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MOOCs and Educational Challenges ASEM LLL Hub
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MOOCs and Educational Challenges,around Asia and Europe. First published 2015,by KNOU Press, MOOCs and Educational Challenges around Asia and Europe. Editor in Chief, Bowon Kim Wang Ying Karanam Pushpanadham Tsuneo Yamada. Taerim Lee Mansor Fadzil Latifah Abdol Latif Tengku Amina Munira. Norazah Nordin Mohamed Amin Embi Helmi Norman, Juvy Lizette M Gervacio Jaitip Nasongkhla Thapanee Thammetar. Shu Hsiang Ava Chen Mie Buhl Lars Birch Andreasen,Henrik Jensen Mondrup Rita Birzina.
Alena Ilavska Pistovcakova and In s Gil Jaurena,KNOU Press. 54 Ihwajang gil Jongno gu Seoul South Korea 03088,http press knou ac kr. Copyright G 2015 by KNOU Press All rights reserved. ISBN 978 89 20 01809 1 93370, PDF version of this work is available under a Creative Commons. Attribution NonCommercial NoDerivs 3 0 Unported License. See http creativecommons org licenses by nc nd 3 0 for more. It can be accessible through the e ASEM website at http easem knou ac kr. Table of Contents,List of Contributors,Part I Introduction. 1 What do we know about MOOCs 3,Part II MOOCs in Asia.
2 A Case Study The development of MOOCs in China 9. 3 Universalizing university education MOOCs in the era of knowledge. based society 21,Karanam Pushpanadham,4 MOOC phenomena in Japan JMOOC and OUJ MOOC 35. Tsuneo Yamada, 5 A case study of MOOC at KNOU KNOU MOOC for knowledge. sharing 49,Taerim Lee,6 MOOCs in Malaysia A preliminary case study 65. Mansor Fadzil Latifah Abdol Latif and Tengku Amina Munira. 7 Malaysia MOOCs The way forward 87,Norazah Nordin Mohamed Amin Embi and Helmi Norman. 8 MOOCs in the Philippines 103,Juvy Lizette M Gervacio.
9 Thailand OERs and MOOCs country report 121, Jaitip Nasongkhla Thapanee Thammetar and Shu Hsiang Chen. Part III MOOCs in Europe, 10 A Danish international MOOC in Indonesian professional care. education 139, Mie Buhl Lars Birch Andreasen and Henrik Jensen Mondrup. 11 Massive Open Online Courses a case study in Latvia 153. Rita Birzina,12 Slovakian MOOC case study 181,Alena Ilavska Pistovcakova. 13 MOOCs in Spain preliminary lessons from UNED MOOCs. experience 191,In s Gil Jaurena,List of Contributors.
Dr Lars Birch Andreasen is an associate professor in Aalborg University. Dr Rita Birzina is a leading researcher in University of Latvia Latvia. Dr Mie Buhl is a professor in Aalborg University Denmark. Dr Shu Hsiang Chen is a researcher in Chulalongkorn University Thailand. Dr Mohamed Amin Embi is a professor in National University of Malaysia. Dr Mansor Fadzil is a professor in Open University of Malaysia Malaysia. Ms Juvy Lizette M Gervacio is an assistant professor in University of the. Philippines Open University the Philippines, Dr In s Gil Jaurena is an associate professor in Universidad Nacional de. Educaci n a Distancia UNED Spain, Dr Alena Ilavska Pistovcakova is a professor in Technical University in. Zvolen Slovakia, Dr Bowon Kim is a professor in Korea National Open University Korea. Dr Latifah Abdol Latif is a professor in Open University of Malaysia. Dr Taerim Lee is a professor in Korea National Open University Korea. Mr Henrik Jensen Mondrup is an IT Consultant and e learning manager of. H Lundbeck A S Denmark, Ms Tengku Amina Munira is an assistant manager President s Office OUM. Dr Helmi Norman is an assistant professor in National University of. Malaysia Malaysia, Dr Jaitip Nasongkhla is an associate professor in Chulalongkorn University.
