, 5) Culturology such as Arts and Creati vity. For the lectures by provider, it is divided by the institutes that provide the lecture to SN OW, not only providing their own OCW lecture, but other domestic institute such as world cl ass universities and other popular lectures from the major institutes. For example, the lectur es are divided by Global Human Resource Forum, OER from Open University, MIT OCW, Berk eley University, Harvard University, TED etc. As for the lectures by major, they are divided int o specific themes under each major.

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Method to link KOCW (Korea Open CourseWare) Content to ACU-OER | Chapter 3

FIGURE 7: LECTURE BY MAJOR IN SNOW

2.2 Analysis of abroad OER contents 2.2.1. OER in USA region 2.2.1.1. The Historical Background of OER-MOOC In 2001, the Massachusetts Institute of Technology (MIT) has started its Open Courseware (OCW) program, and has made most of its teaching materials and courses available freely on-line (Mossley, 2013). In 2002, when the number of institutions providing free or open courseware (OCW) increased, UNESCO organized the 1st Global OER Forum and the term "OER" was adopted. Then, many universities worldwide have subsequently started to provide open courseware (Sabadie et al., 2014).

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Method to link KOCW (Korea Open CourseWare) Content to ACU-OER | Chapter 3

Figure 8: The Brief History of OER in Higher Education (Sabadie et al., 2014)

2.2.1.2. OER and MOOC in the United States OER has started with MIT's OpenCourseware in the U.S. Almost all course contents of MIT have been published via Internet. MIT OCW materials have reached more than 125 million people at free cost, and the website has been accessed by 97 million people. The Open Course Library (OCL), another representative OER in the U.S, provides 81 OER courses from Washington State Community Colleges. It consists of a sharable materials including syllabi, course activities, readings, and assessments designed by teams of college faculty, instructional designers, librarians, and other experts. Also, there are consortiums such as Open Courseware Consortium (OCWC) and Community College Consortium for OER (CCCOER). OCWC is a global network of institutions, individuals and organizations that promote open education, including collaboration, innovation, and collective development and use of open educational materials.

Also, the mission of CCCOER participated by over 250 colleges is to spread access to education by promoting the awareness and the adoption of OER. MERLOT (Multimedia Education Resource for Learning and Online Teaching), which is an another online repository service provided by an International consortium of institutions, industry partners, organizations and individuals, consists of more than 32,000 online OER materials. Lastly, COT (College Open Textbooks) is a collection of 29 educational non-profit and for-profit organizations, associated Chapter 3 - 20/44

Method to link KOCW (Korea Open CourseWare) Content to ACU-OER | Chapter 3 with more than 200 colleges that have the purpose of driving awareness, adoptions, and affordability of open textbooks.

With regard to the perception of the U.S Faculty on OER, the study conducted by Babson Survey Research Group including over 2,100 U.S teaching faculty (Allen & Seaman 2016) reported that nearly one-half responded that they are utilizing OER, while only about one-third of faculty members is aware of open educational resources. The following figure shows how they use OER in higher education. Moreover, most of the U.S faculty who are aware of OER perceive that the quality of OER is equivalent to or better than the traditional sources. They stated that OER is superior than traditional resources especially with respect to cost.

2.2.1.3. COURSERA Coursera currently consists of 1,848 courses. According to the data in 2015, the 7 million students has newly enrolled, and the total number of students has reached 17million.

Coursera has 147 partner institutions from 29 countries.

FIGURE 9: HOMEPAGE OF COURSERA

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Method to link KOCW (Korea Open CourseWare) Content to ACU-OER | Chapter 3 TABLE 6: THE NUMBER OF COURSERA COURSES BY SUBJECT Subject

The number of Courses 246

Arts and Humanities Business

892

Computer Sciences

458

Data Sciences Life Sciences

250 232

Subject Math and Logic Personal Development Physical Science and Engineering Social Sciences Language Learning

The number of Courses 84 184 250 372 108

The following Table 7 shows the top 5 courses in 2015 by providing institutions, and the number of enrolled students.

