ASEAN Cyber University (ACU) - Open Educational Resources (OER) Research II (2016)

2016 ACU-OER Research The 1st ASEAN Cyber University Collaborative Tri-party Research

Current Status of Open Educational Resources in ASEAN Method for Service and Circulation of ACU-OER Method to link KOCW content to ACU-OER

Researchers Dr. Vorasuang Duangchinda, Thailand Prof. Dr. Cheolil Lim, Republic of Korea Mr. Avelino A. Mejia, Jr., The Philippines Supported by ACU Secretariat Endorsed by ASEAN University Network (AUN)

2016 ACU-OER Research The 1st ASEAN Cyber University Collaborative Tri-party Research

I. Current Status for OER in ASEAN II. Method for Service and Circulation of ACU-OER III. Method to link KOCW (Korea Open CourseWare) Content to ACU-OER

I. By Mr. Avelino A. Mejia, Jr. II. By Dr. Vorasuang Duangchinda of Sripatum University III. By Prof. Cheolil Lim of Seoul National University Supported and Published by ACU Secretariat Endorsed by ASEAN University Network (AUN)

ASEAN CYBER UNIVERSITY OPEN EDUCATIONAL RESOURCES 2016 (ACU-OER 2016)

This work is licensed under a Creative Commons AttributionNonCommercial-ShareAlike 4.0 International License.

For the avoidance of doubt, by applying this licence the ASEAN Cyber University Scretariate (ACUS) does not waive any previledges or immunities from claims that it may be entitled to assert, nor does the ACUS submit itself to thejurisdiction, courts, legal processes or laws of any jurisdictions.

How to cite: Duangchinda, V., Lim, C., and Mejia, A. (2016). Research on OER Status in ASEAN and Method for ACU-OER Utilization, ASEAN Cyber University Establishment (ACU) Project, ASEAN Cyber University Scretariate (ACUS), Republic of Korea.

Acknowledgement: This research is funded by ASEAN Cyber University Scretariate (ACUS) and is endorsed by ASEAN University Network (AUN)

Foreword

The ASEAN Cyber University (ACU) and its member states and institutions, strongly believe in creation, utilization and dissemination of quality online education. Sustainable development of the region depends largely on equal education opportunities and learning engagement. Open Educational Resources (OER) is increasingly seen as an effective tool for modern education. ACUS has therefore deeply integrated the OER in the second phase of ACU strategic planning and operation, between 20162019.

At the 7th ACU Steering Committee meeting at Sripatum University (SPU), in Bangkok, Thailand in 2015, ACU Steering committee assigned SPU, the initiator of ACU-OER concept to conduct a preliminary research on ACU-OER project, in the light of providing possible suggestions for future process and development of the ACU-OER project, especially for the ACU second phase of operation.

In February 2016, SPU conducted an ACU-OER Focus Group: in ASEAN Experts’ View.

The focus group utilized primary study by ACUOER study by Dr. Kyungwon Chang (2015). The focus group reflected on strong need for ACUOER and deliberated three key strategies for the 2nd phase of ACU, which are 1) a recommended model on ACU-OER for ACU 2nd Phase of operation, 2) a list of priority to serve the recommended model, and 3) recommendation on possible Learning Management System (LMS) for the ACU-OER initiative.

Since ACU is now into 2nd phase of operation, it is therefore important to make a proper progress on ACU-OER implementation and management. Later in 2016, ACUS commissioned a group of researchers from Republic of Korea, The Philippines, and Thailand to jointly study on 1) Current Status for OER in ASEAN, 2) Method for Service and Circulation of ACU-OER, and 3) Method to link ACU-OER up with Korea Open CourseWare (KOCW) content. This was the very first collaborative research under the ACU operation. This tri-party study was also fully endorsed by ASEAN University Network (AUN).

The outcome of this tri-party research is presented in the next chapters. The researchers wish to take this opportunity to thank the ACUS for their strong support in making this research possible. We wish to extend our sincere gratitude towards everyone involved, including our institutions, participating experts, survey participants, and all the supporting teams behind.

We sincerely hope the findings will serve as an important stepping stone towards achieving the most effective ACU-OER ever.

Dr. Vorasuang Duangchinda Director of Office of Online Education at Sripatum University (SPU), Thailand As the research team leader vorasuang.du@spu.ac.th

Research on OER Status in ASEAN and Method for ACU-OER Utilization

About this research 1. Main research information •

•

•

Main research topic: Research on OER Status in ASEAN and Method for ACU-OER Utilization Lead researcher: Dr. Vorasuang Duangchinda of Sripatum University Funder: ASEAN Cyber University Secretariat (ACUS) Time frame: September 2016 - December 2016

2. Main purposes •

As a cooperative research project for the ASEAN Cyber University (ACU) Project between the ACU Project Secretariat(ACUS) and ASEAN University Network(AUN), the goal of this research aims to activate the ACU-OER for the common use of member states in ASEAN.

3. Main research background •

In the first phase of the ACU Project, Dr. Vorasuang Duangchinda of Sripatum University(SPU), Thailand has conducted the research, “ACU-OER Focus Group - in ASEAN Experts’ View”. For this reason, the ACUS and AUN officially endorsed the proposal and assigned SPU to jointly conduct the ACU-OER research in the second phase.

4. Tri-party research 1. Sub-research topic: Current Status for OER in ASEAN Researcher: Mr. Avelino A. Mejia, Jr. The Philippines 2. Sub-research topic: Method for Service and Circulation of ACU-OER Researcher: Dr. Vorasuang DUANGCHINDA Affiliation: Sripatum University Thailand ii

Research on OER Status in ASEAN and Method for ACU-OER Utilization 3. Sub-research topic: Method to link KOCW(Korea Open CourseWare) content to ACU-OER Researcher: Prof. Dr. Cheolil Lim Affiliation: Seoul National University Republic of Korea

4. Main Research flowchart

Figure a: Tri-Party Research on OER Status in ASEAN and Method for ACU-OER Utilization

iii

ACU-OER Research

2016

The 1st ASEAN Cyber University Collaborative Tri-party Research

I. Current Status of Open Educational Resources in ASEAN II. Method for Service and Circulation of ACU-OER III. Method to link KOCW content to ACU-OER

1-1 ~ 1-86 2-1 ~ 2-62 and Appendixes a1 ~ a32

3-1 ~ 3-44

Table of Contents

Current Status of OER in ASEAN | Chapter 1

Chapter 1 Current Status of Open Educational Resources in ASEAN Avelino A. Mejia, Jr.

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Current Status of OER in ASEAN | Chapter 1

Table of Contents INTRODUCTION ............................................................................................................................................6 Background ...............................................................................................................................................6 Key Issues..................................................................................................................................................8 Research Questions ................................................................................................................................9 Objectives .............................................................................................................................................. 10 Methodology ......................................................................................................................................... 11 REPORT ON THE CURRENT STATUS OF OER IN ASEAN ..................................................................... 14 Southeast Asia – an overview............................................................................................................ 14 Brunei Darussalam ............................................................................................................................... 33 Cambodia............................................................................................................................................... 39 Indonesia................................................................................................................................................ 43 Lao PDR .................................................................................................................................................. 50 Malaysia.................................................................................................................................................. 53 Myanmar ................................................................................................................................................ 57 Philippines ............................................................................................................................................. 62 Singapore ............................................................................................................................................... 66 Thailand ................................................................................................................................................. 67 Vietnam .................................................................................................................................................. 70 Regionalization of OER ............................................................................................................................ 74 Conclusion and Recommendations ..................................................................................................... 77

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Current Status of OER in ASEAN | Chapter 1

Abbreviations ACU

ASEAN Cyber University

ACU-OER

ASEAN Cyber University - Open Educational Resources

APTIKOM

Association of Computing and Informatics Colleges and Universities

ASEAN

Association of Southeast Asian Nations

ASSC

ASEAN Socio-Cultural Community

AUF

Agence Universitaire de la Francophonie

CC

Creative Commons

CDRI

Cambodia Development Research Institute

CHED

Commission on Higher Education (Philippines)

CLMV

Cambodia, Lao PDR, Myanmar, Vietnam

CMU

Chiang Mai University

COL

Commonwealth of Learning

DepEd

Department of Education (Philippine)

EIFL

Electronic Information for Libraries

GDP

Gross Domestic Product

GUM

Gadja Mada University

HDI

Human Development Index

HEI/s

Higher Education Institution/s

ICT

Information and Communications Technology

IDI

ICT Development Index

INHERENT

Indonesian Higher Education Network Chapter 1 - 3/86

Current Status of OER in ASEAN | Chapter 1 IP

Intellectual Property

IRI

Institute of Research and Innovation (Wawasan Open University)

ITB

Bandung Institute of Technology

ITC

Institute of Technology of Cambodia

ITU

International Telecommunication Union

KAPE

Kampuchean Action for Primary Education

KOICA

Korean International Cooperation Agency

LALIC

Laos Library and Information Consortium

LDCs

Least Developed Countries

MIT

Massachusetts Institute of Technology

MODeL

Massive Open Distance e-Learning

MOEC

Ministry of Education and Culture (Indonesia)

MoEYS

Ministry of Education, Youth and Sport

NEH

New Education Highway

NRI

Networked Readiness Index

OA

Open Access

OER

Open Educational Resources

PT Telkom

Indonesian Telephone Company

Pustekkom

ICT Centre for Education

RDTC

Resource Distribution and Training Centres

ROAD

Directory of Open Access Scholarly Resources

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Current Status of OER in ASEAN | Chapter 1 ROER4D

Research on Open Educational Resources for Development

SDEM

Strategic Dialogue of Education Ministers

SEAMEO

Southeast Asian Ministers of Education Organization

SEAMEO INNOTECH SEAMEO Regional Center for Educational Innovation and Technology TCU

Thailand Cyber University

TEIs

Teacher Education Institutions

TESDA

Technical Education and Skills Development Authority

UI

University of Indonesia

UNDP

United Nations Development Programme

UNESCO

United Nations Educational, Scientific and Cultural Organization

UNESCO SEACLLSD UNESCO Southeast Asia Center of Lifelong Learning for Development UPOU

University of the Philippines Open University

UT

Universitas Terbuka

UT

Universitas Terbuka

VOER

Vietnam Open Educational Resources

VVOB

Flemish Association for Development Cooperation and Technical Assistance

WEF

World Economic Forum

WIPO

World Intellectual Property Office

WOU

Wawasan Open University

WSIS

World Summit on Information Society

YUDE

Yangon University of Distance Education

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Current Status of OER in ASEAN | Chapter 1

INTRODUCTION Background The last five years of the 20th century saw the arrival of the Internet, the World Wide Web and accompanying Information and Communications Technology (ICT) that consequently made – and continue to make – profound and lasting impacts on all aspects of life, including education. While using ICT for educational purposes was not uncommon during the early years of personal computing, the application of technology in education particularly in sharing educational resources was still a novelty and largely unexplored. The interconnection of computers irrevocably changed how ICT is used in education and enabled convenient access to, and sharing of ICT-based teaching and learning resources. In 2001, the Massachusetts Institute of Technology (MIT) made its course materials widely available online and effectively ushered in similar initiatives on sharing educational resources. The same year saw the coining of the term “Open Educational Resources” (OER) at the 2002 Forum on Open Courseware (UNESCO, 2002, p. 24). From here onwards, OER came to be defined as “the open provision of educational resources, enabled by information and communication technologies, for consultation, use and adaptation by a community of users for non-commercial purposes. “ The 2003 World Summit on Information Society (WSIS) anticipated OER as a key element in an Information Society where “everyone can create, access, utilize and share information and knowledge” (World Summit on Information Society, 2003). The 2012 World OER Congress organized by the UNESCO produced the 2012 Paris OER Declaration, in which countries were encouraged to strengthen commitments on OER. Included in the Declaration are recommendations to “encourage research on OER” and “facilitate finding, retrieving and sharing of OER” (UNESCO, 2012). OER has come a long way and is continuing to evolve with the emergence of other ICT-based educational innovations.

Like the rest of the world, education in the Southeast Asian sub-region was profoundly affected by the technological advancements at the onset of the 21st century. This coincided with the envisioning by the Association of Southeast Asian Nations (ASEAN) of the ASEAN Community in 2003 (ASEAN, n.d.). Launched in 2015, the ASEAN Community embodies the Chapter 1 - 6/86

Current Status of OER in ASEAN | Chapter 1 original goal of the Association to improve the lives of its peoples and communities and similarly recognizes the importance of education in realizing this goal. The ASEAN SocioCultural Community (ASSC), one of the three community pillars of the ASEAN Community, mentions the cooperation of ASEAN member states on education, among other areas, for promoting a better quality of life for its peoples and communities. Included in the strategic measures of its key result areas are to “harness the use of (ICT). . . to connect with the regional and global community” (ASEAN, 2016, p. 5) as well as “enhance the competitiveness of ASEAN human resources through the use of ICT” (ASEAN, 2016, p. 19). In order for ASEAN member states to deliver these strategic measures, a higher level of cooperation and synergy among ASEAN member states in education and human resource development is essential.

In April 2016, the Southeast Asian Ministers of Education Organization (SEAMEO) organized the second Strategic Dialogue for Education Ministers (SDEM), which included a roundtable session on the agenda of SEAMEO for the period 2016-2018. In this session, Bro. Armin Luistro, at the time the incumbent Secretary of the Department of Education (DepEd) of the Philippines, stressed the need to “harvest resources that are currently available but may not be accessible to individual countries” and that “resources available should be shared to all” (SEAMEO INNOTECH, 2016, p. 61). His message alluded to the potential role of Open Educational Resources (OER) in increasing access to quality and equitable education in Southeast Asia. The DepEd Secretary also emphasized the need to move away from thinking solely about individual countries if these educational efforts are to be implemented (ASEAN, 2016, p. 62).

On September 2016, leaders of ASEAN member states adopted the Vientiane Declaration on the Adoption of the Master Plan on ASEAN Connectivity 2025, the vision of which is “to achieve a seamlessly and comprehensively connected and integrated ASEAN that will promote competitiveness, inclusiveness, and a greater sense of Community” (ASEAN, 2016, p. 9) One of the five strategic areas of the Declaration is on digital innovation, where one of the strategic objectives is to “improve open data use in ASEAN member states” (ASEAN, 2016, p. 50) and one of the key initiatives is to “establish an ASEAN open data network” (ASEAN, 2016, p. 53).

While the Master Plan did not specifically point out the importance of OER, it has recognized the economic impact of disruptive technologies, with an estimated equivalent of USD 36 to Chapter 1 - 7/86

Current Status of OER in ASEAN | Chapter 1 53 billion impact on education in ASEAN member states by the year 2030 (ASEAN, 2016, p.

49).

Key Issues Despite OER having gained traction and international acceptance, information on OER in Southeast Asian countries remains largely unidentified, loosely collected and structured. In recent years, efforts have been made to gather information on policies governing OER around the world, such as the OER Policy Registry 1 (Creative Commons) and the Survey on Governments’ OER Policies (UNESCO and Commonwealth of Learning). However, findings on Southeast Asia were largely absent, if not ambiguous. What further compounds the issue is that most of the ASEAN member states are developing countries and hence do not yet have the technological and human resource capacity to effectively and optimally use ICT in education let alone establish mechanisms for OER access, use, and production. Within the context of developing countries, non-government and private producers of educational content are naturally inclined to withhold support for the OER movement in order to protect professional and business interests. Some ASEAN governments may already have nominally supported OER but might not have allocated already scarce resources in order to take more concrete steps. While each ASEAN member state understandably have to address a slew of other concerns it deems more important, the full potential of OER to increase access, improve quality and equity of education has been unintentionally sidelined and remains largely unrealized.

With the growth and maturation of the ASEAN Community, OER will become even more instrumental in the regionalization of education and human resource development in the subregion. As of now, the ASEAN Community is still on its nascent stage, as member states collectively learn the ropes and determine the appropriate course of action.

1

https://wiki.creativecommons.org/wiki/OER_Policy_Registry

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Current Status of OER in ASEAN | Chapter 1

Research Questions The main research question on the current status of OER in ASEAN consist of secondary questions, as follows: 1) What are the policies governing OER in ASEAN member states?

2) What OER are available in ASEAN member states?

3) How are OER being made available to academe and students in ASEAN member states?

4) How do academe and students use OER? 5) What are the barrier to accessing, using, sharing and creating OER? 6) What steps have been undertaken towards the regionalization of OER in ASEAN? As such, determining the current status of OER in ASEAN is not limited to a mapping of content available in the region. The OER ecosystem consist of users, content and context (Foundations for OER Strategy Development, 2015) which consequently structure the research questions, indicated in Table 1: TABLE 1. STRUCTURE OF RESEARCH QUESTIONS USING OER ECOSYSTEM ELEMENTS Users awareness of OER and the motivation to use it

How do academe and students use OER? What OER are available in ASEAN member states?

Content OER content that users want – and the tools to find, use, How are OER being made available to Current Status and adapt it academe, teachers and students in of OER in ASEAN ASEAN member states?

What are the policies governing OER in ASEAN member states?

Context community and systemic What are the barriers to accessing, support that will sustain OER customizing, creating, and sharing OER? Chapter 1 - 9/86

Current Status of OER in ASEAN | Chapter 1 What steps have been taken towards the regionalization of OER in ASEAN?

Objectives The research, being one of three cooperative research sub-topics for the ASEAN Cyber University – Open Educational Resources (ACU-OER) project between the ACU Project Secretariat (ACUS) and ASEAN University Network, intends to activate the ACU-OER for the common use of ASEAN member states.

In particular, the objectives will address the research questions: 1) 2) 3) 4) 5)

Determine the current status of OER in ASEAN Identify the policies governing OER in ASEAN member states Generate an inventory of available OER in ASEAN member states Identify OER access points for academe and students in ASEAN member states Determine the academe and student application and usage of OER in ASEAN member states 6) Determine and analyze the factors that inhibit accessing, using, sharing and creating OER in ASEAN member states 7) Identify initiatives on OER regionalization in ASEAN The research intends to further align the ACU-OER project with the ASEAN context, towards further building knowledge and better understanding of OER in ASEAN member states. The research seeks to contribute to realizing the potential of OER in improving education and human resource development in Southeast Asia, as well as to jumpstart cooperation and synergy in using OER in ASEAN.

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Current Status of OER in ASEAN | Chapter 1

Methodology A combination of methods have been employed in addressing the research questions, ensuring that all relevant angles are considered to realize the research objectives.

1) An analysis of existing documents relevant to the research topic has been performed.

The review covered materials on ICT profile; government policies on OER; existing OER repositories; existing research on OER in ASEAN member states; and inter-OER initiatives.

Included in the research are relevant data from OER Hub (http://www.oerhub.net), a project supported by the Hewlett Foundation and located at The Open University (UK), which has endeavored to strengthen the case for OER. From 2013 to 2015, OER Hub gathered data from more than 7,000 OER users – educators, formal and non-formal learners, and librarians - across the globe about what they think and how they see the role of OER in teaching and learning (OER Hub, n.d.). True to the spirit of OER, the OER Hub has released the data set under a Creative Commons-Attribution (CC-BY) 4.0 license, which entitles the user to freely reproduce, share and use the data in transformed or remixed versions. While the survey can be disaggregated by the available categories (role, gender, country of residence, academic qualification), an additional category on geographical region2 has been included in this research in order to make the findings more relevant to ASEAN member states.

Even as the bulk of respondents come from the geographical regions of Europe and Northern America, the OER Hub survey drew considerable response from other parts of the world, including ASEAN, as indicated in Table 2:

2

Based on the geographical region and composition, United Nations Statistics Division (http://unstats.un.org/unsd/methods/m49/m49regin.htm)

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Current Status of OER in ASEAN | Chapter 1 TABLE 2. OER HUB SURVEY RESPONDENTS (ROLES) Geographic Region

Educator

Africa 159 Asia* 185 Europe 458 Latin America and 98 the Caribbean Northern America 799 Oceania 43 ASEAN 56 Total 1798 *separate entry for ASEAN

Formal learner 87 230 723 119

Informal learner 170 339 1203 139

821 62 73 2115

1259 101 78 3289

Librarian

Total

15 1 105 -

431 755 2489 356

94 1 216

2973 207 207 7418

2) An online survey has been conducted to complement the document analysis in gathering quantitative and qualitative data. The survey was intended to gather OER information through respondents from each of the ten member states of ASEAN. The respondents as identified are knowledgeable in ICT in education and OER in their respective countries: TABLE 3. RESPONDENTS TO THE ONLINE SURVEY ASEAN member Respondent state Brunei Darussalam Cambodia Mr. Kimheng Sok Indonesia

Prof. Daryono

Position/Title Lecturer

Organization -

Institute of Technology of Cambodia Dean, Faculty of Social & Political Universitas Science Terbuka Chapter 1 - 12/86

Current Status of OER in ASEAN | Chapter 1 ASEAN member state Lao PDR

Malaysia

Myanmar

Respondent

Position/Title

Dokeo Phothachit

Director General for Human Resource Development

Winnie Er

Senior Lecturer, Faculty of Accountancy and Management

Dr. Hla Tint

Philippines Dr. Patricia Arinto

Chairperson, Centre for Learning and Teaching Former Rector

Dean, Faculty of Education (University of the Philippines Open University)

Singapore Thailand

Faculty Regent Dr. Thanomporn Director, Information Technology Laohajaratsang Service Center

Vietnam

Dr. Thai Than Tung

Organization Ministry of Education and Sports Universiti Tunku Abdul Rahman

Yangon University of Distance Education University of the Philippines

Chiangmai University

Vice Dean, Faculty of Information Hanoi Open Technology University

The documents analyses and online survey were intended to articulate on the research questions and gather data on: government policies of OER (availability, salient points); availability of OER (producer/creator, course/subject, type, media, language); accessibility and

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Current Status of OER in ASEAN | Chapter 1 usage of OER (access points, frequency of access and usage, perception of academe and students).

REPORT ON THE CURRENT STATUS OF OER IN ASEAN Southeast Asia To say that Southeast Asia is diverse is an understatement; its countries and peoples – close to 625 million of them – are diverse in terms of geography, culture, socioeconomics, and education. For one, the number of languages spoken in this part of the world – 1, 247 (Ethnologue, n.d.) – is a testament to its cultural diversity. Southeast Asian countries are just as scattered in the spectrum of economics and development. On one end, Singapore has emerged as a developed country and a global economic powerhouse; on the other, Least Developed Countries in the sub-region – Cambodia, Lao PDR, Myanmar – are just emerging from decades of political turmoil and catching up with its neighboring countries.

The Networked Readiness Index (NRI) of the World Economic Forum (WEF) can be used to gauge the performance of ASEAN member states in leveraging ICT for socioeconomic development (Baller, Dutta, & Lanvin, 2016, p. v). The NRI uses 53 indicators to measure the ability of countries to benefit from emerging ICTs and thus take advantage of the opportunities afforded by it (World Summit on Information Society, 2003, p. v).

The NRI consists of four subindexes and corresponding pillars: 1) Environment subindex – infrastructure, affordability and skills; 2) Readiness subindex – political and regulatory environment, business and innovation environment; 3) Usage subindex – individual usage, business usage, government usage; 4) Impact subindex – economic impacts, social impacts (Baller, Dutta, & Lanvin, 2016, p. xi). Tables 4 and 5 list subindex rank and value for each of the ASEAN countries:

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Current Status of OER in ASEAN | Chapter 1

TABLE 4. ASEAN RANKING ON NRI ENVIRONMENT SUBINDEX, READINESS SUBINDEX Environment subindex ASEAN member state Brunei Darussalam Cambodia Indonesia Lao PDR Malaysia Myanmar Philippines Singapore Thailand Vietnam

Readiness subindex

Rank (out of 139)

Rank (ASEAN)

Value (1-7)

Rank (out of 139)

Rank (ASEAN)

Value (1-7)

-

-

-

-

-

-

119 62 93 21 133 89 1 54 86

8 4 7 2 9 6 1 3 5

3.4 4.1 3.8 5.1 3.0 3.8 6.0 4.2 3.8

100 81 107 73 118 92 16 62 82

7 4 8 3 9 6 1 2 5

4.1 4.6 3.9 4.8 3.1 4.4 6.1 4.9 4.6

TABLE 5. ASEAN RANKING ON NRI USAGE SUBINDEX, IMPACT SUBINDEX Usage subindex ASEAN member state Brunei Darussalam Cambodia Indonesia Lao PDR

Impact subindex

Rank (out of 139)

Rank (ASEAN)

Value (1-7)

Rank (out of 139)

Rank (ASEAN)

Value (1-7)

-

-

-

-

-

-

110 78 117

7 5 8

3.1 3.8 2.9

117 78 104

8 6 7

2.9 3.5 3.1

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Current Status of OER in ASEAN | Chapter 1 Usage subindex ASEAN member state Malaysia Myanmar Philippines Singapore Thailand Vietnam

Impact subindex

Rank (out of 139)

Rank (ASEAN)

Value (1-7)

Rank (out of 139)

Rank (ASEAN)

Value (1-7)

30 137 66 1 63 81

2 9 4 1 3 6

5.1 2.3 3.9 6.0 4.0 3.7

30 135 62 1 65 76

2 9 3 1 4 5

4.6 2.4 3.8 6.1 3.7 3.6

Overall, Singapore tops the NRI not only among ASEAN countries but worldwide. As shown in Table 6, the NRI and subindex rankings in ASEAN are not uniform across the board, except for Singapore and Myanmar. For instance, the impact subindex ranking (ASEAN) of the Philippines is 2 spots higher than its NRI rank (ASEAN). As such, the country is able to optimize its ICT resources, limited as they are, to generate innovations and contribute to societal progress.

