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TRANSCRIPT
Indonesia: OER Initiatives & ICT in Teachers’ Training
NizamSecretary,
Board of Higher EducationMinistry of Education and Culture
Ari SantosoDirector, Center of ICT for EducationMinistry of Education & Culture
UNESCO – OER Follow up meeting, Paris March 26‐27, 2013
BACKGROUND
more than 300 ethnic groups live in Indonesia speaking not less than 500 languages and dialects
Our Challenge
is managing …
5,193,252 km2 – 17,508 islands – 3 time zones – 80,000 km shoreline – 1/8 earth circle horizontal stretch (Sabang-Merauke; Talaud-Rote)
5,193,252 km2 – 17,508 islands – 3 time zones – 80,000 km shoreline – 1/8 earth circle horizontal stretch (Sabang-Merauke; Talaud-Rote)
Teacher Distribution per Region –Percentage of Oversupply and Undersupply
68%52%
17%
-21%-37%
-66%
-80%
-60%
-40%
-20%
0%
20%
40%
60%
80%
Urban Rural Remote
Over Under
Source: Kemdiknas, 2009
Teachers’ qualification
722,293
96,416
731,371
189,404
1,032,349
11,428 60 -
200,000
400,000
600,000
800,000
1,000,000
1,200,000
Upto SeniorSec
D1 D2 D3 Bachelor Master PhD
Source: Kemdiknas, 2009
In‐service Teacher Training to upgrade teachers’ qualification
Presently, there are 3,016 higher education institution + 680 under MoRA in Indonesia, serving 5.4 million students
Higher Education Coverage
12
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
Higher Education – Regional Disparity
of Access to Higher Education
National average = 27.1%
13
National average
Source: WB, 2010
Poorest Richest
HE Socio-Economic Disparityof Access to Higher Education
Only a very few quality HE institutions, although the government would like to achieve a very progressive target
Quality Gap
0.5% Level Four –World Class University
9.5% Level Three – Accreditation A
Fulfill the ideal quality
52.2% Level Two – Accreditation B
Fulfill the average quality
38% Level One – Accreditation C
Fulfill the minimum quality
There are several problems faced simultaneously by the government,especially with regards to the access to a quality and affordable education
Need Breakthrough Solutions
National Issues
Problem of Disparity
Problem of Diversity
Problem of Resource Limitation
Problem of Access to Education
Problem of Quality and Quantity
Problem of Infrastructure
Problem of Affordability
The government and education community have agreed to transform the national education system through enforcing collaboration among HEI
SolutionIncrease the access to quality education
Share and optimize education resources (resource sharing)
Promote and strengthen collaboration
Utilize technology as enabler and transformer
Institutionalize open education resources as a national initiative
A legal framework in the form of Law will provide a strong base for development of OER, resource sharing in education, and open/distance
education
Legal FrameworkLaw on National Education (2003)
Distance education (and the use of ICT) as one modality to deliver education
Law on Higher Education (2012)
Development of open & distance education
Development of open educational resources
Promote Resource sharing & collaboration
Development of ICT based HE network and information system
Rules & Regulations
Establishment of Open University (1984), amended 2007In service teachers’ training through distance educationE‐book, e‐journalICT based distance learningResource sharing and OERCredit earning & transfer system
By integrating the internal ecosystem and external forces, an open education ecosystem within campus can be generated to expedite the adoption of OER
Strategy for the Development of Open Education EcosystemGOVERNMENT AND REGULATION
STANDARDS AND QUALITY
TREN
D ON EDUCA
TION
VALUES AN
D EXPECTATIO
N
SUPERSTRUCTURE AND POLICIES
INFRASTRUCTURE AND RESOURCES
PEOPLE
STAKEHOLDERS COMMUNITY LITERACY
PROCESS
EDUCATION DELIVERY PARADIGM
CONTENT
KNOWLEDGE ASSETS AND REPOSITORY
TOOLS
APPLICATIONS SPECTRUM
AND ICT ROLES
Firstly, there are four external factors that force campus to promoteand to adopt the concept of open education internally
The External Forcing Factors
GOVERNMENT AND REGULATIONGOVERNMENT AND REGULATION
STANDARDS AND QUALITYSTANDARDS AND QUALITY
TREN
D ON EDUCA
TION
TREN
D ON EDUCA
TION
VALUES AN
D EXPECTATIO
NVALU
ES AND EXPECTATIO
N
Open Education
Open Education
Open Education
Open Education