TABLE 7: THE TOP 5 COURSES IN 2015 Ranking

Course Name

Providing institution

1

Learning How to Learn: Powerful mental tools to help you master tough subjects Mastering Data Analysis in Excel

University of California, San Diego Duke University

3

Programming for Everybody (Getting Started with Python)

University of Michigan

657,068

4

Machine Learning

1,122,031

5

R Programming

Stanford University Johns Hopkins University

2

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Number of Enrolled Student 1,192,697

102,000

952,414

Method to link KOCW (Korea Open CourseWare) Content to ACU-OER | Chapter 3 2.2.1.4 edX

Figure 10: Homepage of edX edX was founded by MIT and Harvard University in May, 2012, and provides mass open online courses (MOOCs) which are online university-level courses. Also, it conducts research regarding how people utilize its platform in their learning. It has more than 106 partners including Non-Profit Organizations, corporations, schools and colleges. Now it offers more than 950 courses by subjects such as Humanities, Mathmatics and Computer Sciences, and more than 7 millions of learners over the world are currently using the edX. The one of the different characteristics of edX from other MOOC providers is that it is a Non-Profit Organization and runs on open-source software. Also, edX provides various types of subjects from the Humanities, Engineering to Art and Culture. Table 8 shows the number of edX courses by representative subjects.

TABLE 8: THE NUMBER OF EDX COURSES BY SUBJECT Subject Art and Culture Biology and Life Sciences Business and Management Computer Sciences

The number of Courses 77 111

Engineering Health and Safety

The number of Courses 185 72

215

Humanities

183

280

Science

140

Subject

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Method to link KOCW (Korea Open CourseWare) Content to ACU-OER | Chapter 3 Subject Education and Teacher Training

The number of Courses 69

Subject Social Sciences

The number of Courses 170

edX, as the second most popular MOOC provider, attracts learners all over the world.

The most popular five edX courses of all-times are in the Table 9.

TABLE 9: THE TOP 5 POPULAR EDX COURSES OF ALL-TIMES Ranking

Course Name

The Providing institution

1

Introduction to Computer Science

2

Circuits and Electronics

3

Introduction to Computer Science and Programming

4

Introduction to Computer Science and Programming Using Python

5

Science and Cooking: From Haute Cuisine to Soft Matter Science

Harvard University Massachusetts Institute of Technology Massachusetts Institute of Technology Massachusetts Institute of Technology Havard University

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The Number of Enrolled Student 348,511 229,813

157,431

98,688

92,045

Method to link KOCW (Korea Open CourseWare) Content to ACU-OER | Chapter 3 2.2.2. OER in Europe Region 2.2.2.1. The past and the present of OER in Europe In order to promote OER in Europe, initiatives such as Support Centre for Open Resources in Education (SCORE) or Open Educational Quality Initiative (OPAL) have provided support and recommendation to individuals, projects, institutions and programs, with helping them in creating, publishing, re-mixing, re-using and redistributing OER (Sabadie et al., 2014).

There are many providers of OER materials in Europe. The OpenEducationEuropa is a portal that offers access to all existing European Open Educational Resources in different languages for learners, teachers and researchers. It was initiated by the European Commission in September 2013 to provide “a single gateway to European OER. The OpenEducationEuropa provide 615 courses which users can filter by subject (such as Social Sciences and Humanity), by level (from Primary to Higher Education), by institution and by language. Another platform for OER in Europe is “Open AGH e-textbook” (Lažetić et al., 2015), that provides an open ebooks service by AGH University, located in Poland. Through this platform, academics, students, teachers and pupils are able to access, use and re-use open e-textbooks for STEM subjects. “OpenLearn” is also one of the representative Open Courseware (free online courses) service provided by the Open University in United Kingdom with over 600 free online courses. Those courses cover various subject areas from introductory to postgraduate level.