TABLE 6. NRI VALUE, WORLD AND ASEAN RANK OF ASEAN MEMBER STATES ASEAN member state

NRI value

Singapore Malaysia Thailand Indonesia Philippines Vietnam Lao PDR

6.0 4.9 4.2 4.0 4.0 3.9 3.4

NRI Environ Readines NRI Usage Impact 2016 ment s Rank subindex subindex Rank subindex subindex (ASEAN Rank Rank (out of Rank Rank ) (ASEAN) (ASEAN 139) (ASEAN) (ASEAN) 1 1 1 1 1 1 31 2 2 3 2 2 62 3 3 2 3 4 73 4 4 4 5 6 77 5 6 6 4 3 79 6 5 5 6 5 104 7 7 8 8 7 Chapter 1 - 16/86

Current Status of OER in ASEAN | Chapter 1 ASEAN member state Cambodia Myanmar Brunei Darussalam

NRI value 3.4 2.7 -

NRI Environ Readines NRI Usage Impact 2016 ment s Rank subindex subindex Rank subindex subindex (ASEAN Rank Rank (out of Rank Rank ) (ASEAN) (ASEAN 139) (ASEAN) (ASEAN) 109 8 8 7 7 8 133 9 9 9 9 9 -

Select indicators of the NRI can approximate the status of education in each ASEAN country.

The indicators on quality of education, quality of math and science education, and Internet access in schools for ASEAN member states are listed in Table 7.

TABLE 7. NRI VALUE AND RANK OF ASEAN MEMBER STATES ON SELECTED EDUCATION INDICATORS ASEAN member state Brunei Darussalam Cambodia Indonesia Lao PDR Malaysia Myanmar Philippines Singapore Thailand Vietnam

Quality of Education Quality of math Internet access in System & science education schools Value Rank Rank Value Rank Rank Value Rank Rank (1-7) /139 /ASEAN (1-7) /139 /ASEAN (1-7) /139 /ASEAN 3.2 4.3 3.2 5.4 2.5 4.5 5.8 3.6 3.5

100 41 100 6 127 31 3 74 78

7 4 7 2 8 3 1 5 6

3.2 4.4 3.2 5.3 2.8 4.1 6.4 3.9 4.2

111 52 112 12 127 67 1 79 65

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7 3 8 2 9 5 1 6 4

3.5 4.8 3.5 5.5 2.3 4.5 6.3 4.6 4.6

106 43 106 26 135 58 2 54 57

7 3 7 2 8 6 1 4 5

Current Status of OER in ASEAN | Chapter 1 The disparity among ASEAN member states is similarly evident in education. Singapore and Myanmar are literally at both ends of the spectrum, ranking 3rd and 127th in terms of education system quality. The disparity similarly extends to the use of technology in education, as reflected in the school Internet access indicator.

Results of the COL-UNESCO survey on government OER policies and activities provide a viable approximation of the status of OER in ASEAN member states, as six countries from Southeast Asia - Brunei Darussalam, Indonesia, Malaysia, Philippines, Thailand, and Vietnam 3 participated in the aforementioned survey (Hoosen, 2012, p. 2).

Respondents from Asia and the Pacific indicated the nature and extent of OER activity, being usually initiated by institutions and engaged individuals and through publicly-funded OER projects or programmes. Learning resources in Asia Pacific are for the most part publicly funded.

TABLE 8. SOURCE OF OER IN ASIA-PACIFIC

Yes, through initiatives by institutions and engaged individuals Yes, through specific projects or programmes with public funding Yes, through government initiatives including specific measures and initiatives Yes, through specific projects or programmes with private funding No Yes, otherwise 3

Asia and the Pacific 52% 52% 39% 26% 13% 17%

Other respondents from Asia and the Pacific include: Australia, People’s Republic of China, Cook Islands, Federally Administered Tribal Areas (FATA) Pakistan, Indonesia, Iran, Mongolia, New Zealand, Republic of Kazakhstan, Republic of Korea, Sri Lanka, Uzbekistan, Vanuatu.

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Current Status of OER in ASEAN | Chapter 1 TABLE 9. EXTENT OF LEARNING MATERIALS PRODUCED OR PAID FOR BY PUBLIC FUNDS Asia and the Pacific 8.7% 65.2% 4.3% 0.0% 8.7% 13.0%

Exclusively To a large extent To a minor extent Not at all Do not know No response

Likewise, 46 per cent of the Asia-Pacific respondents indicated that public-funded learning materials are available in digital format – second only to Europe and North America (48 per cent). The public-funded learning materials are being made available as OER, as 52 per cent of respondents from Asia and the Pacific have indicated (1st out of 5 regions). In terms of the nature and extent of OER policies, 57 per cent of respondents from Asia and the Pacific indicated the presence of an OER strategy or policy, higher than the other geographic region.

However, only 26 per cent of Asia-Pacific countries have indicated in their policies the specific license that should be used for OER. In terms of copyright law, 8 of 10 ASEAN countries are enforcing the Berne Convention for the Protection of Literary and Artistic Works, which provides creators/authors the extent of rights on their work (WIPO, n.d.). Contracting parties to the Convention have the prerogative to allow for the fair use of works for teaching (WIPO, 1979). Further, the Berne Convention has special provisions for developing countries in using copyrighted work, where it “permits developing countries to implement non-voluntary licenses for translation and reproduction of works in certain cases, in connection with educational activities” (WIPO, 1979). The WIPO Copyright Treaty, a “special agreement under the Berne Convention which deals with the protection of works and the rights of their authors in the digital environment” (WIPO, n.d.), is being enforced by four ASEAN countries (WIPO, n.d.). Details of contracting ASEAN countries for the Berne Convention and WIPO Copyright Treaty are listed in Table 10: Chapter 1 - 19/86

Current Status of OER in ASEAN | Chapter 1 TABLE 10. STATUS OF INTERNATIONAL COPYRIGHT LAWS IN ASEAN ASEAN member Berne Convention WIPO Copyright Treaty (1996) state Signature Instrument In Force Signature Instrument In Force Brunei Darussalam Accession: August 30, May 30, 2006 2006 Cambodia Indonesia Accession: September December Ratification: March 6, June 5, 5, 1997 20, 1996 June 5, 2002 1997 1997 Lao PDR Accession: March 14, December 2012 14, 2011 Malaysia Accession: October 1, Accession: December June 28, 1990 September 27, 2012 1990 27, 2012 Myanmar Philippines June 29, August 1, Accession: October 1950 1951 July 4, 4, 2002 2002 Singapore Accession: December Accession: April 17, September 21, 1998 January 17, 2005 21, 1998 2005 Thailand Accession: July 17, June 17, 1931 1931 Vietnam July 26, October 2004 26, 2004 6 out 10 ASEAN member states have a Creative Commons affiliated institution, which support and promote Creative Commons, an alternative licensing approach that provides open Chapter 1 - 20/86

Current Status of OER in ASEAN | Chapter 1 licenses for digital materials and avoid automatic restrictions from copyright (Butcher, 2011, p.

48). While the CC licenses can be used anywhere in the world, the CC affiliates support and promote CC activities in their respective countries, including OER initiatives.

TABLE 11. CREATIVE COMMONS AFFILIATES IN ASEAN Most ASEAN CC Recent member Affiliat Status Affiliated Institution License state e Version Brunei Darussala m Cambodi a Indonesia CC Active 3.0 Wikimedia Indonesia Indones ia Lao PDR Malaysia CC Active 2.5 Multimedia Development Malaysi Corporation a (governmental body) Myanmar Philippine CC Active 3.0 Arellano University School s Philippi of Law (academic nes institution) Singapore CC Active 3.0 Centre for Asia Pacific Singapo Technology Law & Policy re (academic institution) Thailand CC Active 3.0 Dharmniti Law Office (law Thailan firm) d Chapter 1 - 21/86

Homepage -

http://creativecommo ns.or.id https://wiki.creativeco mmons.org/wiki/Malay sia http://creativecommo ns.org/international/ph / https://creativecomm onssingapore.wordpres s.com/ http://www.thai-pr.net

Current Status of OER in ASEAN | Chapter 1 Most ASEAN CC Recent member Affiliat Status License state e Version Vietnam CC Active 3.0 Vietnam

Affiliated Institution

Homepage

Vietnam Association of Young Scientists and Engineers (governmental body)

http://beta.ccvietnam. vn/home

In the case of Indonesia, for instance, the blog section of the Creative Commons website reported that the Indonesian Copyright Office has exempted CC licenses from mandatory recording in its general list of Copyright License Agreement (Sudharto & Fathoni, 2016). Prior to this, authors in Indonesia who use the CC license are required to report to the Copyright Office in order for the license to take effect, which effectively negates the ease of use of CC licenses in the country. The advocacy efforts of CC Indonesia contributed to the exemption of CC licenses from this rule, which will be amended and enacted by December 2016 or January 2017 (Sudharto & Fathoni, 2016).

Data from the OER Hub survey provides a profile of OER users in ASEAN member states and how OER is being used by teachers and learners in the region. Respondents from ASEAN countries are mostly encouraged to use OER because mostly because it gives them an opportunity to study at no cost. The possibility of distance learning is also a come-on, as materials can be conveniently accessed online. ASEAN respondents are also encouraged by their desire to learn.

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Current Status of OER in ASEAN | Chapter 1

Myanmar

Malaysia

Philippines

Singapore

Thailand

Vietnam

-

2

12

1

6

19

39

13

15

12

-

3

13

1

5

16

30

13

15

8

-

3

10

1

5

21

30

12

13

8

13

1

5

18

29

10

11

9

96

3

16

26

7

10

7

84

-

Total

Lao PDR

The opportunity to study at no cost The materials can be studied online A desire to have a learning experience/study a course The materials can be accessed at any time The materials can be used flexibly For personal development The chance to try university-level content before signing up To gain a qualification/credits for further study For professional development To gain confidence or self-esteem To improve employment prospects

Indonesia

Brunei Darussalam Cambodia

TABLE 12. FACTORS INFLUENCING DECISION TO USE OER

11 9 10 4 10 3

-

2

13

-

2

10

1

1

13

15

5

3

5

55

-

3

6

1

3

10

12

8

6

5

54

-

2

5

0

2

11

11

7

5

5

48

-

1

5

2

1

7

12

5

2

4

39

-

2

6

1

0

9

12

1

0

3

34

-

1

5

0

0

7

11

3

3

3

33

Chapter 1 - 23/86

Lao PDR

Myanmar

Malaysia

Philippines

Singapore

Thailand

Vietnam

Total

A need to find information (but not to study a course) For leisure or enjoyment In connection with voluntary work or caring responsibilities As a replacement for college or university education

Indonesia

Brunei Darussalam Cambodia

Current Status of OER in ASEAN | Chapter 1

3

3

0

0

8

8

2

2

4

30

-

2

9 2

0 0

0 0

7 3

8 3

2 0

0 2

1 3

27 15

-

2

5

0

0

1

2

0

1

1

12

-

As many as 129 ASEAN respondents indicated what factors they consider in deciding which OER to use. Relevance to intended purpose is takes precedence, while description of OER and ease of access download follow suit.

Chapter 1 - 24/86

Current Status of OER in ASEAN | Chapter 1 The resource being relevant to my particular interests/needs

86

A description of learning objectives or outcomes being provided

43

82

The resource being easy to download

47

77

52

A detailed description of the resource content being provided

69

60

Evidence of interest in that resource (e.g. lots of downloads)

68

61

The resource being created by a reputable/trusted author

65

Use of interactive or multimedia content (e.g. video)

64

62

67

Positive user ratings or comments about the resource

54

75

The length/complexity of the resource

53

76

Personal recommendation

50

79

The resource being recently created, uploaded or updated

46

83

Having previously used this resource successfully

45

84

The resource having an open license allowing adaptation

36

93

The resource having an open license

36

93

Being required to use a resource for a project or study task

32

The resource featuring a catchy title or attractive image(s)

96

20

The resource having previously been used with students

109

16 0

113 20

40 Yes

60

80

100

No

3 1. FACTORS IN SELECTING OER Respondents indicated which subjects OER are usually used, with the top three subjects being Science, Computing & Information Science, and Psychology and Philosophy (Table 13). On the other hand, respondents from ASEAN member states identified Economics, Business & Management, Psychology & Philosophy, and Computing & Information Science as the top 3 subjects where OER are usually used as shown in Table 14.

Chapter 1 - 25/86

120

Current Status of OER in ASEAN | Chapter 1 TABLE 13. SUBJECTS WHERE OER IS USUALLY USED (GEOGRAPHIC REGIONS)

Subject

Science Computing & Information Science Psychology & Philosophy Economics, Business & Management Math Languages and Linguistics History & Geography Social Science Arts Literature Applied science & engineering Education Studies Health & Social Care Medicine

Geographical Region Latin Total % America Northern Africa Asia Europe Oceania ASEAN & the America Caribbean 94 162 426 104 750 61 41 1638 10.7% 80 134 391 104 542 45 42 1338 8.7%

40

133

401

83

517

48

55

1277

8.3%

77

177

299

98

464

35

62

1212

7.9%

71 47

96 156

279 388

78 113

598 405

41 35

39 40

1202 1184

7.8% 7.7%

24

89

345

70

494

33

26

1081

7.0%

46 27 19 35

107 107 92 114

311 324 282 220

69 76 70 76

458 375 415 350

33 31 31 24

39 33 32 28

1063 973 941 847

6.9% 6.3% 6.1% 5.5%

36

91

195

69

266

23

28

708

4.6%

9

75

177

40

233

18

15

567

3.7%

13

62

117

39

227

18

12

488

3.2%

Chapter 1 - 26/86

Current Status of OER in ASEAN | Chapter 1

Subject

Religious Studies Physical Education Special Education Total %

Geographical Region Latin Total % America Northern Africa Asia Europe Oceania ASEAN & the America Caribbean 16 58 102 22 216 10 19 443 2.9% 9

29

45

17

104

9

9

222

1.4%

7

24

35

11

73

9

6

165

1.1%

1139 7.4%

6487 42.3%

504 3.3%

650 1706 4337 4.2% 11.1% 28.3%

526 15349 3.4%

Malaysia

Myanmar

Philippines

Singapore

Thailand

Vietnam

2

9

0

13

1

17

7

6

7

62 11.8%

1

9

0

15

0

16

5

4

5

55 10.5%

0

3

0

12

0

11

9

4

3

42

8.0%

1 1 1 1 1 0

6 2 4 4 5 6

0 1 1 0 0 0

9 8 9 9 5 7

0 0 1 1 0 0

14 12 9 10 11 7

6 5 7 7 6 7

2 6 3 4 4 2

3 5 4 3 1 3

41 40 39 39 33 32

7.8% 7.6% 7.4% 7.4% 6.3% 6.1%

Chapter 1 - 27/86

Total

Lao PDR

Economics, Business & Management Psychology & Philosophy Computing & Information Science Science Languages & Linguistics Social Science Math Arts Literature

Indonesia

Subject

Cambodia

TABLE 14. SUBJECT WHERE OER IS USUALLY USED (ASEAN)

%

Myanmar

Philippines

Singapore

Thailand

5

1

9

0

6

5

2

1 1 1 1 1 1 1

3 5 4 2 2 0 0

1 0 0 0 0 0 0

8 3 4 3 2 2 1

0 0 0 0 0 0 0

7 11 9 6 4 3 2

4 0 0 1 0 3 0

2 5 0 0 1 0 1

2 1 1 2 2 0 1

Total

Malaysia

0

Vietnam

Lao PDR

Applied science & engineering Education Studies History & Geography Religious Studies Health & Social Care Medicine Physical Education Special Education

Indonesia

Subject

Cambodia

Current Status of OER in ASEAN | Chapter 1

%

28

5.3%

28 26 19 15 12 9 6

5.3% 4.9% 3.6% 2.9% 2.3% 1.7% 1.1%

The types of OER that are most often used by learner-respondents from ASEAN member states include open textbooks, videos, tutorials, lectures, quizzes, course (full and partial), and images. There are less instances of other OER types (podcasts, infographics, games, lesson plans, data sets, learning tools, instruments, & software plug-ins). Table 15 lists the number of instances the aforementioned OER types are used in each ASEAN member state.

Data Sets Learning tools, instruments Total & software plug-ins

1 7

3 19

0 1

0 1

26 142

2 24

0 1

0 1

7 173

Videos

ASEAN member state

Audio podcasts Images Infographics Games Lectures Lesson plans Tutorials Quizzes Full courses Parts of a course Open Textbooks

TABLE 15. TYPES OF OER USED BY LEARNERS

Cambodia Indonesia

3 16

Lao PDR Malaysia

2 19

0 1 1

2 1 6 1 1 8

1 1 1 0 5

1 7 0 7

3 1 4 0 1 8

0 1 0 2

3 1 3 0 2 0

Chapter 1 - 28/86

3 1 0 0 1 6

3 1 3 1 1 2

3 1 3 1 1 9

Myanmar Philippines

1 31 15

0 1 8 2

0 2 2 6

0 1 3 6

0 1 3 3

Singapore

0 5

6

2 2 7 1 7 8

Thailand

10

4

8

3

Vietnam Total

11 9 108 5 2

9 8 2

8 4 7

6 4 3

9 9 8

Data Sets Learning tools, instruments Total & software plug-ins

Videos

ASEAN member state

Audio podcasts Images Infographics Games Lectures Lesson plans Tutorials Quizzes Full courses Parts of a course Open Textbooks

Current Status of OER in ASEAN | Chapter 1

3 2 6 1 2 8

3 2 6 9

1 2 2 9

4 39

0 1

0 3

16 273

17

1

0

114

2

2 2 7 1 6 8

7

9

0

1

84

0 1 1

9 9 8

6 8 4

7 8 1

1 0 6 8 4

11 128

0 4

0 6

91 926

1

Respondents from ASEAN member states specified YouTube as the top repository used, followed by other websites and applications (TEDTalks, Khan Academy, Saylor, MIT and iTunes, among others; see Table 16). This suggests that ASEAN respondents consume video more than other formats, as the top three repositories (You Tube, TEDTalks, Khan Academy) all contain video materials.

Chapter 1 - 29/86

Current Status of OER in ASEAN | Chapter 1

YouTube

TEDtalks

Merlot

OpenLearn

Khan Academy

Jorum

Curriki

Connexions

CK12

Wikibooks

MIT

Creative Commons

Saylor

Total

ASEAN Member State Cambodia Indonesia Lao PDR Malaysia Myanmar Philippines Singapore Thailand Vietnam Total

iTunes

TABLE 16. REPOSITORIES USED

0 2 0 5 1 11 7 1 7 34

3 6 0 17 2 24 18 15 12 97

0 8 1 13 3 21 13 8 8 75

0 0 0 0 0 0 0 0 0 0

0 0 0 1 3 10 3 2 1 20

3 4 0 10 3 19 10 6 9 64

0 0 0 0 0 0 0 0 0 0

0 0 0 1 0 0 0 0 0 1

0 0 0 1 0 1 0 0 0 2

0 0 0 1 2 1 0 0 0 4

2 2 0 1 1 8 2 2 1 19

0 6 0 1 2 7 8 5 6 35

0 0 0 1 0 3 0 0 1 5

3 9 1 7 5 17 7 5 7 61

11 37 2 59 22 122 68 44 52 417

Out of 111 instances of using OER, respondents from Southeast Asia indicated 50 instances of adapting OER to fit needs, and 24 instances of creating OER for studying or teaching (Figure 2).

This suggests that OER users in Southeast Asia are accessing readily available OER for teaching and learning instead of creating OER from scratch. Fewer still are Southeast Asian users who contribute to OER metadata.

Chapter 1 - 30/86

Current Status of OER in ASEAN | Chapter 1 I have adapted OER to fit my needs

50

I have created OERfor study or teaching

24

I have added comments to a repository suggesting ways of using a resource I have added comments to a repository regarding the quality of a resource

14 11

I have added a resource to a repository

9

I have created resources myself and published them on an open license

3 0

5 10 15 20 25 30 35 40 45 50

FIGURE 2. USAGE OF OER (ASEAN MEMBER STATES)

Chapter 1 - 31/86

Current Status of OER in ASEAN | Chapter 1 Some of the challenges encountered by ASEAN respondents in using OER are shown in Figure 3. The top challenges are related to the relevance, quality, and ease of locating OER. On the contrary, respondents do not consider the appropriate use of OER, lack of institutional support, and resources not being aligned to be posing challenges in using OER.

Finding resources of sufficiently high quality Finding resources that are up-to-date Not having enough time to look for suitable…

Not having connections with OER-using peers Not being skilled enough to edit resources Getting work colleagues/managers to accept the…

Resources not being aligned with professional…

Not knowing how to use the resources in the…

57 55 51 44 37 36 36 30 29 24 19 19 10 7 5 3 25 0

20

Yes

No

67 69 73 80 87 88 88 94 95 100 79

105 101 105 106 40

60

80

100

120

FIGURE 3. CHALLENGES IN USING OER (ASEAN MEMBER STATES)

80 respondents from ASEAN countries support their OER-based learning through a combination of techniques that may be ICT-based or otherwise. The first three activities (study notes, calendar, blogs) are individual activities, followed by discussions (face-to-face, online) that is interactive in nature.

Chapter 1 - 32/86

Current Status of OER in ASEAN | Chapter 1 Writing my own study notes

41

39

Use of a study calendar/plan

32

48

Writing or reading blogs

32

48

Discussion with others in person

28

52

Discussion in online forums

28

52

Use of additional resources such as CDs, books, video

26

Use of digital note-taking applications (e.g. Google Docs)

54

24

56

Use of a learning journal/diary

21

59

Discussion with others via social networks (e.g. Facebook)

21

59

Consulting and/or editing wikis (e.g. Wikipedia)

16

Informal study groups

64

13

Discussion via videochat (e.g. Skype)

67

8

Discussion via microblogging (e.g. Twitter, Tumblr)

72

6 0

74 10

20 Yes

30

40

50

60

70

80

No

FIGURE 4. TECHNIQUES USED TO SUPPORT LEARNING WITH OER Some of the positive impact of OER studies as identified by ASEAN respondents include: increase in interest on subjects taught, gained confidence, and increased satisfaction with the learning experience. The impact of OER from the perspective of ASEAN respondents are qualitative for the most part, as shown in Figure 5.

Chapter 1 - 33/86

Current Status of OER in ASEAN | Chapter 1 Increased interest in the subjects taught

26

Gaining confidence

9

22

Increased satisfaction with the learning experience

13

21

Increased enthusiasm for future study

14

20

Becoming interested in a wider range of subjects than before

15

19

Having increased independence and self-reliance

16

18

17

Increased experimentation with new ways of learning

16

19

Increased participation in class discussions

16

19

Increased engagement with lesson content

15

Being more likely to complete my course of study

20

14

Grades improving

21

11

Increased collaboration with my peers

24

8 0

27 5

10 Yes

15

20

25

30

No

FIGURE 5. OER IMPACT IN FORMAL STUDIES Out of 224 educator-respondents from ASEAN member states, about half agree (84) and strongly agree (20) to the proposed hypotheses on the benefits of using OER to educators.

However, about one-third of the respondents (72) are still undecided on the hypotheses.

Chapter 1 - 34/86

35

Current Status of OER in ASEAN | Chapter 1 TABLE 17. RATING OF HYPOTHETICAL BENEFITS OF OER TO EDUCATORS (ASEAN MEMBER STATES)

I have broadened my coverage of the curriculum I use a broader range of teaching and learning methods I have improved my skills in information and communication technologies I make use of a wider range of multimedia I make more use of culturally diverse resources I have a more up-to-date knowledge of my subject area I reflect more on the way that I teach I more frequently compare my own teaching with others I collaborate more with colleagues

strongly disagree neither agree strongly disagree agree agree nor disagree 3 1 8 12 2 3

1

8

11

3

4

3

8

9

2

4

1

8

7

3

3

2

8

10

1

4

1

5

14

3

3 3

2 4

9 9

9 7

3 2

2 29

4 19

9 72

5 84

1 20

Chapter 1 - 35/86

Current Status of OER in ASEAN | Chapter 1 Educator-respondents from ASEAN countries also gauged the hypotheses on the benefits of OER to learners, with 103 agreeing and 54 strongly agreeing to the proposed hypotheses.

Disagree

Neither agree nor disagree

Agree

Strongly agree

Increases learners' participation in class discussions Increases learners' interest in the subjects taught Increases learners' satisfaction with the learning experience Leads to improved student grades Builds learners' confidence Develops learners' increased independence and self-reliance Allows me to better accommodate diverse learners' needs Increases learners' engagement with lesson content Increases learners' experimentation with new ways of learning Increases collaboration and/or peer-support amongst learners Increases learners enthusiasm for future study Leads to learners becoming interested in a wider range of subjects than before Increases the likelihood of students at risk of withdrawing continuing with their studies

Strongly disagree

TABLE 18. RATING OF HYPOTHETICAL BENEFITS OF USING OER TO LEARNERS (ASEAN MEMBER STATES)

2

1

2

10

4

2

0

4

10

3

2

0

2

11

3

1 2 2

0 0 0

6 3 2

6 7 9

3 6 5

2

0

3

8

4

2

0

3

8

3

2

0

4

6

5

2

0

4

8

3

2 2

0 0

3 3

7 8

6 5

2

0

3

5

4

25

1

42

103

54

Chapter 1 - 36/86

Current Status of OER in ASEAN | Chapter 1 Majority of the ASEAN respondents are more likely to engage in ICT-based learning activities.