Government should lead on socialising and educating the public on the importance of adopting open education paradigm
The Government Force
Rules and Regulation
E‐Learning and Distance Education Decree
Digital Books and E‐Journal Decree
The Use of ICT for Education Decree
IGOS – UGOS
OER adoption (new Law on HE)
Resource sharing (new Law on HE)
Rewards and Incentives
Continuous Grant Allocation (incentive)
E‐learning development grant
OER development grant
Collaboration Project Endorsement
Conducive Environment for sharing & innovation
National standard and accreditation board should redesign its assessment instruments to promote the adoption of open education principles
The Standard & Quality Force
Changing Paradigm
Recognizing digital publication
Creative commons copyrighting
Rewarding Campus that Shares Resources
Giving Higher Score for Quality E‐Learning
Using Search Engine for Publication Recognition
Development of Standard & Instrument
QA System for ODL
Board of National Education Standard
National Accreditation Board
Credit Transfer & Earning System
Open Platform Development
The new paradigm on learning should be well understood by all key stakeholders in national education system
The Education Trend Force
21st Century Learning Model
Ubiquitous Learning – content from everywhere
Collaborative & sharing
Utilizing ICT in Delivering Learning Process
Open and flexible learning (credit transfer, RPL, etc)
Today’s Students DNA
Digital natives
Education and Learning Should be “Open”
Business Models on IPR are Changing
The Landscape of Open Education is Getting Stronger
By the end of the day, open education initiative should bring direct and indirect values and benefits to all education communities who adopt the concept
The Values Expectation Force
Direct Benefits
Improving Quality of Education
Increasing Students Intakes
Optimizing the Use of Limited Resource
Efficient and effective use of taxpayer money
Indirect Benefits
Making the Brand Stronger
Participating on Global Movement
Empowering Governance Model
Promoting open education initiative in a campus environment should be done by using holistic and systemic approach to accelerate adoption
The Internal Campus Ecosystem
SUPERSTRUCTURE AND POLICIES
INFRASTRUCTURE AND RESOURCES
PEOPLE
STAKEHOLDERS COMMUNITY LITERACY
PROCESS
EDUCATION DELIVERY PARADIGM
CONTENT
KNOWLEDGE ASSETS AND REPOSITORY
TOOLS
APPLICATIONS SPECTRUM
AND ICT ROLES
In 2011 & 2013, APTIKOM and DGHE ‐Ministry of Education were conducting research on 350 HEIs to map and to find issues on implementing open education
concepts
DGHE-Aptikom Research on 350 HEIs
Objectives Measuring the adoption level of open education
Defining issues surrounding sharing resources
Determining open education ecosystem
Finding the ways to expedite the implementation
2.5648
2.5365
2.4328
2.542 ‐1
1
3
5IT Masterplan
IT Division
IT Governance
IT Budget
Suprastructure
2.8399
4.1321
3.4099
4.1798 012345
Computer forStudents
Computer forProfessors
Computer forStaffs
Connectivity andCoverage
Infrastructure
2.7331
2.3064
3.2446
1.8987 012345
Professor'sLiteracy
Training
Program
Techn
IncentiveScheme
People
1.6099
2.0872
2.5814
2.781 0
1
2
3
4
5
Implementing OCW
Using CCLicense
PromotingOpen Edu
StoringContent
Practice
2.3341
2.1912
2.4972
2.1376 012345
SharingMaterials
SharingFacilities
UploadingContents
OpeningWillingnes
s
Content
2.9382
3.1408
2.3597
3.0981 012345
Digitalizing
Materials
Using ICTas Tools
Implementing e‐l i
Challenging
Homework
Tools
Summary
2005 – 2009
2010 – 20142015 – 2020
2020 ‐ 2025
increasing capacity and modernization
strengthening services
strengthening regional competitiveness
strengthening international
competitiveness
Education Strategic Plan
Challenges of teachers’ qualification program
geographical
transportation
infrastructure
maintain the duty
A good number of initiatives is being introduced by education communities based on the spirit of sharing and collaborating among scholars and HEIs
Open Education Initiatives
In‐service Teachers’ training OpenCourseWare OpenJournals
OpenProfessors OpenFacilities OpenConference
OpenLibrary OpenCreditTransfer OpenCreditEarning
OpenEBooks OpenLearning OpenResearch ‐ VL
The challenge is to facilitate classroom with appropriate ICT & tools for learning, not only providing classroom
with computer as computer laboratories.