All of its content are available to reuse by learners and teachers under open license. Another OER repository platform is “Canal-U” provided by Centre National de la Documentation Pédagogique in France. Teachers and students can find programs enriched with educational materials, approved by scientific boards of French digital universities. It has over 3 million visitors per year and offers 10,000 resources of which one third are conference videos. Also, “PodCampus” provides a podcasts service by Multimedia Kontor Hamburg in Germany. With this platform, lectures and interesting single event is recorded and released as a form of audio and video files. Producers of those materials are universities, research and educational institutions across Germany, Austria and Switzerland. Karlstad University (Sweden) also provides OER repository service called “Open Sverige”. The Open Sverige project focuses on the needs of teachers and quality of education in all educational sectors in order to support and guide teachers for using OER pedagogically. The aim of this project is to stimulate an open Chapter 3 - 25/44

Method to link KOCW (Korea Open CourseWare) Content to ACU-OER | Chapter 3 discussion about collaboration in infrastructural questions regarding open online knowledge sharing. Within this project, a network of ten universities, led by Karlstad University, provides a series of open webinars on the use and production of open educational resources. A virtual platform for Swedish OER initiatives and resources will also be developed through this project.

This national project covers various levels of education and aims primarily to improve teaching and developing special pedagogies related to the use of OER. Lastly, Dutch Ministry of Education, too, provides OER repository service called “Wikiwijs Textbooks Square”, which offers a mix of open and closed educational materials as a teaching resources.

According to the survey that has recently done relating to OER usage in Europe, which had 178 responses (out of 1,264 Higher Education institutions from Poland, Germany, Spain, UK and France) concluded that approximately 40% of institutions provide some kind of Open Education (Muñoz, 2016).

2.2.2.2. MOOC in Europe 2.2.2.2.1. FUTURELEARN

Figure 11: Homepage of FutureLearn FutureLearn is the biggest MOOC provider in Europe based in UK. It is a private company owned by The Open University, having over 40 years of experiences in distance learning and online education. The partners of FutureLearn include more than 20 of the best UK and international universities, institutes such as British Council, the British Library and the

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Method to link KOCW (Korea Open CourseWare) Content to ACU-OER | Chapter 3 British Museum, which has a great archive of cultural and educational materials. It provides a plethora of MOOC courses with various subjects, as shown in the Table 10.

TABLE 10: COURSES BY SUBJECTS PROVIDED BY FUTURELEARN Subject Computer Science Health and Safety

The number of Courses 19 73

Subject

The number of Courses 50 40

Mathematics Business & Management Humanities

6 59

Science Education & Teaching Social Sciences Art & Design

75

Programming

4

Engineering

13

Personal Development

11

58 20

It received £13M investment from the Open University for the next 3 years in 2015.

Also, the year of 2015 was the breakout for Futurelearn. It grew 275% and now it is the third biggest MOOC provider over the world, having almost five million users. Moreover, FutureLearn won the Best User Experience award at the User Experience UK (UEUK) Awards, and also won in the “Best Education and Learning Experience” category. FutureLearn is now well known as a social learning platform.

2.2.2.2.2. FUN (FRANCE UNIVERSITÉ NUMERIQUE) FUN (France Université Numerique), a French MOOC platform initiated by Ministry of Higher Education and Research of France in 2013, made available to institutions of French higher education and their academic partners worldwide. Its purpose is to gather projects in French universities and schools in order to give international visibility, and make available all Chapter 3 - 27/44

Method to link KOCW (Korea Open CourseWare) Content to ACU-OER | Chapter 3 public access to various courses and quality education anywhere in the world. It provides 171 courses from various subjects

Figure 12: Homepage of FUN, a French MOOC platform

Application Method for Linkage between ASEAN Cyber University OER (ACU-OER) and KOCW Contents As one of the various strategies for making ACU-OER more active, practical application of KOCW could be considered. Utilization of KOCW contents for ACU-OER could be a form of practice of KOCW OER ideology and also effective way to use the existing contents. However, it has faced difficulty of practical application of KOCW to ACU-OER, since the KOCW was initially developed for domestic use, and therefore it should figure out the practical application method in terms of selection of the contents and technical support. With regard to this, following chapters suggest the practical application method for the linkage between KOCW and ACU-OER with four different perspectives; selection of the contents, technical support, expansion of interaction, and financial and legal support.