Respondents are also influenced by OER in taking a paid-for course; 43 respondents are less likely to pay for a course after learning with OER. TABLE 19. TENDENCY TO ENGAGE IN LEARNING ACTIVITIES AS A RESULT OF USING OER (ASEAN MEMBER STATES)

Take a free course/study a free OER Take a paid-for course Do further research in the subject you are interested in Download/Use more materials from [repository] Make use of [repository] materials for teaching Share OER with others Recommend open content to others

Less likely 2 43 4

No change 11 45 13

More likely 133 25 124

Don't know 5 28 5

0 13 7 3

16 38 19 15

118 70 107 120

10 18 11 8

Brunei Darussalam Brunei Darussalam is classified as a high-income economy (Fantom & Serajuddin, 2016, p. 41).

It is ranked 31st out of 188 countries and territories in the Human Development Index (HDI), having an HDI value of 0.856 (Jahan, 2015, p. 208); this puts Brunei Darussalam in the very high development category. Likewise, HDI education indicators of Brunei Darussalam to be just as favorable; the adult literacy rate (percentage ages 15 and older) is at 95.4 per cent, while the gross enrolment ratio at the tertiary level is at 24.3 per cent. Brunei Darussalam also spends 3.8 per cent of its Gross Domestic Product (GDP) on education (Jahan, 2015, p. 242).

The ICT Development Index (IDI) developed by the International Telecommunication Union is intended to �monitor and compare developments in information and communication technology� (ITU, 2016, p. 7). Brunei Darussalam is ranked 77th out of 167 economies in the IDI, good for 3rd rank among ASEAN member countries (ITU, 2016). While its rank went down from three spots (74th in 2015), Brunei has increased its IDI value from 5.25 in 2015 to 5.33 in Chapter 1 - 37/86

Current Status of OER in ASEAN | Chapter 1 2016. The country has high percentages of households with computer (93.40), households with internet access (81.70) and individuals using the internet (71.20). The IDI country card of Brunei Darussalam is summed up in Figure 6 (ITU, 2016):

FIGURE 6. IDI COUNTRY CARD - BRUNEI DARUSSALAM In terms of policy, the OER Policy Registry database does not list Brunei Darussalam as one of the countries with current and proposed open education policies. Hoosen (2012, p.2) reported that Brunei Darussalam participated in the survey on OER policies and activities conducted by the Commonwealth of Learning (COL) and the United Nations Educational, Scientific and Cultural Organization (UNESCO) in preparation for the World OER Congress. The World Intellectual Property Office reports that Brunei Darussalam is a member of WIPO since 1994, enforces 7 WIPO-administered treaties, and has 17 national laws on Intellectual Property (WIPO, n.d.). While the Creative Commons (CC) suite of licenses conform to international copyright laws and can be used anywhere in the world, Brunei Darussalam is not listed as having a CC affiliate that can support the adoption of CC licenses (Creative Commons, n.d.).

E-resource@MOE, a service of the Ministry of Education (MOE) of Brunei Darussalam provides access to electronic resources as Open Access (OA) material (UNESCO, n.d.). Further, three Chapter 1 - 38/86

Current Status of OER in ASEAN | Chapter 1 libraries (Dewan Bahasa dan Pustaka Library, Baitulhikmah Digital Library and Brunei Museum Library) are “working to integrate e-resources, information products and services, library automation and digital publishing which would boost the open resources development” (UNESCO, n.d.).

There is scant documentation on other OER initiatives in Brunei Darussalam. While OA refers to open research publications rather than teaching and learning resources, OA publications can be perceived as OER among higher education academic staff and students (OER Knowledge Cloud, n.d.). The Directory of Open Access Scholarly Resources4 lists only 2 OA journals from Brunei Darussalam: Brunei International Medical Journal, and the Journal of Applied Research in Education (Directory of Open Access Scholarly Resources, n.d.).

The high rate of computer access and Internet use in Brunei Darussalam makes it conducive for the various institutions to plan OER and OA initiatives. Having identified digital libraries and the digital transformation of heritage information as viable areas to develop, the Brunei Government National IT Council (BIT) developed a strategic plan on digitally transforming libraries to serve its academic community – with the University of Brunei Darussalam taking on the digitization (UNESCO, n.d.). The Brunei Darussalam National Accreditation Council is also working on increasing open and distance learning solutions (UNESCO, n.d.).

Cambodia Context Cambodia is classified as a lower middle income economy (Fantom & Serajuddin, 2016, p. 43).

It ranks 143rd out of 188 countries and territories in the Human Development Index (HDI), having an HDI value of 0.555 in 2014; this puts Cambodia in the medium human development category. The United Nations Statistics Division also identifies Cambodia as one of the Least Developed Countries (LDCs) (United Nations Statistics Division, n.d.). The adult literacy rate (percentage ages 15 and older) is at 73.9 per cent, while the gross enrolment ratio at the

4

http://road.issn.org

Chapter 1 - 39/86

Current Status of OER in ASEAN | Chapter 1 tertiary level is only at 15.8 per cent. Cambodia only spends 2.6 per cent of its GDP on education (Jahan, 2015, p. 244).

ITU (2016) ranks Cambodia 125 out of 167 economies in the IDI, placing 8th among the ten ASEAN member countries. It went up two spots in the rankings (127th in 2015) and has increased its IDI value from 2.78 in 2015 to 3.12 in 2016. The country has high mobile-cellular telephone subscriptions, currently at 133 subscriptions per 100 inhabitants (ITU, 2016).

However, only 19 per cent of individuals are using the Internet (ITU, 2016). The IDI country card of Cambodia is summed up in Figure 7 (ITU, 2016):

FIGURE 7. IDI COUNTRY CARD - CAMBODIA In terms of policy, the OER Policy Registry database does not list Cambodia as one of the countries with current and proposed open education policies. WIPO (n.d.) reports that Cambodia is a member of WIPO since 1995, has signed or enforced 7 WIPO-administered treaties, and has 13 national laws on Intellectual Property (IP). While the CC suite of licenses conform to international copyright laws and can be used anywhere in the world,, Cambodia is not listed as having a CC affiliate that can support the adoption of CC licenses (Creative Commons, n.d.).

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Current Status of OER in ASEAN | Chapter 1 Kimheng Sok of the Institute of Technology of Cambodia (ITC), the respondent to the online survey of this research, has identified ITC, Passarelles NumĂŠriques, Enfants du Mekong, Cambodia Development Resource Institute (CDRI), Korean International Cooperation Agency (KOICA), and the Agence Universitaire de la Francophonie (AUF) as organization that support OER in Cambodia.

Sok ranked the concerns on OER at the national level, with lack of relevant OER as the primary concern. Second and third are the unavailability of OER in the local language, and limited computer equipment, respectively. At the institutional level, Sok indicated the lack of relevant OER as the primary concern of his institution, followed by limited computer equipment and slow/intermittent Internet connection as second and third most important concern. The complete rankings for Cambodia (national and institutional) are listed in Table 20.

TABLE 20 - RANKING OF OER CONCERNS (CAMBODIA) Concerns on OER Adoption Quality of OER not up to standards OER not available in local language/s Slow/intermittent Internet connection Limited capacity of academic staff and teachers on using OER Lack of OER on subject areas needed most by teachers, academic staff, students/learners Lack of policies in the country that support OER Limited number of computers/mobile devices needed to use OER

National Institutional Level Level 5 5 2 6 4 3 6 4 1

1

7 3

7 2

OER initiatives in Cambodia do not have any published documents (Dhanarajan, 2014). There is, however, an Open School Program implemented by Open Institute, a not-for-profit and Chapter 1 - 41/86

Current Status of OER in ASEAN | Chapter 1 non-governmental organization, whose mission is to “improve the quality of education through the use of ICT, including the necessary plans, computer programs in Khmer language, curricula, distance learning methodology, training materials, and technology for sustainability”(Open Institute, n.d.).5 The website of the Ministry of Education, Youth and Sport (MoEYS) of the Kingdom of Cambodia6 has posted a couple of links that lead to a couple of OER repositories, which contribute to achieving the results as stated in the ICT in Education Master Plan. The first link (http://krou.moeys.gov.kh/kh/) leads to a page titled “Open Educational Resources” within the MoEYs website, available in Khmer or English. The collection of content in this webpage is categorized into: materials for classroom (categorized according to type of document, educational level, and topic), reference documents for teachers, and useful links. Materials in this page have a Creative Commons CC-BY-NC-SA 3.0 license, except for materials made by or through MoEYS and excluded materials, e.g. publications of MoEYS. The second link ((http://oer.moeys.gov.kh/) leads to the ‘blog’ site OER Cambodia, which features English content authored by the MoEYS, VVOB Cambodia, Intel, World Education Cambodia, Kampuchean Action for Primary Education (KAPE), and Kizuna. OER Cambodia also maintains a social media presence through a Facebook account (www.facebook.com/krou.moeys.gov.kh) The not-for-profit organization Electronic Information for Libraries (EIFL) has a presence in Cambodia since 2003 and has supported the creation of the Cambodia Electronic Information for Libraries Consortium, or Cam-eIFL (Electronic Information for Libraries, n.d.). The partnership has provided access to electronic scholarly resources to 18 member libraries of Cam-eIFL. 45 resources have been negotiated by EIFL, available to institutions at discounted prices. Additionally, Cam-eIFL has supported advocacy on library copyright issues and assisting with copyright questions, as well as piloting an innovating project that helps libraries in Cambodia address the needs of their communities.7 There are currently 2 Cambodian OA

5

http://open.org.kh/?q=en/open-schools#.WEUckNJ95dg http://www.moeys.gov.kh/kh/ 7 http://www.eifl.net/country/cambodia 6

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Current Status of OER in ASEAN | Chapter 1 journals listed in ROAD (Cambodian Law and Policy Journal, and the Cambodian Journal of Natural History).

In the online survey conducted for this research, the respondent from a Cambodian HEI (Mr. Kimheng Sok, ITC) indicated that academic staff and students access OER from either institution-owned computer laboratories or through personal-owned computers or mobile devices. Academic staff do not only access OER for teaching, but also develop OER; this may be the OER produced by academic staff involved with the ACU Project.

Indonesia Indonesia is classified as a lower middle income economy (Fantom & Serajuddin, 2016, p. 42).

UNDP (2015a) ranks the country 110th out of 188 countries and territories in the Human Development Index (HDI), having an HDI value of 0.684 in 2014; this puts Indonesia in the medium human development category. UNDP reports the adult literacy rate (percentage ages 15 and older) at 92.8 per cent, while the gross enrolment ratio at the tertiary level is 31.5 per cent. Indonesia spends 3.6 per cent of its GDP on education (Jahan, 2015, p. 243).

ITU (2016) ranks Indonesia 115 out of 167 economies in the IDI, placing 7th among the ten ASEAN member countries. It maintained its spot from the previous year and has increased its IDI value from 3.63 in 2015 to 3.86 in 2016. The country has high mobile-cellular telephone subscriptions, currently at 132.35 subscriptions per 100 inhabitants (ITU, 2016). 21.98 per cent of individuals in Indonesia are using the Internet (ITU, 2016). The IDI country card of Indonesia is summed up in Figure 8 (ITU, 2016):

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Current Status of OER in ASEAN | Chapter 1

FIGURE 8. IDI COUNTRY CARD - INDONESIA Indonesia had a strong showing in the WEF Networked Readiness Index, jumping up to number 73 due to an increased individual usage and affordability (Baller, Dutta, & Lanvin, 2016, p. 29).

It is imperative, however, to build more infrastructure; the country dropped seven spots and ranked 105th in infrastructure, as it can barely keep pace with the rise in demand.

OER is referred to in the national policy of Indonesia, particularly in the National Education Development Strategy of 2010-2014 (Hoosen, 2012). However, OER policies are still fragmented and that no comprehensive OER policy is in place (Bodrogini & Rinaldi, 2016, p.

107); this is affirmed by online survey respondent from Indonesia, Prof. Daryono of Universitas Terbuka. Daryono also added that the lack of OER policy is very critical, resulting in the absence of knowledge sharing. Nevertheless, OER initiatives have been pioneered by the Indonesian higher education sector through the efforts of the government to “develop open learning resources�, as stipulated in the Higher Education Act (as cited in Bodrigini & Rinaldi, 2016, p. 107). The Indonesian Ministry of Education and Culture (MOEC) also has a regulation on distance learning in higher education which strengthens the case for HEIs to engage in OER initiatives (Bodrogini & Rinaldi (2016, p. 107).

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Current Status of OER in ASEAN | Chapter 1 The Higher Education Act, however, does not specify an open licensing framework for OER in the country (Bodrigini & Rinaldi, 2016, p. 107). In contrast, intellectual property has been protected through the stipulations in the updated Law of the Republic of Indonesia No. 28 as of September 16, 2014, on Copyright. As in its previous copyright laws, the said law was influenced by international copyright conventions – of which Indonesia, a member of the World Intellectual Property Organization (WIPO), is a signatory of (Bodrogini & Rinaldi, 2016, p.

107). The Indonesian Copyright Law “exempts the non-commercial reproduction and distribution of copyrighted materials through information and technology media from the scope of the author’s exclusive rights” (WIPO, n.d.). This inherently supports the OER philosophy, as it allows for the use of resources for education and research does not infringe on copyright.

Bodrogini and Rinaldi (2016, p. 107) reported some HEIs engaging in OER initiatives: Universitas Terbuka (UT), University of Indonesia (UI), Gadjah Mada University (UGM) and Bandung Institute of Technology (ITB), each of which has its own institutional-level OER policy. UT has regulations on open licensing and types of educational materials similar to a Creative Commons license that permits user modification on the condition that users give appropriate credit to the author/licensor (Bodrogini & Rinaldi, 2016, p. 107).

The Indonesian OER strategy, developed in 2013, has provisions for an OER ecosystem in the higher education setting. Nizam and Santoso (2013) presented a diagram of the OER strategy, as shown in Figure 9.

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Current Status of OER in ASEAN | Chapter 1

SUPERSTRUCTURE AND POLICIES PEOPLE PROCESS CONTENT TOOLS STAKEHOLDERS EDUCATION KNOWLEDGE APPLICATIONS COMMUNITY DELIVERY ASSETS AND SPECTRUM LITERACY PARADIGM REPOSITORY AND ICT ROLES INFRASTRUCTURE AND RESOURCES

VALUES AND EXPECTATION

TREND ON EDUCATION

GOVERNMENT AND REGULATION

STANDARDS AND QUALITY FIGURE 9. OER STRATEGY OF INDONESIA Nizam & Santoso (2013) identified four external factors which can compel institutions to adopt open education: government and regulation, values and expectation, standards and quality, and trend on education. Combining external factors with internal factors can generate an institutional-level open education ecosystem to facilitate adoption of OER (Nizam & Santoso, 2013).

In the online survey for this research, Daryono specified the following as the top three concerns on OER in Indonesia, namely: lack of policies in the country that support OER; limited capacity of academic staff and teachers on using OER, and lack of OER in subject areas needed most by teachers, academic staff, and students/learners.

Indonesia has been developing OER, having recognized its potential to overcome challenges in providing education to a country of 250 million people spread across an archipelago of 17,000 islands (Hoosen, 2012, p. 11). A Ministerial Regulation on OER exists, while at the operational level a national repository for publications has been set up, as well as the Indonesian Higher Education Network (INHERENT) which since 2007 has provided a platform for the sharing of open source and open access resources on education and research (Hoosen, 2012, p.11).

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Current Status of OER in ASEAN | Chapter 1 The ICT in education programmes of the Indonesia support its OER strategy. Bodrigini & Rinaldi (2016, pp. 110-113) reported the active involvement on OER initiatives of the Director-General of Higher Education, ICT Centre for Education (Pustekkom), UT, Association of Computing and Informatics Colleges and Universities (APTIKOM), and Creative Commons Indonesia, summarized in Table 22:

TABLE 21. OER INITIATIVES IN INDONESIA OER Initiative Smart Teacher Online (Guru Pintar Online) Internet TV Open Educational Resources (Sumber Pembelajaran Terbuka) Massive Open Online Courses (MOOCs)

Lead Description institution UT Learning resources, references, online forum for teachers UT Streaming audiovisual OER UT Integrated OER portal

UT

7 courses (as of December 2016): ASEAN Studies; Introduction to Moodle; Parenting; Assorted Food Processing; Marketing Management; Distance Education; Public Speaking

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URL http://gurupintar.ac.id

http://itv.ac.id http://www.ut.ac.id/O ER/index.html

http://moocs.ut.ac.id/ #

Current Status of OER in ASEAN | Chapter 1 OER Initiative

Description

URL

E-books programme, started by purchasing all copyright of textbooks from publishers and distributing for use of teachers, learners and the general public.

http://bse.kemdikbud. go.id

An update of the edukasi.net portal; contains 13,000 multimedia learning materials, curriculum, features for virtual class and continuous professional development TV Edukasi (TV E) ICT Centre Portal for educational for streaming TV Education (Pustekko m) Suara Edukasi ICT Centre Portal for educational for streaming radio Education (Pustekko m)

http://belajar.kemdikb ud.go.id

Buku Sekolah Elektronik (BSE)

Rumah Belajar

Lead institution ICT Centre for Education (Pustekko m)

ICT Centre for Education (Pustekko m)

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http://tve.kemdiknas.g o.id/

http://suaraedukasi.ke mdikbud.go.id/

Current Status of OER in ASEAN | Chapter 1 In addition to the aforementioned OER initiatives in Indonesia, The Indonesian Telephone Company (PT Telkom) has provided support to various institutions to mobilize eLearning penetration (Bodrogini & Rinaldi, 2016, p. 113). For this initiative, PT Telkom has worked with the Office for the Research and Application of Technologies, the Association of Indonesian Internet Service Providers, the Network of School Information, Detik.com and ICT Watch (Daryono & Belawati, 2013, p. 254). Daryono reported the online survey that Indonesia OER and UNESCO are organizations that also support OER in the country.

Daryono and Prasetyo presented the visitor statistics of various sections of UT’s OER initiatives, as listed in Table 23: TABLE 22. VISITOR STATISTICS, OER INITIATIVES OF UNIVERSITAS TERBUKA OER Type Teacher Forum (Guru Pintar Online) ITV-UT (video streaming) TV Broadcast (learning program) Online Supplemental Materials Digital Resources • e-Textbook Repository • Thesis, dissertation, journal, e-book paper • Seminar proceedings

No. of Visitors (2011-2013) 1,999 18,378 25 111,300 648,755 491, 409 109,221

Additionally, educators in Indonesia believe that learning resources made available in OER portals are useful as supplementary teaching materials despite limited exposure of teachers and students to OER (Bodrogini & Rinaldi, 2016).

At UT, Daryono reported that academic staff access OER and customize it for teaching purposes, but do not create new OER. OER in UT is available in physical (print) and digital Chapter 1 - 49/86

Current Status of OER in ASEAN | Chapter 1 (offline and online) formats, and are usually on social sciences, education, economics and science subjects.

Lao PDR Lao PDR is classified as a lower middle income economy (Fantom & Serajuddin, 2016, p. 45).

The country is ranked country 141st out of 188 countries and territories in the Human Development Index (HDI), having an HDI value of 0.575 in 2014; this puts Lao PDR in the medium human development category (Jahan, 2015). The United Nations Statistics Division (n.d.) also identifies Lao PDR as one of the Least Developed Countries (LDCs) (United Nations Statistics Division, n.d.). The adult literacy rate (percentage ages 15 and older) is at 72.7 per cent, while the gross enrolment ratio at the tertiary level is only at 17.7 per cent. Lao PDR only spends 2.6 per cent of its GDP on education (ITU, 2016).

ITU (2016) ranks Lao PDR 144th out of 167 economies in the IDI, placing last (10th) among the ten ASEAN member countries. It maintained its rank from the previous year, but has increased its IDI value from 2.21 to to 2.45 in 2016. Access and use of ICT in the country is still low; only 18.20 per cent of individuals in Lao PDR are using the internet (ITU, 2016). The IDI country card of Lao PDR is summed up in Figure 10 (ITU, 2016):

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Current Status of OER in ASEAN | Chapter 1

FIGURE 10. IDI COUNTRY CARD - LAO PDR In terms of policy, the OER Policy Registry database does not list Lao PDR as one of the countries with current and proposed open education policies; this was affirmed by Dockeo Phothachit of the Lao PDR Ministry of Education and Sports, who responded in the online survey for this research. WIPO (n.d.). Phothachit noted, however, that the Education Law and Education and Sport Development Plan 2016-2020 are supporting OER in the country.

According to Phothachit, the Education Law encourages the development of educational technologies to support work, demand and standards of the Ministry of Education and Sports.

Lao PDR has been a member of WIPO since 1995, has enforced 5 WIPO-administered treaties, and has 22 national laws on Intellectual Property. While the Creative Commons suite of licenses conform to international copyright laws and can be used anywhere in the world), Lao PDR is not listed as having a CC affiliate that can support the adoption of CC licenses (Creative Commons, n.d.).

Phothachit indicated the top three concerns on OER in Lao PDR (limited capacity of academic staff, low quality of OER, lack of relevant OER) as well as in the institutional/university level (lack of relevant OER, slow/intermittent Internet connection, limited capacity of academic Chapter 1 - 51/86

Current Status of OER in ASEAN | Chapter 1 staff). The complete ranking of concerns for Lao PDR (national and institutional) is listed in Table 24.

TABLE 23. RANKING OF OER CONCERNS (LAO PDR) Concerns on OER Adoption Quality of OER not up to standards OER not available in local language/s Slow/intermittent Internet connection Limited capacity of academic staff and teachers on using OER Lack of OER on subject areas needed most by teachers, academic staff, students/learners Lack of policies in the country that support OER Limited number of computers/mobile devices needed to use OER

National Institutional Level Level 2 6 6 4 7 2 1 3 3

1

5 4

5 7

Dhanarajan (2014) reported there does not seem to be any documented initiative on OER in Lao PDR. What it has are initiatives related to Open Access; similar to Cambodia and Myanmar, the notfor-profit organization EIFL has a presence in Lao PDR and since 2003 and has supported the creation of the Laos Library and Information Consortium (LALIC), which in turn provides access to scholarly e-resources to its 20 members (Electronic Information for Libraries, n.d.). There are 46 licensed e-resources that have been negotiated by EIFL for LALIC members. While the e-resources are not entirely free, these are available at discounted prices. In addition to providing training and support service on copyright, EIFL has also supported awareness workshops which gave way to an open access repository at the National University of Laos (Electronic Information for Libraries, n.d.).

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Current Status of OER in ASEAN | Chapter 1 Malaysia Malaysia is classified as an upper middle income economy (Fantom & Serajuddin, 2016, p. 45).

It ranks 62nd out of 188 countries and territories in the Human Development Index (HDI), having an HDI value of 0.779; this puts Malaysia in the high human development category. Fantom & Serajuddin (2016. 45) reports the adult literacy rate (percentage ages 15 and older) at 93.1 per cent, while the gross enrolment ratio at the tertiary level is at 37.2 per cent. Malaysia spends 5.9 per cent of its GDP on education.

ITU (2016) ranks Malaysia 61st out of 167 economies in the IDI, second-best among the ten ASEAN member countries. It jumped up five spots in the rankings (from 66th in 2015) and has increased its IDI value from 5.64 in 2015 to 6.22 in 2016. The ICT access and use in Malaysia is favorable; 71.06 per cent of individuals are using the Internet (ITU, 2016). The IDI country card of Malaysia is summed up in Figure 11 (ITU, 2016):

FIGURE 11. IDI COUNTRY CARD - MALAYSIA Malaysia was prominently featured in the 2016 Global Information Technology Report of WEF. Not only has it moved up in the rankings (from 32nd in 2015 to 31st in 2016), more Malaysians Chapter 1 - 53/86

Current Status of OER in ASEAN | Chapter 1 are going online, now at two-thirds of its population (Baller, S., Dutta, S., & Lanvin, B. 2016 p.

27). Mobile broadband connectivity is also on the uptick, closing in at the 60% mark. While internet bandwidth has increased, broadband prices have dropped. The government and business sectors have embraced technology readily, and consequently puts the digital economy of Malaysia in a significantly better position ((Baller, S., Dutta, S., & Lanvin, B. 2016, pp. 27-28).

In terms of policy, Hoosen (2012, p. 12) reported that Malaysia participated in COL-UNESCO survey on OER policies and activities. The response of Malaysia to the survey indicated that its Ministry of Higher Education would start establishing a working group which will develop OER-related policies, in order for open-sharing among institutions to be sustained (Hoosen, 2012, p. 20). However, the OER Policy Registry database currently does not list Malaysia as one of the countries with current and proposed open education policies. This was affirmed

by Winnie Er of Universiti Tunku Abdul Rahman, online survey respondent of this research. Er added that there is an OER policy among members of oer@ipta.my, an association of public HEIs in Malaysia. This association of public HEIs, alongside COL and the Malaysian Ministry of Education (MOE), supports OER initiatives in the country. MOE implicitly encourages OER through the Malaysian Education Blueprint 2015-2025 (Er). OER is positioned for increased adoption through the Malaysian Education Blueprint which emphasizes e-learning and MOOCs (Er).

