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Open Educational Resources C O L AND DISTANCE LEARNING AND DISTANCE PERSPECTIVES ON OPEN C O L PERSPECTIVES ON OPEN AND DISTANCE LEARNING PERSPECTIVES ON OPEN AND DISTANCE LEARNING OPEN EDUCATIONAL RESOURCES: AN ASIAN PERSPECTIVE Higher education has experienced phenomenal growth in all parts of Asia over the last two decades — from the Korean peninsula in the east to the western borders of Central Asia. This expansion, coupled with a diversity of delivery and technology options, has meant that more and more young Asians are experiencing tertiary education within their own countries. Open Educational Resources: An Asian Perspective Open Educational Resources: In South, South East and Far East Asia especially, universities, polytechnics, colleges and training institutes with a variety of forms, structures, academic programmes and funding provisions have been on an almost linear upward progression. Notwithstanding this massive expansion, equitable access is still a challenge for Asian countries. There is also concern that expansion will erode quality. The use of digital resources Open Educational is seen as one way of addressing the dual challenges of quality and equity. Open educational resources (OER), free of licensing encumbrances, hold the promise of equitable access to knowledge and learning. However, the full potential of OER is only realisable with greater Resources: An Asian knowledge about OER, skills to effectively use them and policy provisions to support their establishment in Asian higher education. This book, the result of an OER Asia research project hosted and implemented by the Wawasan Perspective Open University in Malaysia, with support from Canada’s International Development Research Centre, brings together ten country reports and ten case studies on OER in the Asian region that highlight typical situations in each context. China, Hong Kong, India, Indonesia, Japan, Korea, Malaysia, Pakistan, the Philippines and Vietnam all receive extensive treatment, as do the multi-regional initiatives of the Virtual Academy for the Semi-Arid Tropics. Gajaraj Dhanarajan and David Porter, Editors While interest in and the production, distribution and use of OER are still very much in the early stages of development in most parts of Asia, OER’s potential value to improve the quality of curriculum, content and instruction, facilitate academic collaboration and enhance equitable access to knowledge resources cannot be overstated. The 25 contributors to this book bring an impressive level and breadth of expertise, innovation and dedication to researching, developing and advocating for OER. Through a combination of quantitative studies and qualitative analyses, they provide valuable, instructive information and insights from throughout Asia. Open Educational Resources: An Asian Perspective demonstrates that OER development is thriving in Asia — in different economies, amongst different types of stakeholders and with varied approaches to open licensing. The diversity and richness of the contexts and approaches make this publication an important advocacy tool for promoting the use of OER. PRINTED IN CANADA Printed according to environmentally progressive print practices, using chlorine-free, recycled fibres. Electricity used in manufacturing the paper stock has been offset by Green-e renewable energy certificates. PERSPECTIVES ON OPEN AND DISTANCE LEARNING Open Educational Resources: An Asian Perspective Gajaraj Dhanarajan and David Porter, Editors Published by Commonwealth of Learning and OER Asia, Vancouver, 2013 The Commonwealth of Learning (COL) is an intergovernmental organisation created by Commonwealth Heads of Government to encourage the development and sharing of open learning and distance education knowledge, resources and technologies. Commonwealth of Learning and OER Asia, 2013 © 2013 by the Commonwealth of Learning and OER Asia. PERSPECTIVES ON OPEN AND DISTANCE LEARNING: Open Educational Resources: An Asian Perspective is made available under a Creative Commons Attribution-ShareAlike 3.0 Licence (international): http://creativecommons.org/licences/by-sa/3.0. For the avoidance of doubt, by applying this licence the Commonwealth of Learning and OER Asia do not waive any privileges or immunities from claims that they may be entitled to assert, nor do the Commonwealth of Learning and OER Asia submit themselves to the jurisdiction, courts, legal processes or laws of any jurisdiction. PERSPECTIVES ON OPEN AND DISTANCE LEARNING: Open Educational Resources: An Asian Perspective Gajaraj Dhanarajan and David Porter, Editors ISBN 978-1-894975-61-2 Published by: COMMONWEALTH OF LEARNING OER ASIA 1055 West Hastings, Suite 1200 Institute for Research and Innovation