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3.1. Selection of the contents 3.1.1. Providing and development of contents with high applicability KOCW is commonly used as a service of teaching and learning materials for higher education, and it is crucial to develop and provide the contents with high applicability in order to link with ACU. To accomplish this, KOCW firstly should open the courses meeting the learners’ needs and demands by analyzing the courses which are currently being operated by foreign MOOC providers such as edX and Coursera and by ACU-OER. Table 11 shows the ranking of the popularity of the lecture in overseas.

TABLE 11: RANKING OF THE POPULAR LECTURE OF MOOC Ranking Courses 1 An Introduction to Interactive Programming in Python (Part 1) 2 Modern & Contemporary American Poetry (“ModPo”) 3 Aprender(learn) 4

Introduction to Programming with MATLAB

5

A Life of Happiness and Fulfillment Coding in your Classroom, Now! Understanding Dementia

6 7 8

Explorer Introduction to Complexity

Field of Study Programming

Provider Rice University

Literature

University of Pennsylvania

Self Improvement programming

Universidad Nacional Autónoma de México Vanderbilt Uiversity

Philosophy

Indian School of Business

Programming

University of Urbino

Disease & Disorders Science

University of Tasmania

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Santa Fe Institute

Method to link KOCW (Korea Open CourseWare) Content to ACU-OER | Chapter 3 Ranking 9

Courses What is Mind?

Field of Study Psychology

Provider University of Cape Town

10

Machine Learning

Artificial Intelligence

Stanford University

* As of October, 2016 * Source: https://www.class-central.com Out of 10 popular complimentary courses from MOOC, six lectures are in the field of Natural Science and Engineering including Computer Programing, and two lectures provide Psychology, and another two lectures are related to Philosophy and Humanity and Social Science. Lectures on Natural Science and Engineering, particularly programing courses, make up more than half of the lectures, and this indicates that students’ needs are high on this field. Table 3-2 shows the video lecture that is on progress of development and operation in ACU. TABLE 12: CURRENT STATUS OF DEVELOPMENT OF CONTENTS IN ACU 2015-2016 Field of Study IT·Enginerring·Science

Number of Courses 45

Proportion 63%

Business·Economics·Education ·Linguistics·General Total

26

37%

71

100%

* As of October, 2016 As the table 3-2 indicates, Natural Science and Engineering accounts for the majority of lectures that are currently operating and also expected to be operated in ACU. However, it seems that the students’ needs are weighted toward the field of Natural Science and Engineering since most of the participating universities in ACU, except for Laos, are specialized in Natural Science and Engineering.

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Method to link KOCW (Korea Open CourseWare) Content to ACU-OER | Chapter 3 In the case of MOOC, the popularity of the lecture on Natural Science and Engineering is relatively high, and the demands for free open online lectures are also particularly high in this field. Yet, on the list of popular lectures on MOOC, a lecture in the field of Art and Social Science is also included as well as Programing and Science. In particular, Modern & Contemporary American Poetry(“ModPo”) which holds the second highest rank among the popular courses, reached 140,000 enrollments and was also selected as the best lecture of Class Central in 2015. This implies that students’ needs are not only weighted toward the fields of Natural Science and engineering, but also in other fields such as Art and Social Science.

Hence, gradual expansion of the lectures on Humanities and Social Science, Korean Linguistics, and History and Culture could enhance more various and effective linkage between ACU and KOCW. Also, at the same time, the lectures on Natural Science and Engineering should be consistently developed since they currently show the highest needs among students.

3.1.2. Expansion of English contents and Curation of ASEAN language service KOCW is currently operating 13,000 lectures provided by 190 universities and institutes.

However, the lectures provided in English only account for 19%, which is 2,500 lectures out of 13,000 lectures. Therefore, for more practical linkage between KOCW and ACU, more lectures in English need to be developed and English subtitles and scripts on the lecture should also be provided.