WIPO (n.d.) reports that Malaysia is a member of WIPO since 1989, has signed or enforced 8 WIPO-administered treaties, and has 17 national laws on Intellectual Property (IP). Malaysia has the governmental body Multimedia Development Corporation as its Creative Commons affiliate which supports CC initiatives in the country (Creative Commons, n.d.).

At the institutional level, Wawasan Open University (WOU) along with other higher education institutions have articulated policy frameworks on OER. The WOU-OER Policy declares that “WOU promote and implement the creation, reuse, remix, repurpose and redistribution of Open Educational Resources (OER) within an Open Licensing framework� (Wawasan Open University, 2012a). Further, the policy statements of WOU mandates its officials and staff to support the OER initiatives and philosophy of the university. Its policy objectives are to be Chapter 1 - 54/86

Current Status of OER in ASEAN | Chapter 1 achieved by implementing strategic objectives on using OER for its courseware, making a selection of its content available as OER, facilitating OER adoption via staff training and incentives, and developing a university-level copyright policy. WOU has adopted the CC-BYNC-SA license as its open license (Wawasan Open University, 2012b, p. 4).

Er ranked the concerns on OER at the national level, with lack of relevant materials, unavailability of OER in the local language, and limited number of computers/mobile devices as the top three concerns. On the other hand, Er ranked the lack of relevant OER, limited number of computers/mobile devices, and slow/intermittent Internet connection as the three top concerns of University Tunku Abdul Rahman. The complete ranking for Malaysia, at both national and institutional levels, are listed in Table 25: TABLE 24. RANKING OF OER CONCERNS (MALAYSIA) Concerns on OER Adoption Quality of OER not up to standards OER not available in local language/s Slow/intermittent Internet connection Limited capacity of academic staff and teachers on using OER Lack of OER on subject areas needed most by teachers, academic staff, students/learners Lack of policies in the country that support OER Limited number of computers/mobile devices needed to use OER

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National Institutional Level Level 5 5 2 6 4 3 6 4 1

1

7 3

7 2

Current Status of OER in ASEAN | Chapter 1 As of 2014, there are 11 higher education institutions in Malaysia that have OER-related initiatives. Dhanarajan (2014, p. 29) lists these institutions in Table 26: TABLE 25. MALAYSIAN INSTITUTIONS WITH OER INITIATIVES Institution Universiti Technology Malaysia Universiti Kebansaan Malaysia Universiti Sains Malaysia Universiti Putra Malaysia Universiti Institute Technology Mara International Islamic Universiti of Malaysia Universiti Malaysia Sabah Universiti Malaysia Sarawak Universiti Sains Islam Malaysia Wawasan Open University Universiti Terbuka Malaysia

URL http://www.utm.my http://www.ukm.my http://www.usm.my http://www.upm.my http://www.UiTM.my http://www.iium.my http://www.ums.my http://www.unimas.my http://www.usim.edu.my http://wou.edu.my/ www.oerasia.org http://www.oum.edu.my

The Institute of Research and Innovation (IRI) of WOU in coordination with the International Development and Research Centre of Canada (IDRC), has created the OERAsia (www.oerasia.org), a multi-purpose website for OER “information, views, opinions, research studies, knowledge resources, and guidelines and toolkits on good practices in OER in the Asian region” (Liew, 2016, p. 122).

Wawasan Open University (WOU), having recognized the economic factors that influence the rising cost of higher education in Malaysia, has endeavored in developing OER in 2012 and using it innovatively. Learning from its initial foray into OER, WOU is developing courseware from materials with Creative Commons licenses (Liew, 2016, p. 119). As such, WOU does not need to develop materials from scratch; using readily available OER as courseware building blocks, the usual 12-18 month cycle of “stand-alone” course material development as well Chapter 1 - 56/86

Current Status of OER in ASEAN | Chapter 1 as related costs are significantly reduced (Liew, 2016, p. 119). WOU ensures that the OER used for its course ware are of high quality and relevant to its courses through a rigorous review and assessment. As WOU has adopted the CC Attribution – Non-Commercial – Share Alike (CC-BY-NC-SA) for its Open University License (Wawasan Open University, 2012b, p. 4), the courseware it produces adopts the same license – thus making the courseware freely available for re-use, repurpose and redistribution as long as it is used non-commercially and proper attribution is given to the author.

Er reported that academic staff at Universiti Tunku Abdul Rahman access OER for teaching purposes, but do not engage in customization of existing OER and creation of new OER. OER in the Universiti Tunku Abdul Rahman is available in physical and digital (offline and online) copies and can be accessed through any computing form factor (computer, mobile devices) owned by the university or the user. OER used in the university is usually in business or social science subjects; Er added that OER on actuarial science and accounting are quite rare.

Myanmar Myanmar is classified as a lower middle income economy (Fantom & Serajuddin, 2016, p. 46).

It is ranked 148th out of 188 countries and territories in the Human Development Index (HDI), having an HDI value of 0.536 in 2014; this puts Lao PDR in the low human development category. The United Nations Statistics Division (n.d.) also identifies Myanmar as a Least Developed Country (United Nations Statistics Division, n.d.). The adult literacy rate (percentage ages 15 and older) is at a high 92.6 per cent; however, the gross enrolment ratio at the tertiary level is only at 13.4 per cent. Myanmar only spends 0.8 per cent of its GDP on education.

ITU (2016) ranks Myanmar 140th out of 167 economies in the IDI, last among the ten ASEAN member countries. It leapfrogged 13 spots in the rankings (from 153rd in 2015) and has increased its IDI value from 1.95 in 2015 to 2.54 in 2016. ICT access and use in Myanmar is still low, as manifested in the 21.80 percentage of individuals are using the Internet (ITU, 2016).

The IDI country card of Myanmar is summed up in Figure 12 (ITU, 2016):

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Current Status of OER in ASEAN | Chapter 1

FIGURE 12. IDI COUNTRY CARD - MYANMAR Policies on OER, open access and open licensing are not yet in place (Dhanarajan, 2014, p.

30). This was affirmed by online survey respondent Dr. Hla Tint of Yangon University of Distance Education (YUDE). The OER Policy Registry database does not list Myanmar as one of the countries with current and proposed open education policies. WIPO (n.d.) reports that Myanmar is a member of WIPO since 2001, has 20 national laws on Intellectual Property (IP), but only enforces 1 WIPO-administered treaty. Tint reports that OER is subject to national copyright laws, and Creative Commons is not used in the country. While the CC suite of licenses conform to international copyright laws and can be used anywhere in the world, Myanmar is not listed as having a CC affiliate that can support the adoption of CC licenses (Creative Commons, n.d.).

Documented initiatives on digital educational resources are few and far between. Tint reports that the Ministry of Education supports the educational materials of every student in primary and secondary levels, and added that may support OER initiatives in Myanmar. An example of an OER initiative in Myanmar is the ELibrary Myanmar Project of the not-for-profit organization Electronic Information for Libraries (EIFL). Launched in December 2013, it has provided access to more than 40 e-resources (international journals, databases and e-books) Chapter 1 - 58/86

Current Status of OER in ASEAN | Chapter 1 it has licensed to 7 universities in Myanmar8 (EIFL, n.d.). The ELibrary Myanmar Project will be implemented until December 2017, as plans to sustain the gains of the project are explored, such as the “development of a training consortium” and “training on open access, the changing landscape of scholarly communication, and copyright.” (Electronic Information for Libraries, n.d.).

Another OER initiative is the New Education Highway (NEH) 9 project launched in early 2013.

NEH is an American non-profit organization whose work in Myanmar includes the “use of open educational resources” to “provide access to affordable quality education, and information to communities with limited Internet access and/or trained educators.” (New Education Highway, n.d.). The NEH website states the operational model of the project, where NEH provides the ICT equipment (laptops), teacher training and course materials to educational institutions. Its offline learning resource portal, the NEH Learning Interface 2.0, is installed in the laptops. Table 27 lists some of the resources included in the offline portal (New Education Highway, n.d.).

TABLE 26. OFFLINE RESOURCES MADE AVAILABLE BY NEW EDUCATION HIGHWAY (MYANMAR) Resource AIDSvideos.org Climate Change Course EngVid

Foreign Service Institute (FSI) Language Courses 8 9

Description HIV education videos Free video-based climate change course; many of the videos are open Videos on English as Second Language (ESL); not open, but granted a limited licence by EngVid Language courses in German, Spanish, French, Japanese, Chinese, Korean;

Online location http://aidsvideos.org http://www.climatechangecourse.org

www.EngVid.com

www.fsi-language-courses.org

As of May 2015. http://www.neweducationhighway.org

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Current Status of OER in ASEAN | Chapter 1 Resource

Description mostly in public domain, except for Korean (used with special permission) Khan Academy Videos on math, science, economics, finance, humanities, computer programming LibreOffice Open-source office productivity suite, installed in all laptops LibriVox Audiobooks, including: children’s stories, classics and autobiographies (public domain) MIT Open Video course on “The CourseWare Challenge of World Poverty” New Jersey Institute Course on Accounting of Technology Open Yale Courses University courses in Financial Markets, Game Theory, Environmental Politics and Law, European Civilization, The American Revolution, The Civil War and Reconstruction Era, The Early Middle Ages, Global Problems of Population Growth, Political Philosophy, and Foundations of Modern Social Theory

Online location

https://khanacademy.org

http://libreoffice.org

http://librivox.org

http://ocw.mit.edu/index.htm

http://ocw.njit.edu/index.php http://oyc.yale.edu

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Current Status of OER in ASEAN | Chapter 1 Resource Project Gutenberg

Description 100 e-books, including classics and autobiographies Stanford University The Geography of the World Podcasts Cultures (map-based course) TED talks 200 TED and TEDx talks on History, Health, Conflict Resolution, Leadership and Management, Public Speaking, Environmental Science, and Women’s Studies The Public Speaking Open course on public Project speaking The WikiPremed Comprehensive, videoMCAT Course based course teaching the Medical College Admission Test University of Oxford Critical Reasoning for Beginners (podcast series)

Online location http://www.gutenberg.org http://itunes.stanford.edu http://www.ted.com/talks

http://www.publicspeakingproject.org http://www.wikipremed.com

www.philosophy.ox.ac.uk/podcasts

In the case of YUDE, Tint reported that the university subsidizes the educational materials; students need not pay more than USD 15 annually for their course materials. The video lectures of YUDE are also made available for students and the general public via Internet streaming. While these are not outright OER initiatives, the objective of providing free or lowcost materials is achieved.

In the online survey, Tint regarded the following concerns on OER adoption in Myanmar that need to be addressed: slow/intermittent Internet connection; limited capacity of academic staff and teachers on using OER; lack of OER on subject areas needed most by teachers, academic staff, students/learners; lack of policies in the country that support OER. The same concerns apply to YUDE, except for limited capacity of academic staff on using OER. Chapter 1 - 61/86

Current Status of OER in ASEAN | Chapter 1 Tint reported that YUDE academic staff access and create their own OER. The OER is available in both print and offline digital copies, and can be accessed using any computing form factor (computer, mobile device). At YUDE, Tint reported that OER is usually used in science, humanities, law and economics courses.

Philippines The Philippines is classified by the World Bank as a lower middle income economy (Fantom & Serajuddin, 2016, p. 47). UNDP ranks the country 115th out of 188 countries and territories in the Human Development Index (HDI), having an HDI value of 0.668 in 2014; this puts the Philippines in the medium human development category (Jahan, 2015). UNDP reports the adult literacy rate (percentage ages 15 and older) at 95.4 per cent, while the gross enrolment ratio at the tertiary level is at 28.2 per cent. The Philippines spends 3.4 per cent of its GDP on education (Jahan, 2015).

ITU (2016) ranks Philippines 107th out of 167 economies in the IDI, 6th among the ten ASEAN member countries. It went down 1 spot in the rankings (from 106th in 2015) but has increased its IDI value from 3.97 in 2015 to 4.28 in 2016. 40.70 per cent of individuals are using the Internet (ITU, 2016). Additionally, infrastructure remains to be a challenge that has yet to be fully addressed. According to Mr. Eliseo Rio Jr., Undersecretary of the newly-formed Philippine Department of Information and Communications Technology, the Philippines has only less than 20,000 cell sites, even lagging behind Vietnam (55,000) and Lao PDR (30,000) (Javier, 2016). The IDI country card of Philippines is summed up in Figure 13 (ITU, 2016):

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Current Status of OER in ASEAN | Chapter 1

FIGURE 13. IDI COUNTRY CARD - PHILIPPINES In terms of policy, the OER Policy Registry database does not list the Philippines as one of the countries with current and proposed open education policies; this is also affirmed by online survey respondent Dr. Patricia Arinto (University of the Philippines Open University [UPOU]).

While there are policies regarding access to IT services, it is not known whether these support OER initiatives in the country (Arinto). Hoosen (2012 p. 2) reported that the Philippines participated in the 2012 COL-UNESCO survey on OER policies and activities. Further, Hoosen (2012, p. 7) stated that the Philippines, having started to create its own OER, has planned for an OER policy at the tertiary level. Republic Act No. 10650, also known as the Open Distance Learning Act, was passed in July 2014. The law, while not particularly on OER, institutionalized ODL in tertiary education and embodies the philosophy of open education as a means to increasing access to quality higher education in the country. The University of the Philippines Open University (UPOU) has been assigned to support and lend its ODL expertise to the government agencies responsible for higher education, namely the Commission on Higher Education (CHED) and the Technical Education and Skills Development Authority (TESDA). At the institutional level, UPOU has a policy on using OER for all course packages and make UPOU course packages available similarly available as OER (Arinto). UPOU also has an OER Chapter 1 - 63/86

Current Status of OER in ASEAN | Chapter 1 research project on the impact on cost and quality of course materials, funded by the International Development Research Centre (IDRC).

SEAMEO INNOTECH conducted an OER Policy Forum in partnership with UNESCO, the Commission on Higher Education (CHED) of the Philippines and the UNESCO Southeast Asia Center of Lifelong Learning for Development (SEACLLSD) (SEAMEO Regional Center for Educational Innovation and Technology) (SEAMEO INNOTECH, 2015). The forum was intended to “draft a policy reform that would support and promote the use of OER�; by the end of the forum, an OER policy and master plan was drafted and included in a memorandum of agreement that can progress into national law (SEAMEO INNOTECH, 2015). It was the first time the Philippine government had several of its agencies gather, discuss and plan on OER (UNESCO, n.d.). The forum programme includes sessions on: global trends of the development and implementation of OER polices, essentials of OER in relation to open licensing, on-going OER initiatives in different areas of the education system of the Philippines, and workshops for the planning and drafting of the OER policy (UNESCO, n.d.).

As follow up to the policy forum, a workshop was organized to convert the memorandum of agreement into a joint circular which would support the institution-level OER policy to be crafted by respective agencies, namely: the Department of Education (DepEd), CHED, TESDA, and UPOU. OER master plans and detailed action agenda were also prepared by each of the aforementioned agencies, which was included in the joint circular (SEAMEO INNOTECH, 2016).

WIPO (n.d.) reports that Philippines is a member of WIPO since 1980, has signed or enforced 10 WIPO-administered treaties, and has 51 national laws on Intellectual Property (IP). The Philippines has a Creative Commons affiliated institution in the Arellano University School of Law which can support the adoption of CC licenses in the country (Creative Commons, n.d.).

Arinto identified the three foremost concerns in OER adoption in the Philippines as limited capacity of academic staff/teachers, slow/intermittent Internet connection, and unavailability of OER in local languages. At the institutional level, top concerns in OER adoption include limited capacity of academic staff, slow/intermittent Internet connection, and lack of OER on relevant subject areas. The complete ranking of OER concerns for the Philippines (national and institutional levels) is listed in Table 28: Chapter 1 - 64/86

Current Status of OER in ASEAN | Chapter 1 TABLE 27. RANKING OF OER CONCERNS (PHILIPPINES) Concerns on OER Adoption Quality of OER not up to standards OER not available in local language/s Slow/intermittent Internet connection Limited capacity of academic staff and teachers on using OER Lack of OER on subject areas needed most by teachers, academic staff, students/learners Lack of policies in the country that support OER Limited number of computers/mobile devices needed to use OER

National Institutional Level Level 6 4 3 7 2 2 1 1 7

3

4 5

6 5

Organizations that support OER in the Philippines include DepEd, CHED, TESDA and UNESCO. UPOU is developing OER for General Education courses for use by Philippine HEIs and for preservice education courses on technology for teaching and learning (Arinto). This OER initiative of UPOU is supported by CHED. UPOU also has a Massive Open and Distance e-learning (MODeL) initiative in cooperation with various partners.

Arinto indicated via the online survey that UPOU academic staff using OER by accessing, customizing and creating OER. Digital OER can be accessed by academic staff and students via any computing form factor (computer, mobile device). The OER policy mandates the university to use OER for its course packages and make these available as OER, thus making OER available across all subjects of UPOU.

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Current Status of OER in ASEAN | Chapter 1 Singapore Singapore is classified by the World Bank as high income economy (Fantom & Serajuddin, 2016, p. 48). UNDP (2015a) ranks the country 11th out of 188 countries and territories in the Human Development Index (HDI), having an HDI value of 0.912 in 2014; this puts Singapore in the very high human development category. UNDP reports the adult literacy rate (percentage ages 15 and older) at 96.4 per cent. Singapore spends 2.9 per cent of its GDP on education (Jahan, 2015).

ITU (2016) ranks Singapore 20th out of 167 economies in the IDI, and the top rank among the ten ASEAN member countries. It went down 1 spot in the rankings (from 19th in 2015) but has increased its IDI value from 7.88 in 2015 to 7.95 in 2016. ICT access and use in Singapore is very high, as reflected in the IDI country card of Singapore summed up in Figure 14 (ITU, 2016).

FIGURE 14. IDI COUNTRY CARD - SINGAPORE In terms of policy, the OER Policy Registry database does not list Singapore as one of the countries with current and proposed open education policies. WIPO (n.d.) reports that Singapore is a member of WIPO since 1990, has signed or enforced 14 WIPO-administered Chapter 1 - 66/86

Current Status of OER in ASEAN | Chapter 1 treaties, and has 15 national laws on Intellectual Property (IP). Creative Commons has an affiliated institution in Singapore in the Centre for Asia Pacific Technology Law & Policy, which is helping in creating licenses specific to Singapore from unported (Creative Commons, n.d.).

There does not seem to be any documentation of OER initiatives in Singapore.

Thailand Thailand is classified by the World Bank as an upper middle income economy (Fantom & Serajuddin, 2016, p. 49). UNDP ranks the country 93rd out of 188 countries and territories in the Human Development Index (HDI), having an HDI value of 0.912 in 2014; this puts Thailand in the high human development category. UNDP reports the adult literacy rate (percentage ages 15 and older) at 96.4 per cent. Thailand spends 7.6 per cent of its GDP on education ( (Jahan, 2015).

ITU (2016) ranks Thailand 82nd out of 167 economies in the IDI, good for 4th among the ten ASEAN member countries. It went down 3 spots in the rankings (from 79th in 2015) but has increased its IDI value from 5.05 in 2015 to 5.15 in 2016. One major achievement of Thailand is its significant improvement in households with access to the Internet (Baller, S., Dutta, S., & Lanvin, B., 2016, p. 57). In 2014, the Thailand government officially declared its adoption of a policy framework on digital economy; the policy framework integrates a proposal for the formation of a national broadband committee as well as a connectivity plans that intends to establish a broadband network connecting all residences to the Internet (ITU, 2015, p. 88) However, Baller et al. (2016, p. 190) added that majority of Internet users are those who have attained a certain level of education, following a similar trend in other developing countries.

The IDI country card of Thailand is reflected in Figure 15 (ITU, 2016):

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Current Status of OER in ASEAN | Chapter 1

FIGURE 15. IDI COUNTRY CARD (THAILAND) In terms of policy, Hoosen (2012 p. 2) reported that the Thailand participated in COL-UNESCO survey on OER policies and activities. The OER Policy Registry database does not list Thailand as one of the countries with current and proposed open education policies. While there is no OER policy, there are references to OER in the education policies of Thailand; The Distance Learning Foundation has also engaged with an OER strategy (Hoosen, 2012, p. 12). A policy on open access exists, but the lack of a national OER policy restricts the participation of educational institutions and their academic staff in OER initiatives (Sarvi, Dhanarajan, & Pillay, 2015). Survey respondent Dr. Thanomporn Laohajaratsang of Chiang Mai University (CMU) indicated the National Education Reform Policy of Thailand to be supportive of OER. At the institutional level, CMU has its OER policy within its Information Security Guidelines, supported by policies on student development (Global Students and 21st Century Skills). On the other hand, TCU has yet to craft its OER policy essential in carrying out its mandate to increase access to lifelong learning (Sarvi, Dhanarajan, & Pillay, 2015).

WIPO (n.d.) reports that Thailand is a member of WIPO since 1989, enforces 4 WIPOadministered treaties, and has 19 national laws on Intellectual Property. Creative Commons has an affiliated institution in Thailand in the Dharmniti Law Office, and working with Chapter 1 - 68/86

Current Status of OER in ASEAN | Chapter 1 ChangeFusion Institute and Sirindhorn International Institute of Technology to create licenses specific to Thailand from unported Creative Commons licenses, promote these licenses and a “free culture of copyrighted work in Thai society� (Creative Commons, n.d.). Hoosen (2012, p.12) reported the Creative Commons license Attribution-NonCommercial-NoDerivatives (BYNC-ND) is being used for OER in Thailand. While this CC license allows for the reproduction of a resource on the condition that credit is appropriately given to the author and that the resource is not used for commercial purposes, the license restricts the distribution of a customized version of a resource.

Laohajaratsang identified the three foremost concerns in OER adoption in Thailand as lack of relevant OER, lack of policy, and low quality of available OER. CMU also has the same top concerns on adopting OER. The complete ranking of OER concerns for national and institutional level is listed in Table 29: TABLE 28. RANKING OF OER CONCERNS (THAILAND) Concerns on OER Adoption Quality of OER not up to standards OER not available in local language/s Slow/intermittent Internet connection Limited capacity of academic staff and teachers on using OER Lack of OER on subject areas needed most by teachers, academic staff, students/learners Lack of policies in the country that support OER Limited number of computers/mobile devices needed to use OER

National Institutional Level Level 3 3 4 5 7 7 5 4 1

1

2 6

2 6

Laohajaratsang indicated the National Science and Technology Development Agency (NSTDA) has National OER Development initiative. On the other hand, The Thailand Cyber University (TCU) has been engaged in training e-learning professionals on using OER, (Sarvi, Dhanarajan, Chapter 1 - 69/86

Current Status of OER in ASEAN | Chapter 1 & Pillay, 2015). There are 811 courses offered by the Thailand Cyber University (TCU) which come from state-funded HEIs of the country, and can be openly accessed. TCU has used OER in developing its courses, recognizing how OER can expedite course development. By using OER, TCU has gained marginal cost savings. The experience of adopting OER has its share of benefits and challenges; while it has been an enriching and empowering experience to skilled ICT users, many teaching staff still lack appropriate skills. Additionally, searching for relevant OER has been time consuming (Sarvi, Dhanarajan, & Pillay, 2015).

Laohajaratsang indicated that the academic staff of CMU access OER for teaching purposes and do not customize existing OER and create new ones. Digital OER can be accessed through any computing form factor (computers, mobile devices). OER is usually used in Information Technology, Science and English subjects.

Vietnam Vietnam is classified by the World Bank as a lower middle income economy (Fantom & Serajuddin, 2016). UNDP ranks the country 116th out of 188 countries and territories in the Human Development Index (HDI), having an HDI value of 0.666 (Jahan, 2015); this puts Vietnam in the medium human development category. UNDP reports the adult literacy rate (percentage ages 15 and older) at 93.5 per cent, while the gross enrolment ratio at the tertiary level is at 24.6 per cent. Vietnam spends 6.3 per cent of its GDP on education.

ITU (2016) ranks Vietnam 105th out of 167 economies in the IDI, fifth among the ten ASEAN member countries. It dropped 1 spot in the rankings (from 104th in 2015) and has increased its IDI value from 4.02 in 2015 to 4.29 in 2016. The country has high mobile-cellular telephone subscriptions, currently at 133 subscriptions per 100 inhabitants (ITU, 2016). About half of its population is using the Internet at 52.72 per cent, possibly aided by the affordable fixedbroadband services (Baller, Dutta, & Lanvin, 2016, p. 126). The IDI country card of Vietnam is summed up in Figure 16 (ITU, 2016):

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Current Status of OER in ASEAN | Chapter 1

FIGURE 16. IDI COUNTRY CARD - VIETNAM In terms of policy, the OER Policy Registry database does not list Vietnam as one of the countries with current and proposed open education policies. Hoosen (2012 p. 2) reported that the Vietnam participated in COL-UNESCO survey on OER policies and activities. The response from Vietnam on this survey articulated on its further engagement with OER, the desire of its policy makers are indicated in the verbatim list as follows (as cited from Hoosen, 2012, p. 20):

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Current Status of OER in ASEAN | Chapter 1 • To provide a solid infrastructure and appropriate tools as well as technical support and training for the development of OER in Vietnam; • To develop high quality course content based on available OER from leading universities in the world; • To provide the OER community with courses that have Vietnamspecific content that considers the Vietnamese culture; • To provide new methods for the development of sample course materials; • To establish a Vietnamese OER users’ community and encourage participants to contribute and share knowledge; and • To encourage networking with the international OER communities.