Dr Norazah Nordin is a professor in National University of Malaysia. Dr Karanam Pushpanadham is a professor in M S University of Baroda India. Dr Thapanee Thammetar is an associate professor in Silpakorn University. and director of Thailand Cyber University Project Office of the. Higher Education Commission Ministry of Education Thailand. Dr Tsuneo Yamada is a professor in Open University of Japan Japan. Dr Wang Ying is a professor in Open University of China China. Introduction,What do we know about MOOCs, In describing the so called hype of MOOCs Bonnie Stewart 2013 stated. that the topic of massive open online courses makes visible the fault. lines emerging in the field of academia Indeed the title of an article on. the phenomenon of MOOCs in The Economist went so far as to read. The attack of the MOOCs 2013 Many people in and outside higher. education have discussed the visibility of these fault lines indicating the. potentially disruptive power of MOOCs, For the past few years the MOOCs movement has emerged as a. burning question in the global field of higher education and lifelong. learning Nobody denies its innovative potential with regard to education. in general and higher education specifically However as of December. 2015 it is still too early to judge whether the fault lines are actually. widening or whether they are just another intriguing headline in the. newspaper The MOOCs movement has not journeyed very far from its. starting point and is still in the midst of an ongoing process In general. any fair and balanced appraisal of MOOCs will require more time. Nevertheless what is most visible and obvious is that the aforesaid fault. lines are active and shifting with considerable power This book attempts. to present a picture of the emerging MOOCs movement from a global. perspective especially among the member countries of ASEM. Asia Europe Meeting, Before summarizing the contents of the book I would like to give a. brief introduction to the authors and their collaborative networking process. MOOCS AND EDUCATIONAL CHALLENGES AROUND ASIA AND EUROPE. All the authors of this book are members of a research network named. e ASEM one of five research networks that are part of the ASEM. education and research hub for lifelong learning As the name suggests. the main concern of the ASEM research hub is lifelong learning and. e ASEM as its primary network network 1 deals with the development. of ICT skills e learning and the culture of e learning in lifelong learning. The hub and its networks launched their first steps in the spring of 2005. and since then members of network 1 have discussed how to widen and. enhance lifelong learning practices in ASEM countries by making use of. ICT skills and gleaning from our e learning experiences and achievements. During their network meeting held in August 2014 members of. network 1 agreed on selecting MOOCs as their research subject over the. course of the next few years and this book is the result of that first. stage of collaborative research conducted mostly in 2015 During the. meeting researchers then discussed possible directions and research topics. of which the following research areas were chosen MOOC readiness. quality assurance educational technology and engagement learning. cultures instructional design sustainability and implementation and. learning analytics The list is inclusive of almost all of the essential. research fields we encountered in our discussions about the theory and. practices of MOOCs Network members also agreed to divide their. collaborations into two stages first to acquire the general picture of. MOOCs in each member country and second to then launch a full scale. study on the aforesaid research topics, The first stage a kind of preliminary research period was necessary. owing to some differences in understanding among member countries with. regard to the practices of MOOCs This stage originated from the. question What do we know about MOOCs For example member. countries differed tremendously from each other in such aspects as IT. infrastructure for delivery governmental policies languages spoken in. MOOCS different levels of higher education institutions different tuition. fees for higher education etc Thus researchers concluded that basic. knowledge of what was going on in each country regarding MOOCs was. first needed The result can be seen here as a collection of national. reports or case studies in this book, The authors were given guideline for their papers requiring them to.
include firstly the context of each MOOC case secondly a description of. MOOCs and finally their initial experiences and validations The. description the main part of each paper here comprises all the key words. on MOOCs culture embedding business model amount of. communication technical aspects accreditation autonomy adaptability etc. WHAT DO WE KNOW ABOUT MOOCS, Roughly speaking there is a distinct difference between Asian and. European countries regarding MOOCs Asian countries have much in. common with each other in their governments active initiatives for. MOOCs as we find in Malaysia Thailand the Philippines China and. South Korea In those countries you see the national brands such as. K MOOCs in Korea Thai MOOCs or Malaysian MOOCs Those Asian. governments have recognized the potential of MOOCs in advance and. geared up for new projects either to expand people s accessibility to. higher education in general China or to reform their existing systems of. higher education and lifelong learning Korea and Malaysia Things are a. little different in Japan where its JMOOCs project was initiated by a. consortium composed of universities corporates governmental institutes. and academic societies, Governmental initiative is a strong motivator and plays a pivotal role. when you start an innovative new project However it has its own merits. and demerits for it leaves a big question unsolved that is the. sustainability It is especially true of MOOCs where one of the two O s. signifies open that is tuition free of charge so the financial stability. is a core agenda for its sustainability in the future The business model. for MOOCs is not confirmed or established yet even in the USA even. though more than 25 of MOOCs learners are from the USA Major. providers of American MOOCs such as EdX or Khan Academy are still. presumed to find their fund raising mostly in their mother universities or. other public charity foundations MOOCs providers for profit like Coursera. or Udacity are not clear yet on their monetization strategies In short. Asian MOOCs should seek to find a way to stand on their own in the. long term without any governmental funding, The same kind of governmental initiatives are found in some European. countries such as Spain or Latvia However governments are not the only. or major players in the European playground for MOOCs European. pioneers approach the implementation of MOOCs via existing frame of. cooperation The European Union provides them with a big umbrella for. their challenge so many of the research and cooperation projects for. MOOCs are funded by the European Commission Just to name a few we. find HOME project Higher Education Online MOOCs in the European. Way ECO project Elearning Communication and OpenData EMMA. project European Multiple MOOC Agregator and OpenupEd platform. representing the first MOOCs initiative across Europe Each of the projects. is now groping for a better solution to make use of the innovative. potential of MOOCs In contrast Danish paper introduces a unique case. which exemplifies their approach to implement educational programmes for. caregivers in Indonesia supported by MOOC, MOOCS AND EDUCATIONAL CHALLENGES AROUND ASIA AND EUROPE. In a foreword to a special section on MOOCs of an international. journal on distance education Sir John Daniel asks this question MOOCs. Evolution or Revolution His answer is no for two reasons The first. one is higher education does not do revolutions and the second one is. MOOCs do not fulfill the core function of higher education I do not. want to spend time to discuss any difference between evolution and. revolution What matters is the wave of dramatic change sweeping over. higher education of the present day began to be called revolution by. some people, As mentioned above this book is a preliminary study for acquiring a.
general picture of MOOCs so I hope it could help provide researchers. and educators with a basic knowledge of what is going on in ASEM. countries regarding MOOCs the burning question of the day. Stewart Bonnie 2013 Massiveness Openness New Literacies of. Participation MERLOT Journal of Online Learning and Teaching. 9 2 228 238, Daniel Sir John 2014 Foreword to the Special Section on Massive. Open Online Courses MOOCs Evolution or Revolution, MERLOT Journal of Online Learning and Teaching 10 1 i iv. Norazah Nordin Mohamed Amin Embi and Helmi Norman 8 MOOCs in the Philippines MOOCS AND EDUCATIONAL CHALLENGES AROUND ASIA AND EUROPE 4

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