TABLE 13: NUMBER OF LECTURES PROVIDED IN ENGLISH IN KOCW Region Korea Overseas Korea Overseas

English Lecture with Subtitle General English Lecture Total *As of April, 2016

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Number of Lecture 40 14 2,090 449 2,593

Method to link KOCW (Korea Open CourseWare) Content to ACU-OER | Chapter 3 Moreover, it should be considered to produce the contents in the language of each participating countries; Cambodia, Laos, Myanmar and Vietnam. According to the report from Class Central, the contents taught in English in MOOC as of 2015 has decreased from 80% in 2014 to 75%, but the contents in other languages such as Spanish and French have increased.

This indicates that the change in the language of the lecture is mainly attributed to the initiative of the development of the contents in each region’s language in order for those providers such as Coursera and edX, to expand their market to global levels and also to increase the MOOC services with regional specialization. (https://www.class-central.com/report/moocs-2015-stats/).

Thus, contents in each country’s language and English should be expanded, so it enables students of ACU across the world to access the contents more easily and to increase the efficiency of studying to keep pace with the changing trend.

3.1.3. Selection of applicable educational contents to students (Curation) KOCW is currently providing educational curation service by responding to the various students’ needs. Through the curation service responding to each student’s purpose such as lecture taught by the eminent global scholars and lectures on foreign language such as TOEIC, learners could reduce the time spent on searching for contents and effectively access to the contents. This is one of the strengths of KOCW, especially for the contents of foreign language study such as TOEFL or MOS, which is used in the international level.

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Figure 13: KOCW curation service for acquiring the language certification exam For more effective linkage with ACU, this curation service enables the students in ASE AN regions to learn about the contents they need for foreign language studies and any certifi cation which is used internationally. In addition, for those who want to continue their study i n universities in Korea or to have a job in Korean firms, there needs to be a development of learning contents for the Proficiency Test in Korean and other certifications useful in searchin g for jobs in Korea.

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3.2. Technical support 3.2.1. Building a common platform for the contents between ACU and KOCW A platform is one of the critical factors in terms of learning management as well as providing video contents. For instance, Alario-Hoyos et al.(2014) suggested the conceptual framework which should be considered when building the MOOC, and in the framework platform is considered as a key factor in terms of operating and designing the MOOC included in the available resources. Also, some scholars see this platform as the Learning Management System (LMS) that manage the whole learning process in higher education (Bizonova, Ranc, & Drozdova, 2007). Also, some recent works indicate that platform has moved toward to the macroscopic perspective integrating the Learning Activity Management System (LAMS), and the Learning Contents Management System (LCMS) not just playing as Learning Management System (LMS) (Andergassen, Ernst, Guerra, Modritscher, Moser, Neumann, & Renner, 2015) and investigation in this transformation has been attempted. A Platform is considered to be very important, since it takes into account not only the learning management but also all the related factors including the management of the contents such as writing and editing the contents, learning process and evaluation, learning community and the quality of learning (Meinel, Totschnig & Willems, 2013).

Thus, in order to effectively manage and utilize the linkage between the contents of KOCW with ACU, a construction of a platform and LMS is required and the technical supports are inevitable for this. First of all, the efficiency of circulation in and outside the platform based on sharing of meta data is necessary. For example, the digital contents in the current KOCW should be more effectively circulated and utilized with the use of OAI-PMH etc. Second, a support for sharing the materials in and outside of the platform is required. For example, such a function of export and import of the related materials in the platform of KOCW through the standard type of support by IMS and SCORM could be interworked and shared with each other. Third, the database needs to be built. In addition to the lecture and digital contents in KOCW, more materials with a various purposes should be used and managed by conducting the reconstruction of the contents through specific discussion with ACU. Lastly, it should take into account the availability of supporting various operating systems. The operating system used in each region or county differs and therefore it should be operated not only in Windows Chapter 3 - 34/44

Method to link KOCW (Korea Open CourseWare) Content to ACU-OER | Chapter 3 but also in Linux and in Mac OS that are currently being used in many countries. Thus it has to be considered that the platform or LMS are effectively operated without program error in various operating systems. On top of that, the guide for lecturer or instructional designer regarding the platform and the overall function of LMS should be conducted at the micro level. For this, guidelines should be developed and provided in order to resolve the difficulties and problems.