Dr. Thai Than Tung, the online survey respondent from Vietnam, indicated that an OER policy is already in place in Vietnam: Building Infrastructure of OER for Higher Education. Further, a national policy on building up community and technology solution is also in place to support the OER national policy. At the institutional level, Hanoi Open University has no institutionallevel OER policy. However, there are institutional policies on e-learning and course content development.

Tung identified the three foremost concerns in OER adoption in Vietnam as lack of policy, limited OER competencies, and availability of OER in the local language. At the institutional level, Tung identified limited competencies, availability of OER in the local language, and lack of relevant OER as three immediate concerns in OER adoption. Tung added that building an OER community and involving universities and organizations involved in OER as other concerns. The complete ranking of OER concerns for national and institutional level is listed in Table 30 below:

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Current Status of OER in ASEAN | Chapter 1 TABLE 29 - RANKING OF OER CONCERNS (VIETNAM) Concerns on OER Adoption Quality of OER not up to standards OER not available in local language/s Slow/intermittent Internet connection Limited capacity of academic staff and teachers on using OER Lack of OER on subject areas needed most by teachers, academic staff, students/learners Lack of policies in the country that support OER Limited number of computers/mobile devices needed to use OER

National Institutional Level Level 4 4 3 2 6 6 2 1 5

3

1 7

5 7

WIPO (n.d.) reports that Vietnam is a member of WIPO since 1976, enforces 10 WIPOadministered treaties, and has 17 national laws on Intellectual Property. Creative Commons has an affiliated institution in Vietnam through the Vietnam Association of Young Scientists and Engineers, which support OER initiatives in the country (Creative Commons, n.d.).

Organizations that support OER initiatives in the country include the Ministry of Science and Technology, Ministry of Education and Training, and UNESCO. Tung also indicated that there are initiatives in Vietnam that acquires licenses from authors, as well as the translation of available resources into local languages.

Hoosen (2012, p. 7) reported that universities in Vietnam appeared to be engaged in various initiatives on Open Course Ware (OCW) and are working with institutions from other countries.

An example of such collaboration is the Vietnam OER (VOER)10 programme launched in 2008.

The Vietnam Foundation, an NGO working with the United States (US) National Academies and backed by the US academic community, is behind the VOER programme. The VOER was

10

http://voer.edu.vn/

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Current Status of OER in ASEAN | Chapter 1 established to “serve as a central resource for Vietnamese professors, faculty, students and self-learners in higher education” (VOER, n.d.). Content is made available through Hanoi Spring, an open source software, and classified as: a) module, or “a small subject or a completed part of a complex topic”; and b) collection, a set of modules organized to form a book / textbook. VOER hosts 22,180 modules and 518 collections from 8,493 authors 11. In addition to providing access to content uploaded in the VOER platform, content from foreign providers are also made available. Educational materials can also be uploaded by teachers and learners alike. Courses can be created by customizing and combining available modules through a built-in course authoring tool. Content collections are downloadable and thus can be accessed even without an Internet connection. On the other hand, the online platform encourages interaction and collaboration through features such as discussion forums, comments, and notes.

In the online survey of this research, Tung indicated the existence of OER initiatives in Hanoi Open University (HOU), particularly in making e-learning materials available as OER. This initiative is being carried out despite the absence of an institutional-level OER policy.

Academic staff at HOU not only access OER for teaching, but also customize existing OER as well as create new OER. OER is usually used on information technology, law, economics and tourism subjects. Tung indicated that HOU academic staff access, customize and create OER. Digital OER is accessible in all computing form factors (computer, mobile devices) of the university or the user.

Regionalization of OER A number of organizations have international OER initiatives, part of which covers the ASEAN region. UNESCO Bangkok, which serves as the Regional Bureau for Education in Asia and the Pacific, has established the Resource Distribution and Training Centres (RDTC) network.

Established in 2013, the RDTC network is intended to support the efforts of UNESCO Bangkok on educational resources - the distribution of educational resources and build capacity towards sound pedagogical use of these resources (UNESCO Bangkok, n.d.). The RDTC network 11

As of October 22, 2016.

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Current Status of OER in ASEAN | Chapter 1 currently has a membership of 24 teacher education institutions12 (TEIs) in Asia-Pacific, with 11 official members from ASEAN member states, as shown in Table 31 below: TABLE 30. MEMBER INSTITUTIONS OF THE RDTC NETWORK (UNESCO) ASEAN Member State Malaysia Malaysia Philippines Philippines Philippines Philippines Philippines Philippines Philippines Thailand Thailand

Institution (TEI) Tun Datu Tuanku Haji Bujang College Universiti Tunku Abdul Rahman College of Education, Mindanao State University-Iligan Institute of Technology College of Education, University of the Philippines Knowledge Community, Inc. University of Santo Tomas - Educational Technology Center College of Education, University of the East De La Salle University College of Teacher Education, Mariano Marcos State University Faculty of Education, Suan Sunandha Rajabhat University Information Technology Service Center, Chiang Mai University

Additionally, two TEIs from Myanmar have unofficial status as part of the RDTC network (Mandalay University of Foreign Languages; Yangon University of Foreign Languages). UNESCO Bangkok reported a total of 38,720 CD-ROMs of educational resources distributed in 2014-2015 12

The full list of RDTC network members is available at http://www.unescobkk.org/en/education/ict/ict-ineducation-projects/training-of-teachers/rdtc/distribution/?utm_source=t

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Current Status of OER in ASEAN | Chapter 1 through the RDTC network (UNESCO Bangkok, 2016). Additionally, 204 training activities were organized that benefitted 12,300 in-service and pre-service teachers (UNESCO Bangkok, November). Through partnerships among its members within and between countries, the RDTC network went beyond resource distribution and training. This was best exemplified through communities of practice, joint research on the impact of RDTCs, and active participation in the development and implementation of a training guidebook on digital educational resources (UNESCO Bangkok, 2016).

From 2012 to 2015, UNESCO Bangkok engaged in the K-Science project, an educational television contents sharing project in the Asia-Pacific Region (UNESCO, n.d.). The project, supported by the Korean TV channel YTN Science, made high-quality science education television programs available to Asia-Pacific countries. Selected science education TV programs of YTN Science were provided with English sub-title translations. TV channel project participants broadcasted the programs as they were or provided local language translations.

For purposes of the K-Science project, the selected YTN Science programs have been licensed as Creative Commons-Attribution-NonCommercial-ShareAlike to facilitate distribution and translation. Among ASEAN countries, 4 countries participated in the K-Science project (Lao PDR, Philippines, Thailand, Vietnam).

The ASEAN Cyber University (ACU) Project is one major OER initiatives in Southeast Asia. ACU was a response of the government of Republic of Korea to the call of ASEAN to establish a global cyber university (ASEAN Cyber University, n.d.). The ACU project was initially intended to benefit Cambodia, Lao PDR, Myanmar and Vietnam (CLMV) through four project areas on e-Learning capacity building, content development, establishment and development of an OER platform, and collaborative activities between ASEAN and Republic of Korea (ASEAN Cyber University, n.d.). To date, the project has expanded to include not only member universities/institutes from CLMV but also cooperative universities/institutes from Korea and participating universities/institutes from Malaysia, Philippines and Thailand (ASEAN Cyber University, n.d.).

Leading up to the 2nd World OER Congress on September 2017, the Commonwealth of Learning (COL) is conducting Regional Consultations from December 2016 to May 2017. As Chapter 1 - 76/86

Current Status of OER in ASEAN | Chapter 1 indicated in the COL website, the 2nd World OER Congress will focus on “the role of OER in achieving Sustainable Development Goal 4 (SDG4)” and “explore strategies and solutions to the challenge of mainstreaming OER” (Commonwealth of Learning, 2016). The Regional Consultation for Asia was held on 1-2 December 2016 in Kuala Lumpur, Malaysia and hosted

by Asia eUniversity. Parallel to the regional consultations, COL is conducting a survey on OER among governments, e.g. ministries of education, COL focal points, UNESCO national delegations, and other OER stakeholders.

The Research on Open Educational Resources for Development (ROER4D) project is conducting evidence-based research on the use and impact of OER in developing countries - including ASEAN member states Malaysia, Indonesia and the Philippines. OER desktop reviews and surveys are being conducted in Indonesia and Malaysia. Additionally, Malaysia is looking into using OER in course creation with teacher educators, while the Philippines is studying the impact of OER material at UPOU. Table 32 lists the project clusters that each of the aforementioned countries cover: TABLE 31. ROER4D RESEARCH IN ASEAN MEMBER STATES ASEAN member state

Project Clusters OER OER Academics Teacher OER OER Baseline Desktop Survey ’ adoption educators’ adoptio impact educationa Review of OER adoption n in one studies l of OER country expenditur e Indonesia ✓ ✓ Malaysia ✓ ✓ ✓ Philippines ✓

Conclusion and Recommendations The ASEAN region has its work cut out towards a healthy OER ecosystem, which requires “high quality supply, strong educator demand and supportive policies” (The Boston Consulting Group , 2013). OER initiatives in the ASEAN region vary from one country to another, but Chapter 1 - 77/86

Current Status of OER in ASEAN | Chapter 1 generally still at the initial stage of setting up the context, content and user elements of their respective OER ecosystems. Research findings point to the possibility that the educational environments of ASEAN member states are not yet fully conducive for OER initiatives to thrive.

Legislative and technological infrastructures are not fully in place. OER activity of academic staff and students are mostly limited to accessing available OER and less on contributing to the pool of educational resources, whether customized or entirely new.

These concerns, on the other hand, present a great opportunity for collaboration towards healthy intra and inter OER ecosystems. For one, ASEAN education stakeholders will benefit from collaborative platforms for best practices and lessons on the development and implementation of OER initiatives, including on policy, content development, capacity building, and research.

On the regionalization of OER, It is essential for ASEAN countries to be in the same page on what it defines as OER, given the various OER definitions of various proponents: (Creative Commons, n.d.), as listed in Table 33. Upon consensus, ASEAN countries may proceed to developing or fine-tuning OER policies and activities in consideration of the OER definition that ASEAN will adopt.

TABLE 32. OER DEFINITIONS Open Copyright license required

Hewlett Foundation OECD UNESCO Cape Town Declaration

✓

✓ ✓

Right of NonDoes not limit access, discriminatory use or form adaptation , rights (rights does not and given to include republication everyone, NonCommercial everywhere) limitations ✓ ✓ ✓ ✓ ✓ ✓

Chapter 1 - 78/86

✓ ✓

✓

Current Status of OER in ASEAN | Chapter 1 Open Copyright license required

Wikieducator OER Handbook OER Commons

Right of NonDoes not limit access, discriminatory use or form adaptation , rights (rights does not and given to include republication everyone, NonCommercial everywhere) limitations ✓ ✓ ✓

✓

✓

✓

With the evident need for further Information on the current status of OER in ASEAN, research and data gathering efforts should be intensified. One strategy is to build on the findings of the major OER research projects. The results of new survey being conducted by the Commonwealth of Learning – to be released at the 2nd World OER Congress in 2017, as part of the Global OER Report - can contribute and update the existing information on the current status of OER in ASEAN. The ROER4D final report of its sub-project outputs, which includes research project in Malaysia, Indonesia and the Philippines will be released for public review in 2017. The OER Hub survey may be administered to education stakeholders in Southeast Asia, as both survey questions and data are freely made available for anyone to use, copy and distribute. The survey can be sent to educators and learners in ASEAN member states through its schools and educational institutions in order to increase the number of respondents and better observe and analyze the OER phenomena in the region. Similarly, ASEAN member states can promote the ongoing OER stakeholder survey of the Commonwealth of Learning. Building the knowledge base on OER in ASEAN will enable member states to develop and implement evidence-based and effective nationwide and ASEAN-wide OER initiatives.

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Current Status of OER in ASEAN | Chapter 1

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Innovating in a digital economy. Geneva: World Economic Forum.

Bodrogini, P. W., & Rinaldi, M. (2016). The Promise of Open Educational Resources in Indonesia. In F. Miaa, S. Mishra, & R. McGreal, Open Educational Resources: Policy, Costs and Transformation (pp. 105-118). Paris and British Columbia: UNESCO and Commonwealth of Learning.

Butcher, N. (2011). A Basic Guide to Open Educational Resources (OER). Vancouver: Commonwealth of Learning.

Commonwealth of Learning. (2016, September 16). Regional Consultations to be held in lead up to 2nd World OER Congress. Retrieved from Commonwealth of Learning: https://www.col.org/news/items/regional-consultations-be-held-lead-2nd-world-oercongress Creative Commons. (n.d.). Category: CC Affiliate Locale. Retrieved from Creative Commons: https://wiki.creativecommons.org/wiki/CC_Affiliate_Network Chapter 1 - 80/86

Current Status of OER in ASEAN | Chapter 1 Creative Commons. (n.d.). What is OER? Retrieved from Creative Commons: https://wiki.creativecommons.org/wiki/What_is_OER%3F Daryono, & Prasetyo, D. (2014). Harmonizing the OER platform: Increasing access and sharing capability. Presentation at the 2nd Regional Symposium on OER: Beyond Advocacy, Research and Policy. Penang.

Daryono, & Belawati, T. (2013). Prospects and challenges for introducing Open Educational Resources in Indonesia. In G. Dhanarajan & D. Porter (Eds.), Open Education Resources: An Asian perspective (pp. 73–84). Vancouver: COL and OER Asia.

Dhanarajan, G. (2014). An Overview of Open Educational Resources Policies and Practices in the South and South East Asian Regions.

Directory of Open Access Scholarly Resources. (n.d.). Statistics. Retrieved from ROAD Director of Open Access Scholarly Resources: http://road.issn.org/en/statistics Electronic Information for Libraries. (n.d.). Cambodia. Retrieved from EIFL: http://www.eifl.net/country/cambodia Electronic Information for Libraries. (n.d.). ELibrary Myanmar Project. Retrieved from EIFL: http://www.eifl.net/eifl-in-action/elibrary-myanmar-project Electronic Information for Libraries. (n.d.). Lao PDR. Retrieved from EIFL: http://www.eifl.net/country/laos Ethnologue. (n.d.). South-Eastern Asia. Retrieved from Ethnologue: Languages of the World: https://www.ethnologue.com/region/SEA Fantom, N., & Serajuddin, U. (2016, January). The World Bank’s Classification of Countries by Income. Retrieved from World Bank: http://documents.worldbank.org/curated/en/408581467988942234/pdf/WPS7528.pdf Foundations for OER Strategy Development. (2015, November 18). Foundations for OER Strategy Development. Retrieved from Foundations for OER Strategy Development: http://www.oerstrategy.org/home/read-the-doc/ Chapter 1 - 81/86

Current Status of OER in ASEAN | Chapter 1 Hoosen, S. (2012). Survey on Governments’ Open Educational Resources (OER) Policies.

Vancouver: Commonwealth of Learning.

ITU. (2015). Measuring the Information Society Report 2015. Geneva: ITU. ITU. (2016). IDI Country Card - Brunei Darussalam. Retrieved from ICT Development Index 2016: http://www.itu.int/net4/ITU-D/idi/2016/#idi2016countrycard-tab&BRN ITU. (2016). IDI Country Card - Indonesia. Retrieved from ICT Development Index 2016: https://www.itu.int/net4/ITU-D/idi/2016/#idi2016countrycard-tab&IDN ITU. (2016). IDI Country Card - Lao PDR. Retrieved from ICT Development Index 2016: https://www.itu.int/net4/ITU-D/idi/2016/#idi2016countrycard-tab&LAO ITU. (2016). IDI Country Card - Malaysia. Retrieved from ICT Development Index 2016: https://www.itu.int/net4/ITU-D/idi/2016/#idi2016countrycard-tab&MYS ITU. (2016). IDI Country Card - Myanmar. Retrieved from ICT Development Index 2016: https://www.itu.int/net4/ITU-D/idi/2016/#idi2016countrycard-tab&MMR ITU. (2016). IDI Country Card - Philippines. Retrieved from ICT Development Index 2016: https://www.itu.int/net4/ITU-D/idi/2016/#idi2016countrycard-tab&PHL ITU. (2016). IDI Country Card - Singapore. Retrieved from ICT Development Index 2016: https://www.itu.int/net4/ITU-D/idi/2016/#idi2016countrycard-tab&SGP ITU. (2016). IDI Country Card - Thailand. Retrieved from ICT Development Index 2016.

ITU. (2016). IDI Country Card - Vietnam. Retrieved from ICT Development Index 2016: https://www.itu.int/net4/ITU-D/idi/2016/#idi2016countrycard-tab&VNM ITU. (2016). ITU Country Card - Cambodia. Retrieved from ICT Development Index 2016: http://www.itu.int/net4/ITU-D/idi/2016/#idi2016countrycard-tab&KHM ITU. (2016). Measuring the Information Society Report. Geneva: ITU. Jahan, S. (2015). Human Development Report 2015 - Work for Human Development. New York: United Nations Development Programme.

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Current Status of OER in ASEAN | Chapter 1 Javier, K. (2016, September 22). ICT solutions may reduce traffic problems - DICT Usec.

PhilStar Global. Retrieved from http://www.philstar.com/headlines/2016/09/22/1626307/ict-solutions-may-reducetraffic-problems-dict-usec Liew, T. K. (2016). Using Open Educational Resources for Undergraduate Programme Development at Wawasan Open University. In F. Miao, S. Mishra, & R. McGreal. Paris and British Columbia: UNESCO and Commonwealth of Learning.

New Education Highway. (n.d.). Vision/Mission. Retrieved from New Education Highway: http://www.neweducationhighway.org/visionmission.html Nizam, P., & Santoso, A. (2013). Indonesia: OER initiatives in teacher training. Presented at UNESCO/OER Follow-up meeting. Retrieved from UNESCO: http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/CI/CI/pdf/news/indonesia_oe r_initiatives.pdf OER Hub. (n.d.). Datasets. Retrieved from OER Hub: http://oerhub.net/research-outputs/data/ OER Knowledge Cloud. (n.d.). What is the difference between OER and Open Access publishing? Retrieved from OER Knowledge Cloud: https://oerknowledgecloud.org/content/what-difference-between-oer-and-openaccess-publishing Sarvi, J., Dhanarajan, G., & Pillay, H. (2015). Open Educational Resources: Enhancing Education Provision and Practice.

SEAMEO INNOTECH. (2015, October 8). SEAMEO INNOTECH conducts OER policy forum.

Retrieved from SEAMEO INNOTECH: http://www.seameo-innotech.org/news/seameoinnotech-conducts-oer-policy-forum/ SEAMEO INNOTECH. (2016, April 5). DepEd, CHED, TESDA, UPOU finalize joint circular for OER policies. Retrieved from SEAMEO INNOTECH: http://www.seameoinnotech.org/news/deped-ched-tesda-upou-finalize-joint-circular-for-oer-policies/

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Current Status of OER in ASEAN | Chapter 1 SEAMEO INNOTECH. (2016). SEAMEO College Module 1 - Strategic Dialogue of Education Ministers.

Sudharto, A. Q., & Fathoni, H. (2016, November 28). Making Creative Commons Licensing Work In Indonesia. Retrieved from Creative Commons: https://creativecommons.org/2016/11/28/making-creative-commons-licensing-workindonesia/ The Boston Consulting Group . (2013, June). The Open Education Resources ecosystem - An evaluation of the OER movement's current state and its progress toward mainstream adoption. Retrieved from The William and Flora Hewlett Foundation: http://www.hewlett.org/wpcontent/uploads/2016/08/The%20Open%20Educational%20Resources%20Ecosystem .pdf UNESCO. (2002, July 1-3). Forum on the Impact of Open Courseware for Higher Education in Developing Countries. Retrieved from UNESCO: http://unesdoc.unesco.org/images/0012/001285/128515e.pdf UNESCO. (2012). 2012 Paris OER Declaration. Retrieved from UNESCO: http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/CI/CI/pdf/Events/Paris%20OE R%20Declaration_01.pdf UNESCO Bangkok. (2016, November). Regional Seminar for Resource Distribution and Traning Centre (RDTC) - Concept Note. Retrieved from UNESCO Bangkok: http://www.unescobkk.org/fileadmin/user_upload/ict/Workshops/RDTC2016/RDTC201 6-CN.pdf UNESCO Bangkok. (n.d.). UNESCO Bangkok ICT in Education Resource Distribution and Training Centres (RDTC). Retrieved from UNESCO Bangkok: http://www.unescobkk.org/education/ict/ict-in-education-projects/training-ofteachers/rdtc/distribution/?utm_medium=%252525252

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Current Status of OER in ASEAN | Chapter 1 UNESCO. (n.d.). Global Open Access Portal. Retrieved from UNESCO: http://www.unesco.org/new/en/communication-and-information/portals-andplatforms/goap/access-by-region/ UNESCO. (n.d.). K-Science. Retrieved from UNESCO Bangkok: http://www.unescobkk.org/kscience UNESCO. (n.d.). Philippines takes step towards a comprehensive policy for Open Educational Resources. Retrieved from UNESCO: https://en.unesco.org/news/philippines-takes-step-towards-comprehensive-policyopen-educational-resources United Nations Statistics Division. (n.d.). Composition of macro geographical (continental) regions, geographical sub-regions, and selected economic and other groupings.

Retrieved from United Nations Statistics Division: http://unstats.un.org/unsd/methods/m49/m49regin.htm VOER. (n.d.). Introduction to Vietnam Open Educational Resources Program. Retrieved from VOER: http://voer.edu.vn/content/about-us/ Wawasan Open University. (2012a). Open Educational Resources (OER) Policy. Retrieved from WOU OER Repository: http://weko.wou.edu.my/OER-Policy/ Wawasan Open University. (2012b). Policy on Open Licence. Retrieved from WOU OER Repository: http://weko.wou.edu.my/Open-LicencePolicy/?action=common_download_main&upload_id=75 WIPO. (1979, September 28). Berne Convention for the Protection of Literary and Artistic Works. Retrieved from WIPO: http://www.wipo.int/wipolex/en/treaties/text.jsp?file_id=283698#P144_26032 WIPO. (n.d.). Country Profiles. Retrieved from WIPO: http://www.wipo.int/directory/en/ WIPO. (n.d.). http://www.wipo.int/treaties/en/ip/berne/. Retrieved from World Intellectual Property Organization: http://www.wipo.int/treaties/en/ip/berne/ Chapter 1 - 85/86

Current Status of OER in ASEAN | Chapter 1 WIPO. (n.d.). Law of the Republic of Indonesia No. 28 of September 16, 2014, on Copyright.

Retrieved from WIPO: http://www.wipo.int/wipolex/en/details.jsp?id=15600 WIPO. (n.d.). WIPO Administered Treaties: Contracting Parties, WIPO Copyright Treaty.