Ratio and Projection PCs Needed by Schools 2010‐2025
Sumber: Indonesia Educational Statistics in Brief 2008/2009, Balitbang Kemdiknas 2009
No. Level Number of School
Ideal of PCs
Ratio 1 School : Komputer
2010 2015 2020 2025
1. SD 144.228 1.442.280 1 : 10 1 : 20 1 : 40 1 : 60
2. SMP 28.777 5.75.540 1 : 20 1 : 40 1 : 60 1 : 80
3. SMA 10.762 387.432 1 : 36 1 : 72 1 : 108 1 : 144
4. SMK 7.592 273.312 1 : 36 1 : 72 1 : 108 1 : 144
5. SLB 1.686 8.430 1 : 3 1 : 9 1 : 15 1 : 20
6. MI 21.529 215.290 1 : 10 1 : 20 1 : 40 1 : 60
7. MTs 13.292 265.840 1 : 20 1 : 40 1 : 60 1 : 80
8. MA 5.648 203.328 1 : 36 1 : 72 1 : 108 1 : 144
9. PT 3.532 282.560 1 : 80 1 : 160 1 : 240 1 : 320
TotalNumber 237.046 3.650.640
VIRTUAL CLASS servicesDIGITAL LEARNING RESOURCES services
CONTINUING PROFESSIONAL DEVELOPMENT services
Portal RUMAH BELAJARhttp://belajar.kemdikbud.go.id
World wide telescope
VIRTUAL CLASS
Provide learning management system for facilitatingteaching & learning process virtually between students and teachers anytime anywhere. Enabling students to learn learning materials asynchronouslyanytime anywhere. In certain time, scheduled by teachers, students can follow instruction virtually and synchronously with the teacher through synchronous communication tools (chat, video conference, audio conference, desktop sharing, whiteboard, etc.). Instructional strategy used is more constructivist learning theory that demand student centered and active learningto promote the 21st century learning skills of student.
DIGITAL LEARNING RESOURCES
Provide any learning object in many forms (text, graphics, animation, audio, video, simulation, games, etc.) for free.Teaching material can develop by teachers and education communities based on national standard of competencies with tools aplication provide in the portal
Now consisted of more than 12.934learning objects for all level and type of education.
Visited by more than 13.000 users/day[Open Education Resurces]
DIGITAL LEARNING RESOURCES Visited by more than
13.000 users/day[Open Education Resurces]
0
200
400
600
800
1000
1200
1400
2008 2009 2010 2011
e‐Books
DIGITAL LEARNING RESOURCES Visited by more than
13.000 users/day[Open Education Resurces]
0
20
40
60
80
100
120
140
160
180
200
SD SMP SMA SMK
Learning interactive Media 2012
Materi Pokok
Modul Online
Pendukung BSE
CONTINUING PROFESSIONAL DEVELOPMENT
Provide learning/content management system developed to facilitate continuing professional development online. This feature used to facilitate online distance training for all educators and education staff in the Ministry of Education and Culture. Right now, it will be used to train teachers all over Indonesia regarded to the dissemination of a new curriculum, curriculum of 2013 implementation.