3.2.2. Utilization of Integrated Meta data A various contents has been actively developing in many countries as Information and Communication Technology rapidly developed. However, those recently developed contents have difficulties with linking each other, since each contents used in each country and organization has different identification system (Shin et al., 2005). Thus, the integration of meta data is required in order to effectively link each contents by institutes. In other words, effective circulation in and outside platform should be implemented by sharing meta data.

For example, the existing digital contents of KOCW should be efficiently circulated and utilized with ACU by utilizing OAI-PMH. Also, newly developed contents should be a type of meta data that will be able to commonly use with ACU and KOCW. Cloud technology can also be the one of the methods for promoting interaction between KOCW and ACU-OER, since the cloud computing facilitates easy exchange of the digital materials such as course video. For example, FUN, a French MOOC service, provides a cloud-based services to French Higher Education Institutes (Souto-Otero et al, 2016). By utilizing the cloud technology, they could directly and easily share those MOOCs in FUN platform so that all learners can easily and immediately access to the new MOOC courses as soon as they are produced.

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3.3. Expansion of Interaction Interaction in the context of teaching and learning refer to the activity facilitating learner’s active participation and cognitive function (Jung and Choi, 1998). Thus, e-learning interaction refers to the learners’ interaction on the e-learning system. This interaction is an integral part in the offline lecture, but it is also an imperative part in the e-learning. Considering that e-learning is conducted online, interaction is the crucial factor affecting the students’ academic performance at the end (Kim, 2011; Jung, 2014). In the e-learning environment, learners complete their study through the feedback and evaluation process with the instructor, and they can use an e-mail, forum, online chat and SNS for online interaction with instructors (Jung, 2014).

The effect of the interaction to the academic performance in e-learning environment has been proved in various researches. Ju et al. (2012) conducted a study with students in cyber university and it suggested that the higher the interaction between learner and instructor, learner and learner, and learner and contents, the higher the learner’ academic performance and the satisfaction for the contents. Also, Powley (1994) mentioned that a learner group that had a regular interaction with the instructor showed a higher rate of program completion and achievement in the e-learning environment. These previous researches indicate that various kinds of interaction such as course forum and SNS service that enable learners and instructors to interact with each other should be facilitated for more effective linkage between ACU and KOCW.

3.3.1. Providing Forum and Community A forum which is available for questions, answers and feedback about the lecture could be an effective tool for the linkage the KOCW contents to the ACU. edX, one of the representative MOOC sites provide a service which is available for learners and instructors to interact with each other including questions, answers and feedback through a discussion forum. From the studies regarding interaction in the e-learning environment indicated above, it could be considered that those interaction channels such as the forum or community can

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Method to link KOCW (Korea Open CourseWare) Content to ACU-OER | Chapter 3 improve learners’ motivation toward the study, satisfaction for the study and also academic achievement.

In particular, in the case of KOCW, if it consistently develops the forum only for ACU with the video lectures provided by a number of universities and institutes, and makes the study environment that enhances the interaction between learners and instructors as well as amongst learners, the efficiency of linkage between ACU and KOCW would be increased. Thus, expansion for the various interaction should be more explored by enabling the compatibility of the forum that could link with the existing forum of ACU. 3.3.2. Feedback of lecture with SNS Community refers to all forms of people’s online group. Thus, the online community means people’s group interacting with a common interest and experience formed on online networks using a new information technology. This community can enhance their sociability with diverse activities by sharing a common purpose, and this intimacy among learners could also affect to the community activities and other derivative activities. A study by Seo and Jung (2004) also indicates that the community factor actually affects the e-learning achievement.

When it examines the sharing of experience and knowledge, which is a characteristic of community, along with mutual communication as a factor in affecting the satisfaction for the study and job competency, it figured out that sharing experience and knowledge have a positive effect on the satisfaction for the study and job competency. Also, when it compares to the active community group and the opposite, the group with active community showed higher achievement. A research by GUO, Liu and XIAO (2015) also asserted that learning with SNS based on an online English learning community positively affected the sense of the learner and the atmosphere of study.