Retrieved from WIPO: http://www.wipo.int/treaties/en/ShowResults.jsp?lang=en&treaty_id=16 WIPO. (n.d.). WIPO Copyright Treaty (WCT). Retrieved from WIPO: http://www.wipo.int/treaties/en/ip/wct/ World Intellectual Property Organization. (n.d.). WIPO-Administered Treaties: Contracting Parties, Berne Convention. Retrieved from World Intellectual Property Organization: http://www.wipo.int/treaties/en/ShowResults.jsp?lang=en&treaty_id=15 World Summit on Information Society. (2003). Declaration of Principles, Building the Information Society: A Global Challenge in the New Millennium. Retrieved from ITU: http://www.itu.int/net/wsis/docs/geneva/official/dop.html

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Chapter 2 Method for Service Dr. Vorasuang and Circulation of ACU-OER DUANGCHINDA Dr. Vorasuang DUANGCHINDA of Sripatum University

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Contents I. About this Study...................................................................................................................................... 6 Honorary Advisors .................................................................................................................................. 6 Advisors .................................................................................................................................................... 6 Researcher ............................................................................................................................................... 6 II. Background .............................................................................................................................................. 7 III. Research Methodology ........................................................................................................................ 8 3.1 Research Objective.......................................................................................................................... 8 3.2 Research Question .......................................................................................................................... 8 3.3 Research Methods ........................................................................................................................... 8 3.4 Criteria and Sample size ................................................................................................................ 8 3.5 Research Flowchart ......................................................................................................................... 9 IV. Survey Information ............................................................................................................................. 10 V. Part I: Pre-Survey Questions .............................................................................................................. 14 VI. Part II: Profile of Survey Respondents ............................................................................................ 25 VII. Part 3: Your expectations towards ACU-OER................................................................................ 31 3.1 How important is it for ACU-OER to feature the following services… ................................ 31 3.2 How important is it for ACU-OER to be available for the following roles of user… ........ 32 3.3 How important is it for ACU-OER to offer the following functionalities… ......................... 33 3.4 How important is it for ACU-OER to offer the following OER contents?... ........................ 34 3.5 You expect that using ACU-OER will likely help you to…..................................................... 36 VIII. Part 4: ACU-OER Adoption............................................................................................................... 38 4.1 As an OER user, please answer the followings ....................................................................... 39 4.2 Are you also an OER creator? ..................................................................................................... 41 4.3 As an OER creator, please answer the followings .................................................................. 42 Chapter 2 – 2/62

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IX. Part 5: Your Country Status .............................................................................................................. 44 5.1 To circulate OER in your country, how important it is for... ................................................. 44 5.2 If you answered "Other" in 5.1, please provide your comments ........................................ 46 5.3 Please rank the following ACU-OER services based on level of importance of benefit to your country.......................................................................................................................................... 49 5.4 What do you think is (are) current barriers for OER utilization in your country? ............. 50 5.5 Please provide suggestion on how ACU-OER can be of benefit to your country ........... 52 X. Part 6: Participant’s particulars ......................................................................................................... 56 XI. Analysis ................................................................................................................................................. 57 11.1 Key finding on general information: ........................................................................................ 57 11.2 Key finding on expectations:..................................................................................................... 58 11.3 Key finding on ACU-OER Adoption: ......................................................................................... 59 11.4 Key finding on ACU-OER Circulation ........................................................................................ 59 11.5 Key finding on benefits of ACU-OER to their country.......................................................... 60 11.6 Key finding on barriers of ACU-OER adoption ....................................................................... 60 11.7 Key finding on areas of concern for ACU-OER service and circulation ............................ 60 XII. Conclusion .......................................................................................................................................... 61 XIII. References .......................................................................................................................................... 62

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Table of Tables Chapter 2 Table - 1: Participants’ experience with merlot.org (Summary) ................................ 18 Chapter 2 Table - 2: Participants’ experience with merlot.org (overall) ..................................... 19 Chapter 2 Table - 3: Participants’ experience with merlot.org (Summary) ................................ 20 Chapter 2 Table - 4: Participants’ experience with merlot.org (have at least some experiences) .............................................................................................................................................. 22 Chapter 2 Table - 5: Participants’ experience with merlot.org (some experiences but no input)........................................................................................................................................................... 23 Chapter 2 Table - 6: Participants’ experience with merlot.org (have Input experiences) ....... 23 Chapter 2 Table - 7: Participants’ experience with merlot.org (Limited or no experience) ... 24 Chapter 2 Table - 8: Q3.1 How important is it for ACU-OER to feature the following services… .................................................................................................................................................... 31 Chapter 2 Table - 9: Q3.2 How important is it for ACU-OER to be available for the following roles of user… ........................................................................................................................................... 32 Chapter 2 Table - 10: Q3.3 How important is it for ACU-OER to offer the following functionalities… ......................................................................................................................................... 33 Chapter 2 Table - 11: Q3.4 How important is it for ACU-OER to offer the following OER contents?.................................................................................................................................................... 34 Chapter 2 Table - 12: Q3.5 You expect that using ACU-OER will likely help you to…............. 36 Chapter 2 Table - 13: Q4.1 As an OER user, please answer the followings ............................... 39 Chapter 2 Table - 14: Q4.3 As an OER creator, please answer the followings .......................... 42 Chapter 2 Table - 15: Q5.1 To circulate OER in your country, how important it is for............ 44 Chapter 2 Table - 16: Rank of possible ACU-OER Services ............................................................ 49

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Table of Figures Chapter 2 Figure Chapter 2 Figure Chapter 2 Figure Chapter 2 Figure Chapter 2 Figure Chapter 2 Figure Chapter 2 Figure Chapter 2 Figure Chapter 2 Figure Chapter 2 Figure Chapter 2 Figure Chapter 2 Figure -

1: Research flowchart ............................................................................................. 9 2: ACU-OER Conceptual Map: November 2016 .............................................. 13 3: Q1.1 Which of these qualifies you for this survey (102 participants) .... 16 4: Q1.2 Maximum years of experience in any attribution ............................ 17 5: Distribution of nationality (102 persons in total) ....................................... 26 6: Distribution of gender ...................................................................................... 27 7: distribution of age ............................................................................................ 27 8: distribution of occupation .............................................................................. 28 9: distribution of work position .......................................................................... 29 10: Are you a Researcher? ................................................................................... 30 11: The OER Adoption Pyramid (Trotter, Henry & Cox, Glenda, 2016) ...... 38 12: are you an OER creator? ............................................................................... 41

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I. About this Study Honorary Advisors • Dr. Rutchaneeporn Pookayaporn Pukamarn President, Sripatum University Bangkok, Thailand •

Asst. Prof. Dr. Wirat Lertpaitoonpan President, Sripatum University Bangkok, Thailand

Advisors • Assoc. Prof. Dr. Thapanee Thammetar Director Thailand Cyber University (TCU) Project Ministry of Education, Thailand •

Asst. Prof. Dr. Anuchai Theeraroungchaisri Deputy Director Thailand Cyber University (TCU) Project Ministry of Education, Thailand And Associate Dean in Educational Innovation Faculty of Pharmaceutical Sciences Chulalongkorn University, Bangkok, Thailand

Researcher Dr. Vorasuang Duangchinda Director, Office of Online Education Sripatum University Bangkok, Thailand Vorasuang.du@spu.ac.th

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II. Background ASEAN Cyber University (ACU) establishment project highly values importance of Open Educational Resources (OER) and have consequently integrate ACU-OER in ACU 2nd phase of strategic planning, between 2016-2019.

At the 7th Steering Committee meeting at Sripatum University (SPU), in Bangkok, Thailand in 2015, ACU Steering committee assigned SPU, the initiator of ACU-OER concept to conduct a preliminary research on ACU-OER project, in the light of providing possible suggestions for future process and development of the ACU-OER project, especially for the ACU 2nd phase of operation, from 2016 to 2019.

In February 2016, SPU conducted an ACU-OER Focus Group: in ASEAN Experts’ View.

The focus group utilized primary study by ACU-OER study by Dr. Kyungwon Chang (2015). The focus group reflected on strong need for ACU-OER and deliberated three key strategies for the 2nd phase of ACU, which are 1) a recommended model on ACU-OER for ACU 2nd Phase of operation, 2) a list of priority to serve the recommended model, and 3) recommendation on possible Learning Management System (LMS) for the ACU-OER initiative.

Since ACU is now into 2nd phase of operation, it is therefore important to make a proper progress on ACU-OER implementation and management. Thus, ACUS is commissioning a group of researchers from Republic of Korea, The Philippines, and Thailand to jointly research on OER Status in ASEAN and method for ACU-OER Utilization. This study will be divided into three parts, which are 1) Current Status for OER in ASEAN, 2) Method for Service and Circulation of ACU-OER, and 3) Method to link ACU-OER up with Korea Open CourseWare (KOCW) content.

This chapter focuses on the 2) Method for Service and Circulation of ACU-OER.

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III. Research Methodology This research will use the finding from Duangchinda (2016) as a foundation information.

For this part, an online survey form will be used to quantitatively identify most needed method for service and circulation of ACU-OER. 3.1 Research Objective • To identify a method for service and circulation of ACU-OER 3.2 Research Question • What are the needed methods for service and circulation of ACU-OER? 3.3 Research Methods The research will utilize Google form, which is an online survey form to capture participants’ response. The survey will be sent to key educators or education policy maker of each ASEAN member state. Then the researcher will ask the primary responder to please pass the survey to their colleagues in a snowball manner. Snowball is a non-probability sampling technique where existing study subjects recruit future subjects from among their acquaintances, which would fit to the requirement of this research. In addition, the researcher may offer a reward for one randomly selected participant from each ASEAN member state.

3.4 Criteria and Sample size • Criteria The survey will target educators at higher education level in all ten ASEAN member states. The participating educators should at least 1) have at least 2 years of experience in teaching online, or 2) have at least 3 years of experience in learning online, or 3) manage online teaching and learning for at least 3 years.

•

Sample size 10 participants per each ASEAN member state and 100 participants in total.

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3.5 Research Flowchart

CHAPTER 2 FIGURE - 1: RESEARCH FLOWCHART

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IV. Survey Information To serve the purpose of this study, an online survey was created using Google form.

The form provided instruction and key information such as how to fill the form, who are eligible, background information, as well as standard guideline. The form was distributed to possible ASEAN participants via this URL: http://bit.ly/acu_oer_2. The form firstly provided the following information: Title of the survey what are the needed methods for service and circulation of ACU-OER? What is this survey about?

ASEAN Cyber University (ACU) project aims to develop and implement a platform for Open Educational Resources (OER). This platform is called "ACU-OER". At the beginning, it will primarily serve ASEAN community as a whole.

This study aims to identify the needed methods for service and circulation of ACU--OER, based upon your point of view.

Referencing Models for this Survey • Duangchinda, V., et. al. (2106). ACU-OER Focus Group on ASEAN Expert's View, ASEAN Cyber University Project.

• Hill, P. (2012). Project Blue Sky: Big Boost to OER from . . . Pearson? Retried from http://mfeldstein.com/project-blue-sky-big-boost-to-oer-from-pearson/ • Multimedia Educational Resource for Learning and Online Teaching: http://merlot.org • Teeraroungchaisri, A., and Duangchinda, V. (2016). ACU-OER Conceptual Map of November 2016. Retrieved from http://bit.ly/acu_oer_map • Trotter, Henry & Cox, Glenda (2016). The OER Adoption Pyramid. In Proceedings of Open Education Global 2016: Convergence Through Collaboration.12-14 April 2016: Krakow, Poland. Retrieved from http://conference.oeconsortium.org/2016/presentation/the-oer-adoption-pyramid/ • Wiley, D. (2016). High Impact OER Adoption. Retrieved from http://www.slideshare.net/opencontent/high-impact-oer-adoption

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Research Particular Research Objective: To identify a method for service and circulation of ACU--OER. Research Question: What are the needed methods for service and circulation of ACU--OER? Researcher Dr. Vorasaung (Michael) Duangchinda Director of Office of Online Education, Sripatum University, Bangkok, Thailand. email: vorasuang.du@spu.ac.th mobile: +66 (0) 82-018-7771 Instruction • This survey has 7 parts and may take around 15-20 minutes to complete.

• Your answers will be strictly confidential, and will be used only for research purposes.

• Only one submission per person please.

• Incentive will be provided to all participants.

Participant criteria (either one) This survey is for participants who are citizen of an ASEAN nation and have at least one of these qualifications: • Have at least 2 years of experience in teaching online, or • Have at least 3 years of experience in learning online, or • Manage online teaching and learning for at least 3 years.

Terms • ACU = ASEAN Cyber University, is a project to establish a real cyber university for all ASEAN (http://aseancu.org) • OER = Open Educational Resources (http://www.unesco.org/new/en/communication-and-information/access-toknowledge/open-educational-resources/what-is-the-paris-oer-declaration) • ACU-OER = ASEAN Cyber University-Open Educational Resources

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Incentives A collection of eBook on ICT in Education • Download link for collection of latest eBooks in using ICT for education will be sent via email to ALL participants at the end of this survey period. please provide your name and email at the end of survey.

10 Lucky draws worth around USD100 each (or a gift of equivalent value) • There will be a total of 10 prizes for ten lucky draw winners, worth around USD100 each.

• The draws will be made in front of a witness from ASEAN University Network (AUN). The winner will be notified by email thereafter for collection of bank account and other required information. The outcome of the draws will be final.

• Winners should be responsible for local taxes or own bank fees (if any).

• The researcher reserves the right to adjust the prize or choose a replacement gift without prior notice.

• Please provide your name and email at the end of survey. Please make sure that your email is correct. The researcher will not be responsible should you provide wrong email address Note • The lucky draw prizes may be in cash or any other items of similar value, depending on if the transfer can be arranged or not.

• Should you not want to be included in the draw or receive the eBooks, kindly please state your intention at the end of survey.

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ACU-OER Conceptual Map (Nov 2016) – Full size URL: http://bit.ly/acu_oer_map

CHAPTER 2 FIGURE - 2: ACU-OER CONCEPTUAL MAP: NOVEMBER 2016

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V. Part I: Pre-Survey Questions To qualify the participants, the pre-survey questions were asked at the beginning of the survey form. The were 3 questions in this section. Questions 1.1 asked if they had appropriate experience in online teaching and learning for this survey. Question 1.2 asked how much experience as said in 1.1 he or she had. Question 1.3 asked about his or her experience with Merlot.org.

Question 1.1 asked the followings: 1.1 Which of these qualifies you for this survey (tick all that applies) • I have at least 2 years of experience in teaching online • I have at least 3 years of experience in learning online • I have managed online teaching and learning for at least 3 years • Other As can be seen in figure 3, the answers revealed that 26 persons (25%) have at least 3 years of experience in learning online, and another different 26 persons (25%) have managed online teaching and learning for at least 3 years. These two groups combined represented 50% (52 persons) of the participants. 16 people (16%) said they have at least 2 years of experience in teaching online . These three groups combined, represented majority of the survey respondents, at 68 persons (66%). All of them answered with single attribution.

Eight persons (8%) have at least 2 years of experience in teaching online, with at least 3 years of experience in learning online, and have managed online teaching and learning for at least 3 years. They represented the most experienced group for online education in this survey, only second to one person who have similar attributions but also have implemented OER. Seven persons (7%) have at least 2 years of experience in teaching online, and have managed online teaching and learning for at least 3 year. However, they lacked experience in learning online.

Five persons (5%) have at least 2 years of experience in teaching online, and have at least 3 years of experience in learning online. They are not yet at online education management level.

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Four persons (4%) have at least 3 years of experience in learning online, and have managed online teaching and learning for at least 3 years. Surprisingly, they are at managing level without experience in learning online.

One person (1%) have 1 year pf experience for preparing e-Learning lecture and no such experience for teaching online, and have 2 years for managing online learning.

One person (1%) have at least 2 years of experience in teaching online, have at least 3 years of experience in learning online, have managed online teaching and learning for at least 3 years, and have designed and developed eLearning study programs and developed and implemented online learning resources and activities. This person seems to have highest qualification to answer this survey.

One person (1%) have at least 2 years of experience in teaching online, have managed online teaching and learning for at least 3 years, and have at least 2 years of experience in learning online .

One person (1%) have at least 2 years of experience in teaching online, and said to have taken some online courses.

One person (1%) have at least 3 years of experience in learning online, and 1 year online teaching experience.

One person (1%) have at least 3 years of experience in learning online, have managed online teaching and learning for at least 3 years, and have teaching experience in blended learning for the past 5 years.

One person (1%) have developed online contents for 3 years (Multimedia developer).

One person (1%) have managed online teaching and learning for at least a half years.

One person (1%) have used to be an online teacher assistant for at least 2 years.

Lastly, one person (1%) have more than 3 years of experience in ODeL institution (Online and Distance e-Learning).

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1.1 Which of these qualifies you for this survey (102 participants) I have managed online teaching and learning for at least 3 years, 26, 25%

I have at least 2 years experience in teaching online, 16, 16% I have used to be an online teacher assistant for 2 years, 1, 1% I have at least 3 years experience in learning online, 26, 25%

I have managed online teaching and learning for at least a half years, 1, 1%

more than 3 years work experience in ODeL institution, 1, 1%

I have developed online contents for 3 years (Multimedia developer), 1, 1% I have at least 3 years experience in learning online, I have managed online teaching and learning for at least 3 years, I have teaching experience in blended learning for the past 5 years , 1, 1%

I have at least 2 years experience in teaching online, I have at least 3 years experience in learning online, I have managed online teaching and learning for at least 3 years, 8, 8%

I have at least 2 years experience in teaching online, I have managed online teaching and learning for at least 3 years, 7, 7%

I have at least 3 years experience in learning online, 1 year online teaching experience, 1, 1% I have at least 2 years experience in teaching online, I have at least 3 years experience in learning online, 5, 5%

I have at least 2 years experience in teaching online, I have taken some online courses, 1, 1% I have at least 2 years experience in teaching online, I have managed online teaching and learning for at least 3 years, I have at least 2 years experience in learning online, 1, 1% I have at least 2 years experience in teaching online, I have at least 3 years experience in learning online, I have managed online teaching and learning for at least 3 years, I have designed and developed eLearning study programs and developed and implem, 1, 1%

I have at least 3 years experience in learning online, I have managed online teaching and learning for at least 3 years, 4, 4% 1 year experience for preparing e-learning lecture and no such experience for teaching online and 2 years for managing online learning, 1, 1%

CHAPTER 2 FIGURE - 3: Q1.1 WHICH OF THESE QUALIFIES YOU FOR THIS SURVEY (102 PARTICIPANTS)

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Method for Service and Circulation of ACU-OER | Chapter 2

1.2 Maximum years of experience in any attribution as answered in 1.1

25 Years, 1 21 Years, 1 11 Years, 1 20 Years, 2

NUMBER OF PARTICIPANTS

15 Years, 2 12 Years, 2 19 Years, 3 9 Years, 3 7 Years, 4 6 Years, 5 8 Years, 6 10 Years, 10 4 Years, 13 3 Years, 13 5 Years, 15 2 Years, 21 YEARS OF EXPERIENCE

CHAPTER 2 FIGURE - 4: Q1.2 MAXIMUM YEARS OF EXPERIENCE IN ANY ATTRIBUTION

Figure 4 shows that 22 participants have at least 10 years old of experience as answered in question 1.1 Maximum number of experience was at 25 years by one person. Ten persons said to have 10 years of experience. 62 persons, most survey participants have 2-5 years of experience. 21 persons joined the largest group with 2 years of experience.

The last question in this section aimed to see if the participants do have experienced with Merlot.org, a world’s largest and longest serving Open Educational Platform available.

Participants may choose one or more choices from the followings. Alternatively, he or she can also type to explain the experience.

1. I have no experience with Merlot.org 2. I have searched for content on Merlot.org 3. I am a member of Merlot.org 4. I have created a collection on Merlot.org 5. I have contributed a content to Merlot.org 6. I have rated a content on Merlot.org 7. I have reviewed a content on Merlot.org 8. I have found a community of people with common interests on Merlot.org Chapter 2 – 17/62

Method for Service and Circulation of ACU-OER | Chapter 2

9. I have learned from Merlot Disciplines 10. Other: The questions can be classified into three groups, based upon level of their experience(s) with Merlot.org, which are 1) No or little experience with Merlot.org 2) Have basic experience with Merlot.org (no input or contribution), 3) Have high experience with Merlot.org (have input or contribution).

Table 1 shows classification of the questions.

1) No or little experience with Merlot.org • I have no experience with Merlot.org • I am a member of Merlot.org

2) Have basic experience with Merlot.org (no input or contribution) • I have searched for content on Merlot.org • I have found a community of people with common interests on Merlot.org • I have learned from Merlot Disciplines

3) Have high experience with Merlot.org (have input or contribution) • I have created a collection on Merlot.org • I have contributed a content to Merlot.org • I have rated a content on Merlot.org • I have reviewed a content on Merlot.org

CHAPTER 2 TABLE - 1: PARTICIPANTS’ EXPERIENCE WITH MERLOT.ORG (SUMMARY)

As participants were allowed to choose a combination of choices, Table 2 shows overall count of experiences that the participants have had with Merlot.org prior to completing this survey. It can be seen that count of participants who declared themselves as “I have no experience with Merlot.org” was as high as 58 persons.

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Method for Service and Circulation of ACU-OER | Chapter 2 Criteria I have no experience with Merlot.org I have searched for content on Merlot.org I am a member of Merlot.org I have searched for content on Merlot.org, I have reviewed a content on Merlot.org I have found a community of people with common interests on Merlot.org I have reviewed a content on Merlot.org I have searched for content on Merlot.org, I am a member of Merlot.org I have learned from Merlot Disciplines I have no experience with Merlot.org, I have searched for content on Merlot.org I have no experience with Merlot.org, I have searched for content on Merlot.org, I am a member of Merlot.org I have no experience with Merlot.org, I have searched for content on Merlot.org, I have rated a content on Merlot.org, I have found a community of people with common interests on Merlot.org, I have learned from Merlot Disciplines I have no experience with Merlot.org, I have searched for content on Merlot.org, I have rated a content on Merlot.org, I have reviewed a content on Merlot.org I have searched for content on Merlot.org, I am a member of Merlot.org, I have created a collection on Merlot.org, I have contributed a content to Merlot.org, I have rated a content on Merlot.org, I have learned from Merlot Disciplines I have searched for content on Merlot.org, I am a member of Merlot.org, I have found a community of people with common interests on Merlot.org I have searched for content on Merlot.org, I am a member of Merlot.org, I have learned from Merlot Disciplines I have searched for content on Merlot.org, I am a member of Merlot.org, I have rated a content on Merlot.org, I have found a community of people with common interests on Merlot.org, I have learned from Merlot Disciplines I have searched for content on Merlot.org, I have found a community of people with common interests on Merlot.org I have searched for content on Merlot.org, I have found a community of people with common interests on Merlot.org, I have learned from Merlot Disciplines I have searched for content on Merlot.org, I have learned from Merlot Disciplines I have searched for content on Merlot.org, I have rated a content on Merlot.org, I have reviewed a content on Merlot.org, I have found a community of people with common interests on Merlot.org, I have learned from Merlot Disciplines I have searched for content on Merlot.org, I have reviewed a content on Merlot.org, I have found a community of people with common interests on Merlot.org, I have learned from Merlot Disciplines I just started to find out for details of Merlot Total

CHAPTER 2 TABLE - 2: PARTICIPANTS’ EXPERIENCE WITH MERLOT.ORG (OVERALL)

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Number of Participants 58 17 3 3 2 2 2 1 1 1 1

1 1

1 1 1 1 1 1 1

1 1 102

Method for Service and Circulation of ACU-OER | Chapter 2

Criteria Group 1: Number of Participants who have no or little experience with Merlot.org Group 2: Number of Participants who have basic experience with Merlot.org (no input or contribution) Group 3: Number of Participants who have high experience with Merlot.org (have input or contribution) Total

Number of Participants 63

62%

32

31%

7

7%

102

100%

%

CHAPTER 2 TABLE - 3: PARTICIPANTS’ EXPERIENCE WITH MERLOT.ORG (SUMMARY)

Table 3 reveals that majority of the respondents, 63 persons (62%) have no or little experience with Merlot.org, while 32 persons (31%) have enjoyed Merlot.org but have never contributed yet, and 7 persons (7%) have made some contributions to Merlot.org.

Table 4 shows that for the 39 participants from Group 2 and Group 3, 17 of them have at least searched for content on Merlot.org. Further investigation on Group 2 as in Table 5, the 32 participants who have basic experience with Merlot.org, at least 6 of them have discovered or learned from Merlot Disciplines. This may qualify them as an advance Merlot.Org member since they have found a way to find a set of educational contents which are categorized into a discipline, not just a single piece of content, or several pieces of content that may be unrelated to each other.

Table 6 poses a very interesting scenario. It reveals that seven participants (7% of total participants) did contribute to Merlot.org. Six of them have reviewed educational contents on Merlot.org, and one person has created a collection and have rated a content. Although only 7% of the survey population is a Merlot.org contributor, but this has confirmed that some participants in the region do have experience or knowhow to utilize open educational resource in an advance way, not only just browsing for a content.

Lastly, Table 7 suggests some conflicts in selections. From 63 people who declared themselves as who have no or little experience with Merlot.org, four of them said that

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Method for Service and Circulation of ACU-OER | Chapter 2

although they have no experience with Merlot.org, but they did perform some tasks on the site.

• One person said: I have no experience with Merlot.org, I have searched for content on Merlot.org, I am a member of Merlot.org • One person said: I have no experience with Merlot.org, I have searched for content on Merlot.org, I am a member of Merlot.org • One person said: I have no experience with Merlot.org, I have searched for content on Merlot.org, I have rated a content on Merlot.org, I have found a community of people with common interests on Merlot.org, I have learned from Merlot Disciplines • One person said: I have no experience with Merlot.org, I have searched for content on Merlot.org, I have rated a content on Merlot.org, I have reviewed a content on Merlot.org Although the four persons represented a small group of participants (4%), but this may be a limitation of this survey which some participants may overlooked at some choices or selected wrong answer but did not make correction(s).