Educational Television Services
Chanel 1: for students [broadcast 24 hours a day]
Chanel 2: for teachers[broadcast 8 hours a day]
Delivery strategies:Uplink Broadcast through Telkom‐1 satellite Relayed by local TV stations and TV CablesStreaming TV programFree Video on Demand http://tve.kemdikbud.go.id
Delivery strategies:Uplink Broadcast through Telkom‐1 satellite Relayed by local TV stations and TV CablesStreaming TV programFree Video on Demand http://tve.kemdikbud.go.id
0
200
400
600
800
1,000
1,200
1,400
1,600
1,800
2008 2009 2010 2011
Video Content learning
Jumlah Konten Video
Hundreds teachers trained each year by Pustekkom,Provincial/municipal regency education offices and any other main units in MoE and even private sectors such as Intelteach Program (Intel), Partner in Learning Program (Microsoft), etc.
Since 2004,Pustekkom (the Center of ICT for Education) focusing training teacher more on how to integrate ICT into curriculum and instructional strategies appropriately to develop student’s 21st century skills.
as modeling to promote it ….
we build teacher community, contest and award annually (e‐learning award)
PERATURAN MENTERI PENDIDIKAN DAN KEBUDAYAAN NO. …..
KOMPETENSI TEKNOLOGI INFORMASI DAN KOMUNIKASI GURU
Recently,we are establishing such a kind of Ministry Regulation related to ICT Competencyfor Teacher … [on progress]
TEACHER ICT COMPETENCY STANDARDIndonesia Perspective and Initiative
ICT LiteracyDeepening of Knowledge and
Culture
Creation of Knowledge and
Culture
Sharing of Knowledgeand Culture
Policy
Curriculum & Assessment
Pedagogy
ICT
Organisation & Administration
Professional Development
INDONESIAN ICT COMPETENCY STANDARD FOR TEACHERS
One other challenge …
how about ICT for education in rural and border area?
19municipal regencies in 7 provinceswith insufficient basic infrastructures
So far, we established learning resources center (LRC), utilizing solar panel, parabola dish, and LAN (server, access point, and digital content) as access point for learning center.
14 LRC
Technology is not the end. It’s a mean to meet the end.“ “
‐ Dryden & Voss, in the Learning Revolution, 1996
THANK YOU
The example of the initiatives by Ministry of Education and HEI communities is producing electronic books for K12 (almost 1,000 official references)
Electronic Books for K-12
The example of the initiatives by Ministry of Education is the Establishment of Rumah Belajar (open educational resources for K‐12)
Rumah Belajar
The heterogeneous environment of Indonesia forces the adoption of multi channel access architecture in implementing open education initiatives
Open Education Architecture
By integrating the internal ecosystem and external forces, an open education ecosystem can be generated to expedite the adoption of OER
Challenges Ahead
National OER Content Development & Repository
Credit Transfer & Credit Earning System
Quality Assurance System
Infrastructure
Research and Development
Open access, open platform
Development of OER Community (OER Consortium)
NEXUSINDUSTRY
DGHE
APTIKOM
UNIVERSITIES &INSTITUTES1.
Men
defin
isikan kebu
tuhan
bersam
a dan men
yerahkan
solusi secara kolektif
2. Membuatpanduandetailmengenaiusulansolusi
kerjasamasecaranasionaluntukdilaporkandandimintaipersetujuan
3. Mendukungdanmengawasipelaksanaaninisiatifataugagasankerjasamaterkait
4. Menunjukdanmemonitorpembangunan, implementasi, dan
pengembanganmanajemenoperasionalprogram yang dicanangkan
5. Menyediakan infrastruktur dan jasayang dibutuhkan oleh seluruh komunitas
National Education Exchange for Undergraduate Study(NEXUS)
The NEXUS is developed as a system for open education system
72
Inherent – Spirit of Resource Sharing
OER needs reliable ICT infrastructure. Indonesia Higher Education and Research Network (INHERENT) is the National backbone for OER sharing – hub for
education network (e‐school)
Latest National Educational Strategy Document outlining overall vision and objectives (maximum 3 slides) a. Name of Guiding Documentb. Link in Guiding Document to OER Policy Development and ICT in Education Teacher Training Initiatives2. General ICT in Education Policy (3 to 5 slides), with highlights on:a. Policy for OERb. Policy for ICT in Education Teacher Training3. Challenges to overcome to implement OER policy; ICT in Education Teacher Training Initiatives (2 slides)4. Successful stories of implementing OER