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Figure 14: edX learners’ forum

Figure 15: Facebook for Modern & Contemporary American Poetry

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Method to link KOCW (Korea Open CourseWare) Content to ACU-OER | Chapter 3 In the case of Modern & Contemporary American Poetry, one of the lectures from University of Pennsylvania is currently being provided at Coursera, as it creates learners’ community by utilizing SNS such as Facebook and Twitter, and supports the interaction between instructor and learners. This course is still operating as one of the popular courses with 9,000 new facebook members, 5,000 twitter followers and 140,000 enrollments as of October, 2016.

Based on the result of the various studies above, KOCW should utilize SNS service such as Facebook and Twitter for the lectures of ACU in order to build online community for study, and should support the community building between learners and instructors for sharing teaching materials and feedback. Particularly, considering the national languages in each participating country in ACU such as Vietnam, Thailand, Laos and Myanmar, building community with each country’s language in addition to English would contribute to more effective community building. Furthermore, providing community only for ACU in cooperation with universities and institutes could encourage the direct feedback between learners and instructors. Also it could facilitate in building an international community in which those students in the ASEAN region and in Korea could learn and develop together and consequently could lead to the mutual developmental linkage of the contents. Such lecture forum and SNS would provide communication and feedback between learners and instructors and also among learners, and it would be able to contribute to more effective linkage between ACU and KOCW.

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3.4. Financial and Legal Support 3.4.1. Securing the financial support For more practical linkage between ACU-OER and KOCW, financial support and investment are inevitable. Observing the support at the beginning stages of the rapid development for the e-learning website including OER and MOOC, SNUON service from Seoul National University has been contributed 2.5 billion won through 5 years by its alumnus, and around 18 lectures on annual average have been developed through this contribution since 2013 (Lim et al, 2015).

Also, edX received $30millions from MIT and Harvard University respectively and it enabled their system to be more active. Udemy, which is an open market for online teaching and learning received $ 65millions for the expansion of international service. Such examples imply that more active support from the national level in ASEAN region and from member universities of ACU-OER as well as support from private organizations for building a pan-Asian knowledge community should be secured and closely linked together.

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Conclusion This research attempted to develop the application method for linkage between ASEAN Cyber OER (ACU-OER) and KOCW Contents. For the effective linkage between ACU-OER and KOCW, it has investigated the OER service in Korea and in foreign countries, and suggested the method for utilization of linkage with KOCW from the perspective of selection of the contents, technical support, expansion of interaction and financial and legal support.

Universities in Korea and abroad have been providing MOOC (Massive Open Online Course) and OER in order to keep up with the rapidly changing educational environment.

Especially, MOOC is operating the service that facilitates the interaction between learners and instructors and also among learners themselves in addition to the open education service.

In Korea's case, KOCW and K-MOOC are the representative service, and SNUON provided by Seoul National University and SNOW by Sookmyung Women’s University are also actively providing the OER. The SNUON has developed 86 lectures until the first semester in 2016, based on professor lecture project, liberal education project and K-MOOC project, and flipped learning is also well used so that the university OER could be utilized with integrating into the offline university education.

As for the abroad OER service, edX and Coursera are actively running in North-America, and FutureLearn in Europe region has been launched in 2013 and operating 435 courses from the universities, institutes and museums in the U.K. Moreover, OER service for higher education by the country level such as FUN (France UniversitĂŠ Numerique) is providing for the students across the world.

From the analysis of the development of OER and the current situation of its utilization in domestic and foreign countries, the following methods should be considered for a successful operation of ACU linked with KOCW contents.