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Method for Service and Circulation of ACU-OER | Chapter 2 Criteria I have searched for content on Merlot.org I am a member of Merlot.org I have searched for content on Merlot.org, I have reviewed a content on Merlot.org I have found a community of people with common interests on Merlot.org I have reviewed a content on Merlot.org I have searched for content on Merlot.org, I am a member of Merlot.org I have learned from Merlot Disciplines I have searched for content on Merlot.org, I am a member of Merlot.org, I have created a collection on Merlot.org, I have contributed a content to Merlot.org, I have rated a content on Merlot.org, I have learned from Merlot Disciplines I have searched for content on Merlot.org, I am a member of Merlot.org, I have found a community of people with common interests on Merlot.org I have searched for content on Merlot.org, I am a member of Merlot.org, I have learned from Merlot Disciplines I have searched for content on Merlot.org, I am a member of Merlot.org, I have rated a content on Merlot.org, I have found a community of people with common interests on Merlot.org, I have learned from Merlot Disciplines I have searched for content on Merlot.org, I have found a community of people with common interests on Merlot.org I have searched for content on Merlot.org, I have found a community of people with common interests on Merlot.org, I have learned from Merlot Disciplines I have searched for content on Merlot.org, I have learned from Merlot Disciplines I have searched for content on Merlot.org, I have rated a content on Merlot.org, I have reviewed a content on Merlot.org, I have found a community of people with common interests on Merlot.org, I have learned from Merlot Disciplines I have searched for content on Merlot.org, I have reviewed a content on Merlot.org, I have found a community of people with common interests on Merlot.org, I have learned from Merlot Disciplines Total

CHAPTER 2 TABLE - 4: PARTICIPANTS’ EXPERIENCE WITH MERLOT.ORG (HAVE AT LEAST SOME EXPERIENCES)

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Number of Participants 17 3 3 2 2 2 1 1

1 1 1 1 1 1 1

1 39

Method for Service and Circulation of ACU-OER | Chapter 2 Criteria I have searched for content on Merlot.org I am a member of Merlot.org I have found a community of people with common interests on Merlot.org I have searched for content on Merlot.org, I am a member of Merlot.org I have learned from Merlot Disciplines I have searched for content on Merlot.org, I am a member of Merlot.org, I have found a community of people with common interests on Merlot.org I have searched for content on Merlot.org, I am a member of Merlot.org, I have learned from Merlot Disciplines I have searched for content on Merlot.org, I am a member of Merlot.org, I have rated a content on Merlot.org, I have found a community of people with common interests on Merlot.org, I have learned from Merlot Disciplines I have searched for content on Merlot.org, I have found a community of people with common interests on Merlot.org I have searched for content on Merlot.org, I have found a community of people with common interests on Merlot.org, I have learned from Merlot Disciplines I have searched for content on Merlot.org, I have learned from Merlot Disciplines I have searched for content on Merlot.org, I have reviewed a content on Merlot.org, I have found a community of people with common interests on Merlot.org, I have learned from Merlot Disciplines Total

Number of Participants 17 3 2 2 1 1 1 1 1 1 1 1 32

CHAPTER 2 TABLE - 5: PARTICIPANTS’ EXPERIENCE WITH MERLOT.ORG (SOME EXPERIENCES BUT NO INPUT) Criteria I have searched for content on Merlot.org, I have reviewed a content on Merlot.org I have reviewed a content on Merlot.org I have searched for content on Merlot.org, I am a member of Merlot.org, I have created a collection on Merlot.org, I have contributed a content to Merlot.org, I have rated a content on Merlot.org, I have learned from Merlot Disciplines I have searched for content on Merlot.org, I have rated a content on Merlot.org, I have reviewed a content on Merlot.org, I have found a community of people with common interests on Merlot.org, I have learned from Merlot Disciplines Total

CHAPTER 2 TABLE - 6: PARTICIPANTS’ EXPERIENCE WITH MERLOT.ORG (HAVE INPUT EXPERIENCES)

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Number of Participants 3 2 1

1

7

Method for Service and Circulation of ACU-OER | Chapter 2 Criteria I have no experience with Merlot.org I have no experience with Merlot.org, I have searched for content on Merlot.org I have no experience with Merlot.org, I have searched for content on Merlot.org, I am a member of Merlot.org I have no experience with Merlot.org, I have searched for content on Merlot.org, I have rated a content on Merlot.org, I have found a community of people with common interests on Merlot.org, I have learned from Merlot Disciplines I have no experience with Merlot.org, I have searched for content on Merlot.org, I have rated a content on Merlot.org, I have reviewed a content on Merlot.org I just started to find out for details of Merlot Total

CHAPTER 2 TABLE - 7: PARTICIPANTS’ EXPERIENCE WITH MERLOT.ORG (LIMITED OR NO EXPERIENCE)

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Number of Participants 58 1 1 1

1 1 63

Method for Service and Circulation of ACU-OER | Chapter 2

VI. Part II: Profile of Survey Respondents There were 106 people participated in this survey. There were 102 qualified participants. Answers from the four unqualified responders were discarded and will be presented in this report.

Each of the 102 eligible participants is a citizen of an ASEAN nation and have at least one of these qualifications: • Have at least 2 years of experience in teaching online, or • Have at least 3 years of experience in learning online, or • Have managed online teaching and learning for at least 3 years.

All ten ASEAN member states took part. All qualified participants currently reside within ASEAN nations. Number of participants from each country may be divided into four groups, which are: 1- Highest number of participation = Thailand (31 persons) 2- High number of participation = The Philippines, Indonesia, Burma, and Malaysia (52 persons combined) 3- Moderate number of participation = Vietnam and Lao (13 persons combined) 4- Low number of participation = Brunei, Cambodia, and Singapore (6 persons combined)

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Method for Service and Circulation of ACU-OER | Chapter 2

DISTRIBUTION OF NATIONALITY (102 PERSONS) Cambodian, 2, 2% Brunei, 3, 3%

Singaporean, 1, 1%

Lao, 6, 6% Thai, 31, 30%

Vietnamese, 7, 7%

Malaysian, 11, 11%

Burmese, 11, 11% Filipino, 15, 14% Indonesian, 15, 15%

CHAPTER 2 FIGURE - 5: DISTRIBUTION OF NATIONALITY (102 PERSONS IN TOTAL)

Figure 6 shows that there were more female participants than the male. 19 more female respondents took part than the male, and 3 persons selected not to reveal their gender. Figure 7 reveals that over 70% of the participants are in age group of 30-39 years old and 40-49 years old. There were no participants older than 70 years old. In addition, 9 persons are 25 years old or younger.

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Method for Service and Circulation of ACU-OER | Chapter 2

Distribution of Gender

Male, 40, 39%

Prefer not to say, 3, 3%

Female, 59, 58%

CHAPTER 2 FIGURE - 6: DISTRIBUTION OF GENDER

DISTRIBUTION OF AGE 60-69, 3, 3%

25 or less, 9, 9%

50-59, 12, 12%

25-29, 5, 5%

30-39, 37, 36%

40-49, 36, 35%

CHAPTER 2 FIGURE - 7: DISTRIBUTION OF AGE

Figure 8 shows that over half of the participants were a university lecturer (60 persons).

16 people were an employee of a private organization, 6 persons were a school teacher, 4 persons were a Ph.D. Student, 4 persons worked as an officer in Ministry of Education, and 3 Chapter 2 – 27/62

Method for Service and Circulation of ACU-OER | Chapter 2

persons served as an office in other Governmental department other than Ministry of Education.

Then, there was 1 person from each of the following groups: Business Owner, Previously Educational Web Content Manager, Director of e-Learning Center, IT staff at University, Officer in university, Research Associate of a public university, Retired, Social enterprise organization, University Fulltime Faculty and Program Chair, and University Researcher.

DISTRIBUTION OF OCCUPATION University lecturer, 60, 59%

University Researcher, 1, 1% University Fulltime Faculty and Program Chair, 1, 1% Social enterprise organization, 1, 1% Retired, 1, 1% Research Associate of a public university, 1, 1% Officer in university, 1, 1% IT staff at University, 1, 1%

Employee of a private organization, 16, 15%

Director of e-Learning Center, 1, 1%

School teacher, 6, 6% Business Owner, Previously Educational Web Content Manager, 1, 1%

Office in other Governmental department other than Ministry of Education, 3, 3%

Ph.D. Student , 4, 4% Officer in Ministry of Education, 4, 4%

CHAPTER 2 FIGURE - 8: DISTRIBUTION OF OCCUPATION

Figure 9 reveals that nearly half of the participants had regular academic position such as Faculty member, teacher (47 persons), 30 persons worked in a middle level management such as Dean, School Head of department, 6 persons were at top level management level Chapter 2 – 28/62

Method for Service and Circulation of ACU-OER | Chapter 2

such as University President, Vice-President, School Principle, 3 persons worked as a researcher, 3 persons worked as a policy maker such as Government Officer, and there were 2 University students.

In addition, there was 1 person from each of the following groups: Retiree, Regular academic support officer, Regular academic personnel - Research Associate, Officer, Marketing consultant, Low level Management, IT technical staff, Founder, Employees, Consultant, and Adjunct Professor.

DISTRIBUTION OF WORK POSITION

Regular academic position such as Faculty member, teacher, 47, 46%

Middle level management such as Dean, School Head of department, 30, 29%

Adjunct Professor, 1, 1% Consultant, 1, 1% Employees, 1, 1%

Top level management such as University President, Vice-President, School Principle, 6, 6%

Founder, 1, 1% IT technical staff, 1, 1%

Researcher , 3, 3%

Low level Management, 1, 1%

Retired, 1, 1%

Marketing consultant, 1, 1% Officer, 1, 1%

Regular academic personnel - Research Associate , 1, 1%

Regular academic support officer, 1, 1%

CHAPTER 2 FIGURE - 9: DISTRIBUTION OF WORK POSITION

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Policy Maker such as Government Officer, 3, 3% University student, 2, 2%

Method for Service and Circulation of ACU-OER | Chapter 2

Figure 10 confirms that majority of the participants were a researcher (78%). 59% of them declared self as a researcher in educational area and 19% said to be a researcher in other area.

ARE YOU A RESEARCHER? No, 23, 22%

Yes, I am a researcher in educational area, 60, 59%

Yes, I am a researcher in other area, 19, 19%

CHAPTER 2 FIGURE - 10: ARE YOU A RESEARCHER?

Analysis of the profile of survey respondents has confirmed that all 102 participants were eligible to participate in this study. The analysis reveals that Thailand, Indonesia, Malaysia, the Philippines, and Myanmar jointly represented most number of participants (83 persons combined). Whilst Singapore, Bruni, and Cambodia did not participate as much in this survey (6 persons combined). These findings confirm that classification of ASEAN nations as CLMV, TIMP, and SB might not be relevant to eligible criteria of the participants. Moreover, since 73 participants are of the age between 30 and 49 years old, they are generally at working stage of life.

In addition, since 79 participants declare themselves as a researcher while 77 participants are faculty members or at middle management level, it may be possible to believe that in ASEAN, people at working age who are in academic area do have awareness in OER, or have had some experience with OER.

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Method for Service and Circulation of ACU-OER | Chapter 2

VII. Part 3: Your expectations towards ACU-OER This section adopted questions based upon a Merlot.org: Metric for Integration of Technology using Merlot.org (available on merlot.org). Participants were asked 5 main questions and there 3.1 How important is it for ACU-OER to feature the following services…

3.2 How important is it for ACU-OER to be available for the following roles of user…

3.3 How important is it for ACU-OER to offer the following functionalities…

3.4 How important is it for ACU-OER to offer the following OER contents?...

3.5 You expect that using ACU-OER will likely help you to…

The finding and analysis can be seen in next sessions.

3.1 How important is it for ACU-OER to feature the following services…

Criteria Be a digital library resources & services Provide Professional Development (PD) Facilitate online collaboration & community Be technologies enabler for ICT in education Total

Not important

Somewhat important

Neutral

Important

Very Total important

0

2

4

33

63

102

0

5

11

40

46

102

1

1

5

39

56

102

1

2

1

38

60

102

2

10

21

150

225

408

CHAPTER 2 TABLE - 8: Q3.1 HOW IMPORTANT IS IT FOR ACU-OER TO FEATURE THE FOLLOWING SERVICES…

Table 8 reveals that over 50% of the participants highly rated level of importance for ACU-OER features on 1) Be a digital library resources & services (63 persons, 62%) 2) Be technologies enabler for ICT in education (60 persons, 59%) 3) Facilitate online collaboration & community (56 persons, 55%) Chapter 2 – 31/62

Method for Service and Circulation of ACU-OER | Chapter 2

Lastly, only 46 participants (45%) said that Provide Professional Development (PD) is very important.

3.2 How important is it for ACU-OER to be available for the following roles of user…

Not Somewhat Very Criteria Neutral Important Total important important important Faculty members 1 2 4 27 68 102 Students 1 2 6 26 67 102 Administrators 2 3 17 42 38 102 Staff 2 5 23 41 31 102 Total 6 12 50 136 204 408 CHAPTER 2 TABLE - 9: Q3.2 HOW IMPORTANT IS IT FOR ACU-OER TO BE AVAILABLE FOR THE FOLLOWING ROLES OF USER…

Table 8 reveals that over 50% of the participants highly rated level of importance for ACU-OER to be available for the following roles of users: 1) Faculty members (68 persons, 67%) 2) Students (67 persons, 66%)

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Method for Service and Circulation of ACU-OER | Chapter 2

3.3 How important is it for ACU-OER to offer the following functionalities…

Not Somewhat Very Criteria Neutral Important important important important Easy search 0 3 2 18 79 functions Comprehensive 0 3 7 37 55 catalogue Intuitive interface 0 1 8 33 60 Mapping function for OER content 0 2 7 31 62 and learning outcome Support for non0 2 9 43 48 local curriculum OER content peer rating & comments 0 2 10 41 49 functions Total 0 13 43 203 353

Total 102 102 102 102

102 102 612

CHAPTER 2 TABLE - 10: Q3.3 HOW IMPORTANT IS IT FOR ACU-OER TO OFFER THE FOLLOWING FUNCTIONALITIES…

Table 10 reveals that over 50% of the participants highly rated level of importance for ACU-OER to offer the following functionalities: 1) Easy search functions (79 persons, 68%) 2) Mapping function for OER content and learning outcome (62 persons, 61%) 3) Intuitive interface (60 persons, 59%) 4) Comprehensive catalogue (55 persons, 54%)

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Method for Service and Circulation of ACU-OER | Chapter 2

3.4 How important is it for ACU-OER to offer the following OER contents?...

Criteria Animation content such as animated gif Assessment tools such as online quiz Assignment Case Study Collection such as a collection of materials Development tools Drill and practice ePortfolio Learning object repository Online course (whole course) Online course module Open Journal-Article Open Textbook Presentation files Reference Materials Simulation Social Networking tools Tutorial Total

Not important

Somewhat important

Neutral

Important

Very Total important

4

13

22

40

23

102

0

5

10

45

42

102

1 0

6 4

15 8

47 46

33 44

102 102

0

2

7

41

52

102

0 1 0

4 7 5

8 11 19

52 42 47

38 41 31

102 102 102

0

3

7

43

49

102

1

2

8

37

54

102

0

2

4

37

59

102

1 0 0 0 0

2 1 2 2 1

16 10 10 7 14

31 37 43 41 45

52 54 47 52 42

102 102 102 102 102

3

3

14

38

44

102

0 11

2 66

11 201

37 749

52 809

102 1,836

CHAPTER 2 TABLE - 11: Q3.4 HOW IMPORTANT IS IT FOR ACU-OER TO OFFER THE FOLLOWING OER CONTENTS?...

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Method for Service and Circulation of ACU-OER | Chapter 2

Table 11 reveals that over 50% of the participants highly rated level of importance for ACU-OER to offer the following OER Contents: 1) Online course module (59 persons, 58%) 2) Open Textbook (54 persons, 53%) 3) Online course (whole course) (54 persons, 53%) 4) Reference Materials (52 persons, 51%) 5) Tutorial (52 persons, 51%) 6) Open Journal-Article (52 persons, 51%) Note, item 2) and item 3), and item 4, item 5, and item 6 had the same score for highest level of importance, so the order is determined by score of lower level of importance.

Development tools received high level of importance for ACU-OER (52 persons, 51%), but not at the highest level if importance.

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Method for Service and Circulation of ACU-OER | Chapter 2

3.5 You expect that using ACU-OER will likely help you to…

Criteria Reduce your workload/time for content creation Reduce your fear of using ICT for Education Improve your level of experience and expertise in using ICT for education Gain promotion/recognition Improve learning that you want to teach Cope with ever changing technology Be able to prioritize administration matters such as budgeting Reduce your needs for technical support Reduce your needs in faculty development Have wider access to online resources Total

Not important

Somewhat important

Neutral

Important

Very Total important

1

0

13

41

47

102

4

1

20

45

32

102

0

2

3

44

53

102

4

2

26

48

22

102

0

1

4

44

53

102

2

0

8

48

44

102

3

5

30

45

19

102

1

4

18

52

27

102

3

7

20

44

28

102

0

0

4

36

62

102

18

22

146

447

387

1,020

CHAPTER 2 TABLE - 12: Q3.5 YOU EXPECT THAT USING ACU-OER WILL LIKELY HELP YOU TO…

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Method for Service and Circulation of ACU-OER | Chapter 2

Table 12 reveals that over 50% of the participants highly rated level of importance for ACU-OER to offer the following OER Contents: 1) Have wider access to online resources (62 persons, 61%) 2) Improve learning that you want to teach (53 persons, 52%) 3) Improve your level of experience and expertise in using ICT for education (53 persons, 52%) Note, item 2) and item 3) had the same score for highest level of importance, so the order is determined by score of lower level of importance.

Reduce your needs for technical support received high level of importance for ACUOER (52 persons, 51%), but not at the highest level if importance.

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Method for Service and Circulation of ACU-OER | Chapter 2

VIII. Part 4: ACU-OER Adoption This part utilizes OER Adoption Pyramid based on: Trotter, Henry & Cox, Glenda (2016).

The OER Adoption Pyramid. In Proceedings of Open Education Global 2016: Convergence Through Collaboration.12-14 April 2016: Krakow, Poland. Retrieved from http://conference.oeconsortium.org/2016/presentation/the-oer-adoption-pyramid/. Finding of this part is explained in the next sections.

CHAPTER 2 FIGURE - 11: THE OER ADOPTION PYRAMID (TROTTER, HENRY & COX, GLENDA, 2016)

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Method for Service and Circulation of ACU-OER | Chapter 2

Neutral

Somewhat Yes

Definitely Yes

Do you have any desire to use OER? Have you found OER online – of acceptable relevance, utility and quality – that you can use?

Do you know how and where to search for and identify OER? Do you know how the different CC licenses impact the ways in which you can use an OER? Does your institution have personnel you can call on to assist you with OER? Do you have any knowledge of or experience with OER? Do you understand how Creative Commons (CC) licenses differentiate OER from traditionally copyrighted materials?

Do you have permission (from your curriculum committee, etc.) to use OER for teaching?

Does the desired OER you are considering allow you to use it in your specific context (e.g. no CC-ND licenses on items that will be sold as course material)?

Do you have (stable) electricity provision?

Do you have (stable) internet connectivity?

Do you have the necessary computer hardware for OER adoption?

Total

Somewhat Not

Criteria

Definitely Not

4.1 As an OER user, please answer the followings Total

1

1

9

35

56

102

2

2

18

49

31

102

3

8

21

49

21

102

4

15

26

36

21

102

9

16

28

29

20

102

7

5

24

46

20

102

6

13

23

37

23

102

6

14

30

24

28

102

4

10

40

34

14

102

0

5

19

35

43

102

1

5

16

36

44

102

1

4

16

41

40

102

44

98

270

451

361

1,224

CHAPTER 2 TABLE - 13: Q4.1 AS AN OER USER, PLEASE ANSWER THE FOLLOWINGS

Answers to questions in this part are not as decisive as in part 3. Table 13 reveals that over 50% of the participants highly agreed that they have strong desire to use OER (56 persons,

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55%). However, for other questions in this section, the participants did not fully acknowledge their highest level of agreement at all.

Less than half of the participants said they definitely agreed at most on the following questions: 1) Do you have (stable) internet connectivity? (44 persons, 43%) 2) Do you have (stable) electricity provision? (43 persons, 42%) 3) Do you have permission (from your curriculum committee, etc.) to use OER for teaching? (28 persons, 27%) Less than half of the participants said they somewhat agreed at most on the following questions: 1. Do you know how and where to search for and identify OER? (49 persons, 48%) 2. Have you found OER online – of acceptable relevance, utility and quality – that you can use? (49 persons, 48%) 3. Do you have any knowledge of or experience with OER? (46 persons, 45%) 4. Do you have the necessary computer hardware for OER adoption? (41 persons, 40%) 5. Do you understand how Creative Commons (CC) licenses differentiate OER from traditionally copyrighted materials? (37 persons, 36%) 6. Do you know how the different CC licenses impact the ways in which you can use an OER? (36 persons, 35%) 7. Does your institution have personnel you can call on to assist you with OER? (29 persons, 28%) Less than half of the participants said they could not decide on the following questions: • Does the desired OER you are considering allow you to use it in your specific context (e.g. no CC-ND licenses on items that will be sold as course material)? (40 persons, 39%)

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4.2 Are you also an OER creator?

Majority of the participations said that they are not an OER creator (70 persons, 69%), while 32 persons (31%) declared themselves as an OER creator. Those who said they are an OER creator was asked to answer questions 4.3.

Are you an OER Creator?

32, 31%

Yes, I am an OER Crerator No, I am not an OER Crerator

70, 69%

CHAPTER 2 FIGURE - 12: ARE YOU AN OER CREATOR?

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Neutral

Somewhat Yes

Definitely Yes

Do you have any desire to create and share your teaching materials as OER? Do you hold copyright over teaching materials – of necessary relevance and quality – that you could license and share as OER? Do you know how to license your teaching materials so that they can be shared as OER? Do you know where (on which platforms) you can upload your materials as OER? Does the institution have personnel who do know about OER licensing and platform and can assist?

Do you have any knowledge of or experience with OER? Do you understand how Creative Commons (CC) licenses differentiate OER from traditionally copyrighted materials?

Do you possess copyright over teaching materials that have been developed at your institution?

Do you have (stable) electricity provision?

Do you have (stable) internet connectivity?

Do you have the necessary computer hardware for OER adoption?

Total

Somewhat Not

Criteria

Definitely Not

4.3 As an OER creator, please answer the followings Total

0

0

4

9

19

32

2

1

6

13

10

32

4

5

3

9

11

32

1

2

4

12

13

32

1

5

4

11

11

32

1

1

3

14

13

32

2

3

3

12

12

32

3

0

8

13

8

32

0

2

1

10

19

32

0

1

2

11

18

32

1

0

1

9

21

102

15

20

39

123

155

352

CHAPTER 2 TABLE - 14: Q4.3 AS AN OER CREATOR, PLEASE ANSWER THE FOLLOWINGS

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For the 32 participants who said they are also an OER creator, they were asked to answer a set of 11 questions to verify their readiness in creating and utilizing OER. The findings revealed that: • 21 persons (66%) confirm with highest confidence that they have necessary computer hardware for OER adoption.

• 19 persons (59%) confirm with highest confidence that they have (stable) electricity provision.

• 19 persons (59%) confirm with highest confidence that they desire to create and share your teaching materials as OER. • 18 persons (56%) confirm with highest confidence that they have (stable) internet connectivity.

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IX. Part 5: Your Country Status In this part, all participants were asked to identify needs of OER circulation in their own country. The results are explained in next sections.

5.1 To circulate OER in your country, how important it is for...

Criteria

Not important

Somewhat important

Neutral

Important

Very Total important

Ministry of Education (or equivalent) takes leadership role in 1 5 11 34 51 driving OER for your country Top management of educational institutions take leadership role in 2 3 7 34 56 driving OER for your country Association of Faculty members / Teachers (or equivalent) take 2 4 5 45 46 leadership role in driving OER for your country Driving directly by faculty members / 3 3 8 45 43 teachers Total 8 15 31 158 196 CHAPTER 2 TABLE - 15: Q5.1 TO CIRCULATE OER IN YOUR COUNTRY, HOW IMPORTANT IT IS FOR...

102

102

102

102 408

As can be seen from Table 15 reveals that over 50% of the participants highly believed that to successfully circulate OER in his or her country, the OER initiative should be mainly driven by: 1) Top management of educational institutions take leadership role in driving OER for his or her country (56 persons, 55%) Chapter 2 – 44/62

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2) Ministry of Education (or equivalent) takes leadership role in driving OER for his or her country (51 persons, 50%) Nearly half of the participants also believed that to successfully circulate OER in his or her country, the OER initiative should be mainly driven by: • Association of Faculty members / Teachers (or equivalent) take leadership role in driving OER for his or her country (46 persons, 45%) Lastly, almost half of the participants also believed that to successfully circulate OER in his or her country, faculty members and teachers should be the main driving force (45 persons, 44%). For those who

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5.2 If you answered "Other" in 5.1, please provide your comments The participants also voiced their opinion for successful circulation of OER in their country. Their answers can be divided into four groups per meaning of their opinion.

Group 1: Participants who value power of community at various levels since all stakeholders should be a part of this initiative. Example of the comments are (unedited): • All stakeholders be represented for better buy-in • Collaboration among key stakeholders • community • Desire of OER for the country is high, but there is a shortage of budget and capacity of the human resources. To align with the ASEAN community, it is a priority to initiate OER for worldwide lifelong learning for the people in the country.

• It will work best if all mentioned above work together.

• Leading my active researchers group and can be result as their KPI • Other stakeholders such as parents • Social media dissemination • Social Network • Stakeholders • student • Student organization • Students and other stakeholders • Students who will benefit from it • Students, researchers and other workforce • The wider community, e.g. social media users who are not enrolled in any educational institutions to have access to the modules or learning materials.

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• University student union • Anybody • Awareness & involvement of faculty members.

Group 2: Participants who believe in power of national authorities. Example of the comments are (unedited): • A Committee composed of members from all of the above • Association of Quality Control • Distributed Agency • educational companies providing training in online delivery • Should be a National Education Agenda • To circulate OER in my country, Myanmar, two or more of lead universities should collaborate under the permission of Ministry of Education.

• support Thailand 4.0 Group 3: Participants who believe in power of micro-level such as self-direction or doing it with people nearby. Example of the comments are (unedited): • Changing an Educator's attitude to share their created content • Driving directly by faculty members teachers and local teachers leaders • Faculty members need to know about OER processes and training.

• support from a team of content developers • Supplied items are sufficient • Myself

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Group 4: Participants who believe in other driving forces and/or policies. Example of the comments are (unedited): • availability of guidelines that are easily accessible • Have the necessary budget for funding • Important to student give a more knowledge and more capability.

• OER materials adaptable to learners and subjects • Public library • stable electricity, internet connectivity and promote ICT education • Used by faculties and driven by Center for Teaching and Learning at Institutions

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5.3 Please rank the following ACU-OER services based on level of importance of benefit to your country The participants were asked to rank the possible four ACU-OER services based on level of importance of benefit to their country. Outcome of the ranking can be seen in Table 16. It can be seen that: Order of the services that may be of the highest benefit to his or her country are: 1.

2.

3.

4.