First, in terms of selection of the contents, the development of higher education contents having a high applicability should be provided. The fields of study provided by ACU and by MOOC in abroad such as Coursera mainly focus on Natural Science and in Engineering including Computer Programming. However, the examination of the top 10 MOOC courses all Chapter 3 - 41/44

Method to link KOCW (Korea Open CourseWare) Content to ACU-OER | Chapter 3 over the world shows that the courses in Literature, Psychology and Self-Improvement also have many registrants, which means learners have high demands on those fields as well. Thus, the expansion of subject responding to students’ needs for ACU-OER which is currently limited to only the field of Engineering, and providing more various field of subjects that KOCW currently has, could contribute to more effective linkage with ACU-OER. Also, supporting the language service with both English and the national language of the participating countries in ACU, and providing an education curation service in order to obtain English or international licenses which are appropriated for those students in ASEAN regions, could develop more active linkage between ACU-OER and KOCW. Second, a joint platform and LMS for ACU-OER and KOCW should be built. To do this, based on the sharing of meta data, effective circulation in and outside the platform should be enhanced. Also, the compatibility in various operating systems should be considered with supporting for materials in and outside the platform and with construction of database.

Third, in order to increase interaction, providing lecture forums and community could give a way for direct communication and feedback between instructors and learners in ACU and KOCW. Also, it could accelerate more active linkage when utilizing SNS for promoting the lectures and sharing feedback.

Lastly, financial and legal support would be able to increase the quality of e-learning contents. As edX and Coursera did, expansion of services supported by investors and by the nation could be the ways to increase the quality of e-learning. Also, obtaining the permission from the universities to use KOCW contents to ACU and following the standards of international copyrights are necessary for developing the effective linkage with ACU-OER. KOCW already has a large amount of contents and provides active services for users.

Thus, through its experience, various service linkage should be prepared in order to provide OER service across the ASEAN countries. This would make it achieve the vision for improving the educational environment and quality of life through providing effective learning methods for students in ASEAN countries. Based on the implications from this study, therefore, the effective application method for linkage between KOCW and ACU-OER should be more developed.

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References Alario-Hoyos, C., Pérez-Sanagustín, M., Cormier, D., & Kloos, C. D. (2014). Proposal for a Conceptual Framework for Educators to Describe and Design MOOCs. Jornual of Universal Computer Science, 20(1), 6-23.

Allen, I. E., & Seaman, J. (2016). Opening the Textbook: Educational Resources in U.S. Higher Education, 2015-16. Babson Survey Research Group. Retrieved from http://www.onlinelearningsurvey.com/reports/openingthetextbook2016.pdf.

Andergassen, M., Ernst, G., Guerra, V., Mödritscher, F., Moser, M., Neumann, G., & Renner, T. (2015). The evolution of e-learning platforms from content to activity based learning: The case of Learn@ WU. In proceedings of 2015 Interactive Collaborative Learning (ICL) International Conference. IEEE, 779-784.

Bergmann, J., & Sams, A. (2014). Flipped learning: gateway to student engagement.

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Bizonova, Z., Ranc, D., & Drozdova, M. (2007). Model driven e-learning platform integration. In proceedings of 2nd PROLEARN Doctoral Consortium in Technology Enhanced Learning Crete, Greece, 8-15.

Jang, S.Y., Park, I.W., Kim, J.I. (2011). A Study on the Development of the Guideline on Service Quality Management for the Activation of KOCW. Korea Education & Research Information Service (KERIS) KR 2011-7.

Lim, Cheolil (2015). MOOCs, a representative of U.S.A: Implication and achievement of Coursera and edX. Rha, Ilju (2015). Global Learning Era: Understanding of MOOCs. Paju: Hakjisa.

Lim, C.I., Jo, Y.H., Kim, S.Y. (2015). A Study on the Activation Plans for e-learningin Higher Education. Korea Education & Research Information Service (KERIS) RR2014-5.

Lim, C.I., Kim, S.Y., Lee, J.H., Kim, H.S., Han, H.J. (2014). Comparative study of developing and applying to flipped learning in University. Spring Academic Conference, pp.396-406. The Korean Society for Educational Technology (KSET).

Meinel, C., Totschnig, M., & Willems, C. (2013). openHPI: Evolution of a MOOC platform from LMS to SOA. In Proceedings of the 5th International Conference on Computer Supported Education (CSEDU), INSTICC, Aachen, Germany.

Park, S.I., Lim, C.I., Lee, J.K., Choi, J.I. (2015). Understanding of Instructional Method from the perspective of Educational Technology. the Fifth edition. Paju : Kyoyookbook.

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