Be a digital library resources & services Be technologies enabler for ICT in education Facilitate online collaboration & community Provide Professional Development (PD)

Number of persons who ranked this item as

Be a digital library resources & services

Provide Professional Development (PD)

Facilitate online collaboration & community

Be technologies enabler for ICT in education

First rank

60 persons (59%) 40 persons (39%) 41 persons (40%) 50 persons (49%)

Second rank

25 persons (24%) 38 persons (37%) 35 persons (34%) 26 persons (25%)

Third rank

9 persons (8%)

12 persons (11%) 18 persons (17%) 13 persons (12%)

Forth rank

8 persons (7%)

12 persons (11%)

8 persons (7%)

CHAPTER 2 TABLE - 16: RANK OF POSSIBLE ACU-OER SERVICES

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13 persons (12%)

Method for Service and Circulation of ACU-OER | Chapter 2

5.4 What do you think is (are) current barriers for OER utilization in your country?

The participants were asked to identify barriers of OER utilization in their country. There were 5 barriers identified based on previous study. However, the participants can also express what they believe to be such barrier if it is not listed. More than one barriers can be selected.

The 5 identified barriers are: 1.

2.

3.

4.

5.

Copyright laws Educators prefer to use his or her own teaching materials Content owners do not want to share the content Inadequate internet speed and penetration Educators do not prefer to use electronic content

The survey result based upon occurrences of selections are (the higher number of selections appear on top): • Content owners do not want to share the content

72 selections

• Educators prefer to use his or her own teaching materials

69 selections

• Copyright laws

58 selections

• Inadequate internet speed and penetration

57 selections

• Educators do not prefer to use electronic content

44 selections

It can be summarized that the participants viewed that content ownership and preferences on teaching materials may be the biggest barrier to OER utilization. The participants also provided other remarks (unedited): • Human resources' capacity to deal with OER in particular.

• There are really still a few canonical works in education which I believe students/ learning professional must have in their collection -- somekind of educational investment.

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• OER is new resource for us, but English is the problem for student • It is difficult to success in business model • Inconstant government policies • help should be available

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5.5 Please provide suggestion on how ACU-OER can be of benefit to your country In the final part, the participants were asked to freely suggest how ACU-OER be of benefit to their country. Context analysis of their suggestions revealed certain keywords that could be used to divide the suggestions into five categories, which are listed by number of suggestions here: 1.

2.

3.

4.

5.

Suggestions related to national / institutional policy Suggestions related to Community Promotion Suggestions related to Infrastructure Suggestions related to Content Development Suggestions related to Professional Development

29 suggestions 10 suggestions 7 suggestions 5 suggestions 2 suggestions

5.5.1 Suggestions related to national / institutional policy Note: *this list is unedited 1. Fill gap of education in country as well as in the region.

2. ACU_OER needs to be spread out to more educators to highlight modern education and emphasize lifelong learning for citizens and accessible with low cost education.

3. The vision on Lifelong Learning.

4. Promote Lifelong learning 5. Provision of higher quality OERs. 6. Guide each institution on how to maximize OER locally and partner with more experienced universities for training and development.

7. More incentives for educators to share their materials through the OER platform.

8. There should be a policy regarding the implementation of ACU-OER 9. I think it can best benefit students and teachers of our growing Open High School systems and homeschoolers.

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10. First of all, congratulation and thank you so much for initiating this effort.

ACU-OER would be able to help to closing the "gap" between all ASEAN countries in copy, use, adapt and re-share information, data and knowledge.

11. for next generation teaching and learning, to utilize technologies.

12. It could be an avenue for other Filipinos to be digitally literate as they immerse themselves into a modern strategy of learning.

13. credibility and accreditation of providers. Tutor support also needs considering as it can benefit and attract students with reputable professors.

14. enable to promote research and development from diverse knowledge source.

15. Improve level of experience and expertise in using ICT for education and reduce workload/time for content creation and fear of using ICT for Education for our country.

16. Provide joint courses, e.g. a particular subject is taught by 2-3 lecturers from different countries.

17. It will be an open accessed of education for rural areas.

18. The availability of support facilities on the knowledge and rights of use to teachers nationwide.

19. Please provide e-pedagogy training so that the absorpotion rate of using OER might be increased 20. for teaching and a supplement to classroom instruction.

21. Make distance learning.

22. Constant government policy on education in long term plan.

23. That would be very supporting for the students who want to study any kind of subjects even though they can't effort to study in day time. They can study anywhere, anytime. It is good for the person who works and stays away from University. Even the person who are not able to go to University can learn everything they wish to know if they are interested in education.

ACU-OER can be benefit to our country by supporting not only teachers, researchers and students but also the person who are eager to learn.

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24. consideration of the regulation n the language.

25. Please prepare a guideline for potential users of ACU-OER: if they look for something, how to get it, when to get it from ACU-OER. 26. If we can use ACU-OER beneficially, it will be more helpful in producing Human Resources which are needed in building of our country.

27. The government and top level managers need to take lead on local contents and share on OER platform.

28. Free access to database for students without library linkage.

29. Universities in Myanmar can share the related subjects to each other.

5.5.2 Suggestions related to Community Promotion Note: *this list is unedited 1. Share richness open online contents 2. Develop a big community of education among educators in country and region 3. Information dissemination to educational institutions on the available existing OER repositories 4. Enhance and ease of knowledge sharing 5. Collaborate content for undergrad and postgrad 6. Starting Small with Specific Focus (Pilot projects) 7. socialization periodically 8. Awareness roadshow 9. user all together 10. Sharing Contents 5.5.3 Suggestions related to Infrastructure Note: *this list is unedited 1. improve the internet connectivity.

2. Make it accessible to everyone and easy integration with LMS. 3. access to good quality contents.

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4. It will help both students and teachers to access to the wider resource of study-teaching materials.

5. technology usage.

6. need sufficient electric power and internet bandwidth.

7. If we can have stable and high-speed internet in our country or strong public awareness of ACU-OER, it will be perfect for learners and teachers.

5.5.4 Suggestions related to Professional Development Note: *this list is unedited 1. ACU-OER can provide learning opportunities to our students and faculty members.

2. more opportunities for professional development.

3. Understanding of OER. 4. Make it easy to use.

5. Knowledge.

5.5.5 Suggestions related to Content Development Note: *this list is unedited 1. availability of open access materials/resources in diverse fields, from social sciences to natural sciences to environmental sciences to arts and humanities, etc.

2. Resources can be shared among instructors and allows an opportunity for a collaboration while doing that.

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X. Part 6: Participant’s particulars This final part asked for names, email address, and if the participant would like to receive a link to download eBook on ICT in Education as well as if they would like to be in a lucky draw for the cash incentives. The participants can choose not to provide any answers in this section. Since this part is confidential so no presentation and analysis will be discussed.

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XI. Analysis As ASEAN Cyber University (ACU) establishment project has integrated ACU-OER in ACU 2nd phase of strategic planning (2016-2019), method for service and circulation of ACU-OER is therefore a very important part of the planning.

For ASEAN nations to successfully adopt ACU-OER, several world-class OER theory, OER platforms, and OER case studies were referred to in this study, as a foundation that could be modified to provide a most suitable approach to method for service and circulation of ACUOER. Apart from utilizing previous research result on ACU-OER research phase I (Duangchinda, V., et. al., 2106), this study particularly looked at Merlot.org as a referencing OER platform, the OER Adoption Pyramid by Trotter, Henry & Cox, Glenda (2016), in combination with a list of services as on Merlot.org, and publications by Hill, P. (2012), and Wiley, D. (2016); as a guideline for possible service and circular of ACU-OER. In addition, this study utilized ACU-OER Conceptual Map of November 2016 *Teeraroungchaisri, A., and Duangchinda, V., 2016), as a way to explain the concept behind ACU-OER system to the participants.

To identify the needed methods for service and circulation of ACU-OER, an online survey form was created using Google form, and was distributed to possible participants across ASEAN nations on a snowball technique. It was hoping that around 10 participants from each ASEAN nations would participate in this study. At the end of survey, there were 102 qualified participants from 10 ASEAN nations took part. There were several interesting findings from the survey analysis.

11.1 Key finding on general information: • Thailand represented 30% of the participations.

• Only 1 person from Singapore and 3 persons from Brunei participated in the survey even though they are countries with high GDP and should have best ICT infrastructure in the region.

• Myanmar was the only nation from CLMV group that had more than 10 participants.

• Each nation from TIMP group had more than 10 participants.

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• More than 50% of the participants do have strong background in either learning online or managing online teaching and learning, but there were less participants who had enough experience in teaching online.

• 22 participants have at least 10 years of experience in online teaching and learning.

This accounted for over 21% of total participants.

• Only 7 participants have been using Merlot.org in a very professional way since they have contributed to Merlot in the forms of content review and rating, as well as a collection creation.

• There was more female respondent than the male at 59:40 persons.

• 73 persons (71%) of the participations were between 30-49 years of age.

• 60 persons (59%) of the participants were a university lecturer.

• 77 persons (76%) worked as a regular faculty member or at middle level management.

• 79 persons (78%) declared themselves as a researcher.

11.2 Key finding on expectations: • Majority of the participants expected the following features from ACU-OER services: 1. Be a digital library resources & services (63 persons, 62%) 2. Be technologies enabler for ICT in education (60 persons, 59%) 3. Facilitate online collaboration & community (56 persons, 55%) • Majority of the participants expected ACU-OER to primarily serve: 1. Faculty members (68 persons, 67%) 2. Students (67 persons, 66%) • It is expected that ACU-OER must have the following functionalities: 1. Easy search functions (79 persons, 68%) 2. Mapping function for OER content and learning outcome (62 persons, 61%) 3. Intuitive interface (60 persons, 59%) 4. Comprehensive catalogue (55 persons, 54%) • More than 50% of the participants highly rated level of importance for ACU-OER to offer the following OER Contents: 1. Online course module (59 persons, 58%) 2. Open Textbook (54 persons, 53%) Chapter 2 – 58/62

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3. Online course (whole course) (54 persons, 53%) 4. Reference Materials (52 persons, 51%) 1. Tutorial (52 persons, 51%) 2. Open Journal-Article (52 persons, 51%) • More than 50% of the participants highly rated level of importance for ACU-OER to offer the following OER Contents: 1. Have wider access to online resources (62 persons, 61%) 2. Improve learning that you want to teach (53 persons, 52%) 3. Improve your level of experience and expertise in using ICT for education (53 persons, 52%) 11.3 Key finding on ACU-OER Adoption: Most participants seemed to have not so high confidence in adaptation of ACU-OER. • Nearly half of the participants said they definitely agreed that: 1. They have (stable) internet connectivity (44 persons, 43%) 2. They have (stable) electricity provision (43 persons, 42%) • Only 32 participants (31%) said that they are an OER creator. For this group, they seemed to be most ready to support and participate in ACU-OER adoption as per the following statistics.

1. 21 persons (66%) confirmed with highest confidence that they have necessary computer hardware for OER adoption.

2. 19 persons (59%) confirmed with highest confidence that they have (stable) electricity provision.

3. 19 persons (59%) confirmed with highest confidence that they desire to create and share your teaching materials as OER. 4. 18 persons (56%) confirmed with highest confidence that they have (stable) internet connectivity.

11.4 Key finding on ACU-OER Circulation • More than half of the participants believed that to successfully circulate ACU-OER, the driving forces in their country must be strongly supported by: Chapter 2 – 59/62

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1. Top management of educational institutions (56 persons, 55%) 2. Ministry of Education (or equivalent (51 persons, 50%) 11.5 Key finding on benefits of ACU-OER to their country The participants believed that for the benefits to his or her country, the ACU-OER will: 1.

2.

3.

4.

Be a digital library resources & services Be technologies enabler for ICT in education Facilitate online collaboration & community Provide Professional Development (PD)

11.6 Key finding on barriers of ACU-OER adoption The participants believed that these are barriers of ACU-OER adoption (listed by order of importance): 1.

2.

3.

4.

5.

Content owners do not want to share the content Educators prefer to use his or her own teaching materials Copyright laws Inadequate internet speed and penetration Educators do not prefer to use electronic content

11.7 Key finding on areas of concern for ACU-OER service and circulation The participants identified areas of concern should ACU-OER is on service and circulation (listed by order of importance): 1.

2.

3.

4.

5.

National / institutional policy Community Promotion ICT infrastructure Content Development Professional Development

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XII. Conclusion This study has attempted to identified a method for service and circulation of ACUOER, especially for utilization during the period of 2nd ACU-OER Strategic Planning (2016-2019).

The report has provided 7 key findings on several aspects of possible method for service and circulation of ACU-OER, ranging from what are expectations from the main stakeholders of ACU-OER, what functionalities and benefits should the system provide, and what are the barriers for ACU-OER service and circulation to overcome.

In general, it can be seen from the results and analysis that ACU-OER is very welcomed among ASEAN nations. However, there are some concerns which may have derived from different level of understanding in OER concept, different level of national ICT readiness, and different level of direct experience on OER. These concerns have been addressed in this chapter, with recommendations on what to overcome to make ACU-OER service and circulation a success.

This study is a very fist of its kind to survey citizens of ASEAN nations on ACU-OER method and circulation, and it has served the objectives adequately. However, a caution should be considered since this study is based upon quantitative research method, which normally should be more reliable with a very large number of active participants, while only 102 people qualified and took part in the survey. Therefore, it is recommended that further investigations on this study with a much larger number of population may be considered for research validity. Alternatively, deeper analysis on correlation between variables of the data gathered should also be measured to identify possible linkages of the data.

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XIII. References To serve the purposes of this study, the following models were referred to as a foundation for all questions in the survey. MERLOT.org has been completely analyzed and widely utilized to frame survey questions in this study too. Therefore, an ACU-OER Conceptual Model (November 2016), as in Appendix B of this chapter, has been proposed to clarify possible ACUOER system to the participants.

Duangchinda, V., et. al. (2106). ACU-OER Focus Group on ASEAN Expert's View, ASEAN Cyber University Project.

Hill, P. (2012). Project Blue Sky: Big Boost to OER From . . . Pearson? Retrieved from http://mfeldstein.com/project-blue-sky-big-boost-to-oer-from-pearson/ Multimedia Educational Resource for Learning and Online Teaching: http://merlot.org Teeraroungchaisri, A., and Duangchinda, V. (2016). ACU-OER Conceptual Map of November 2016. Retrieved from http://bit.ly/acu_oer_map Trotter, Henry & Cox, Glenda (2016). The OER Adoption Pyramid. In Proceedings of Open Education Global 2016: Convergence Through Collaboration.12-14 April 2016: Krakow, Poland. Retrieved from http://conference.oeconsortium.org/2016/presentation/the-oeradoption-pyramid/ Wiley, D. (2016). High Impact OER Adoption. Retrieved from http://www.slideshare.net/opencontent/high-impact-oer-adoption

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The Survey Questionnaire APPENDIXES

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Contents Appendixes .................................................................................................... Ch2 Appendixes 5 Appendix A: Pre-Survey Page 01 .......................................................... Ch2 Appendixes 5 Appendix A: Pre-Survey Page 02 .......................................................... Ch2 Appendixes 9 Appendix A: Questions Part I .............................................................. Ch2 Appendixes 11 Appendix A: Questions Part II ............................................................. Ch2 Appendixes 13 Appendix A: Questions Part III ............................................................ Ch2 Appendixes 17 Appendix A: Questions Part IV ............................................................ Ch2 Appendixes 21 Appendix A: Questions Part V............................................................. Ch2 Appendixes 26 Appendix A: Questions Part VI ............................................................ Ch2 Appendixes 29 Appendix B: ACU-OER Conceptual Map (Nov 2016) ..................... Ch2 Appendixes 31 Appendix C: Response Examples ...................................................... Ch2 Appendixes 32

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Figures Appendix A –Figure 3: Survey Header .................................................................... Ch2 Appendixes 5 Appendix A -Figure 4: Brief explanation .................................................................. Ch2 Appendixes 5 Appendix A -Figure 5: The referencing models for this survey ........................... Ch2 Appendixes 6 Appendix A -Figure 6: Research Particular............................................................... Ch2 Appendixes 6 Appendix A -Figure 7: About the researcher .......................................................... Ch2 Appendixes 6 Appendix A -Figure 8: Instruction .............................................................................. Ch2 Appendixes 7 Appendix A -Figure 9: Participant Criteria ................................................................ Ch2 Appendixes 7 Appendix A -Figure 10: Terms .................................................................................... Ch2 Appendixes 7 Appendix A -Figure 11: Incentives ............................................................................. Ch2 Appendixes 8 Appendix A -Figure 12: Proceed to ACU-OER Conceptual Map.......................... Ch2 Appendixes 8 Appendix A -Figure 13: ACU-OER Conceptual Map ............................................... Ch2 Appendixes 9 Appendix A -Figure 14: Proceed to Questions Part I ...........................................Ch2 Appendixes 10 Appendix A -Figure 15: Participant’s criteria check list.......................................Ch2 Appendixes 11 Appendix A -Figure 16: Participant’s experience with MERLOT.org .................Ch2 Appendixes 12 Appendix A -Figure 17: Proceed to Questions Part II ..........................................Ch2 Appendixes 12 Appendix A -Figure 18: Demographic – Gender ...................................................Ch2 Appendixes 13 Appendix A -Figure 19: Demographic – Age ..........................................................Ch2 Appendixes 13 Appendix A -Figure 20: Demographic – Citizenship .............................................Ch2 Appendixes 14 Appendix A -Figure 21: Demographic – Country of residence ..........................Ch2 Appendixes 14 Appendix A -Figure 22: Demographic – Occupation ...........................................Ch2 Appendixes 15 Appendix A -Figure 23: Demographic – Work position .......................................Ch2 Appendixes 15 Appendix A -Figure 24: Demographic – Are you a researcher? .........................Ch2 Appendixes 15 Appendix A -Figure 25: Proceed to Questions Part III .........................................Ch2 Appendixes 16 Appendix A -Figure 26: Expectations towards ACU-OER – Important features... Ch2 Appendixes 17 Appendix A -Figure 27: Expectations towards ACU-OER – Roles......................Ch2 Appendixes 17 Appendix A -Figure 28: Expectations towards ACU-OER – Functions ..............Ch2 Appendixes 18 Appendix A -Figure 29: Expectations towards ACU-OER –Contents ................Ch2 Appendixes 19 Appendix A -Figure 30: Expectations towards ACU-OER –Benefits ..................Ch2 Appendixes 20 Appendix A -Figure 31: Proceed to Questions Part IV ........................................Ch2 Appendixes 20 Appendix A -Figure 32: ACU-OER Adoption – Model ..........................................Ch2 Appendixes 21 Chapter 2 Appendixes | a3/32

Method for Service and Circulation of ACU-OER (Appendixes)| Chapter 2 Appendix A -Figure 33: ACU-OER Adoption – User’s experience .....................Ch2 Appendixes 22 Appendix A -Figure 34: ACU-OER Adoption – OER Creator? ..............................Ch2 Appendixes 23 Appendix A -Figure 35: ACU-OER Adoption – Creator’s experience ................Ch2 Appendixes 24 Appendix A -Figure 36: Proceed to Questions Part V .........................................Ch2 Appendixes 25 Appendix A -Figure 37: Your Country Status – Roles ..........................................Ch2 Appendixes 26 Appendix A -Figure 38: Your Country Status – Roles and Reason ...................Ch2 Appendixes 26 Appendix A -Figure 39: Your Country Status – Benefit ranking .........................Ch2 Appendixes 27 Appendix A -Figure 40: Your Country Status – Barriers ......................................Ch2 Appendixes 27 Appendix A -Figure 41: Your Country Status – ACU-OER Suggestions .............Ch2 Appendixes 28 Appendix A -Figure 42: Proceed to Questions Part VI ........................................Ch2 Appendixes 28 Appendix A -Figure 43: eBooks Confirmation .......................................................Ch2 Appendixes 29 Appendix A -Figure 44: Lucky Draws Confirmation..............................................Ch2 Appendixes 29 Appendix A -Figure 45: Full Name Confirmation .................................................Ch2 Appendixes 29 Appendix A: Figure 46: email Confirmation ..........................................................Ch2 Appendixes 30 Appendix A: Figure 47: Submission button ...........................................................Ch2 Appendixes 30 Appendix A:Figure 48: Thank you message...........................................................Ch2 Appendixes 30 Appendix B: Figure 49: ACU-OER Conceptual Model (Nov 2016) .....................Ch2 Appendixes 31 Appendix C: Figure 50: Response example 01 .....................................................Ch2 Appendixes 32 Appendix C: Figure 51: Response example 02 .....................................................Ch2 Appendixes 32

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Method for Service and Circulation of ACU-OER (Appendixes)| Chapter 2

Appendixes This part displays snapshots of the online survey form, in order of appearances.

Appendix A: Pre-Survey Page 01

APPENDIX A –FIGURE 1: SURVEY HEADER

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APPENDIX A -FIGURE 3: THE REFERENCING MODELS FOR THIS SURVEY

APPENDIX A -FIGURE 4: RESEARCH PARTICULAR

APPENDIX A -FIGURE 5: ABOUT THE RESEARCHER

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APPENDIX A -FIGURE 6: INSTRUCTION

APPENDIX A -FIGURE 7: PARTICIPANT CRITERIA

APPENDIX A -FIGURE 8: TERMS

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APPENDIX A -FIGURE 9: INCENTIVES

APPENDIX A -FIGURE 10: PROCEED TO ACU-OER CONCEPTUAL MAP

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APPENDIX A -FIGURE 11: ACU-OER CONCEPTUAL MAP

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APPENDIX A -FIGURE 12: PROCEED TO QUESTIONS PART I

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Method for Service and Circulation of ACU-OER (Appendixes)| Chapter 2 Appendix A: Questions Part I

APPENDIX A -FIGURE 13: PARTICIPANT’S CRITERIA CHECK LIST

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APPENDIX A -FIGURE 14: PARTICIPANT’S EXPERIENCE WITH MERLOT.ORG

APPENDIX A -FIGURE 15: PROCEED TO QUESTIONS PART II

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APPENDIX A -FIGURE 16: DEMOGRAPHIC – GENDER

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APPENDIX A -FIGURE 18: DEMOGRAPHIC – CITIZENSHIP

APPENDIX A -FIGURE 19: DEMOGRAPHIC – COUNTRY OF RESIDENCE

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APPENDIX A -FIGURE 20: DEMOGRAPHIC – OCCUPATION

APPENDIX A -FIGURE 21: DEMOGRAPHIC – WORK POSITION

APPENDIX A -FIGURE 22: DEMOGRAPHIC – ARE YOU A RESEARCHER?

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APPENDIX A -FIGURE 23: PROCEED TO QUESTIONS PART III

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Method for Service and Circulation of ACU-OER (Appendixes)| Chapter 2 Appendix A: Questions Part III

APPENDIX A -FIGURE 24: EXPECTATIONS TOWARDS ACU-OER – IMPORTANT FEATURES

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APPENDIX A -FIGURE 26: EXPECTATIONS TOWARDS ACU-OER – FUNCTIONS

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APPENDIX A -FIGURE 27: EXPECTATIONS TOWARDS ACU-OER –CONTENTS

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APPENDIX A -FIGURE 28: EXPECTATIONS TOWARDS ACU-OER –BENEFITS

APPENDIX A -FIGURE 29: PROCEED TO QUESTIONS PART IV

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APPENDIX A -FIGURE 30: ACU-OER ADOPTION – MODEL

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APPENDIX A -FIGURE 31: ACU-OER ADOPTION – USER’S EXPERIENCE

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APPENDIX A -FIGURE 32: ACU-OER ADOPTION – OER CREATOR?

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APPENDIX A -FIGURE 33: ACU-OER ADOPTION – CREATOR’S EXPERIENCE

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APPENDIX A -FIGURE 34: PROCEED TO QUESTIONS PART V

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APPENDIX A -FIGURE 35: YOUR COUNTRY STATUS – ROLES

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APPENDIX A -FIGURE 37: YOUR COUNTRY STATUS – BENEFIT RANKING

APPENDIX A -FIGURE 38: YOUR COUNTRY STATUS – BARRIERS

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APPENDIX A -FIGURE 39: YOUR COUNTRY STATUS – ACU-OER SUGGESTIONS

APPENDIX A -FIGURE 40: PROCEED TO QUESTIONS PART VI

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Method for Service and Circulation of ACU-OER (Appendixes)| Chapter 2 Appendix A: Questions Part VI

APPENDIX A -FIGURE 41: EBOOKS CONFIRMATION

APPENDIX A -FIGURE 42: LUCKY DRAWS CONFIRMATION

APPENDIX A -FIGURE 43: FULL NAME CONFIRMATION

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APPENDIX A: FIGURE 44: EMAIL CONFIRMATION

APPENDIX A: FIGURE 45: SUBMISSION BUTTON

APPENDIX A:FIGURE 46: THANK YOU MESSAGE

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Method for Service and Circulation of ACU-OER (Appendixes)| Chapter 2 Appendix B: ACU-OER Conceptual Map (Nov 2016)

APPENDIX B: FIGURE 47: ACU-OER CONCEPTUAL MODEL (NOV 2016)

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Method for Service and Circulation of ACU-OER (Appendixes)| Chapter 2 Appendix C: Response Examples

APPENDIX C: FIGURE 48: RESPONSE EXAMPLE 01

APPENDIX C: FIGURE 49: RESPONSE EXAMPLE 02

End of Appendixes Chapter 2 Appendixes | a32/32

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

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

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

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

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

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

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

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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