Vancouver, British Columbia Wawasan Open University Canada V6E 2E9 54 Jalan Ahmad Shah Telephone: +1 604 775 8200 Penang 11200 Fax: +1 604 775 8210 Malaysia Web: www.col.org Telephone: +6042180487 E-mail: [email protected] Web: www.oerasia.org E-mail: [email protected] With support from: Contents Background ....................................................................................................... v Foreword ........................................................................................................... vii Acknowledgements ........................................................................................... ix Contributors ...................................................................................................... xi List of Acronyms ................................................................................................ xv PART I: Overview Higher Education and Open Educational Resources in Asia: An Overview ................................................................................................ 3 Gajaraj Dhanarajan and Ishan Sudeera Abeywardena PART II: Country Perspectives Chapter 1 A Study on the Use of Open Educational Resources in China ................... 21 Li Yawan and Li Ying Chapter 2 Open Educational Resources in Hong Kong .............................................. 41 Kin-sun Yuen and Alex Jean-wah Wong Chapter 3 An Assessment of Individual and Institutional Readiness to Embrace Open Educational Resources in India ......................................................... 53 V. Bharathi Harishankar, Venkataraman Balaji and Sreedhar Ganapuram Chapter 4 Prospects and Challenges for Introducing Open Educational Resources in Indonesia ............................................................................... 75 Daryono and Tian Belawati Chapter 5 Open Educational Resources in Japan ....................................................... 87 Tsuneo Yamada Chapter 6 Open Educational Resources in Korea ....................................................... 109 Yong Kim Chapter 7 Open Educational Resources in Malaysia .................................................. 121 Ishan Sudeera Abeywardena, Gajaraj Dhanarajan and Choo-Khai Lim Chapter 8 The Genesis of OER at the Virtual University of Pakistan ........................... 135 Naveed A. Malik Chapter 9 OER in Philippine Higher Education: A Preliminary Study .......................... 143 Patricia B. Arinto and Roel Cantada iii Chapter 10 Open Educational Resources in Vietnam ................................................... 161 Minh Do PART III: Case Studies Chapter 11 Development of OER-Based Undergraduate Technology Course Material: “TCC242/05 Web Database Application” Delivered Using ODL at Wawasan Open University .............................................................. 175 Ishan Sudeera Abeywardena Chapter 12 Quenching the Thirst: Open Educational Resources in Support of Drought Mitigation at the International Crops Research Institute for the Semi-Arid Tropics .................................................................................187 William Dar and Venkataraman Balaji Chapter 13 Open Knowledge Initiatives in the Philippines: The Vibal Foundation ........ 197 Primo G. Garcia, Alvie Simonette Alip and Joane Serrano Chapter 14 Establishing OER Practice in India: The University of Madras ................... 209 V. Bharathi Harishankar Chapter 15 Digital Repository to Open Educational Resource Repository: IGNOU’s eGyanKosh .................................................................................. 225 Uma Kanjilal Chapter 16 The Korean Open Courseware System ...................................................... 235 Yong Kim Chapter 17 National Programme on Technology Enhanced Learning (NPTEL): OER and Beyond ........................................................................................ 243 Mangala Sunder Krishnan Chapter 18 Teachers’ Online Forum: An Online Interactive Forum for Sustaining Teacher Professional Development, by Universitas Terbuka ...................... 253 Udan Kusmawan Chapter 19 Opening Up Resources for Open Learning: The Open University of Hong Kong .............................................................................................. 263 Alex Jean-wah Wong and Kin-sun Yuen Chapter 20 Chinese OER Joins iTunes U: Beijing Open University ............................... 271 Li Ying and Li Yawan iv Background A series of studies on distance learning technologies in the Asian region, collectively known as the PANdora studies (described in Distance Education Technologies in Asia and Policy and Practice in Asian Distance Education, both edited by Tian Belawati and Jon Baggaley, and published by SAGE and IDRC in 2010), were carried out from 2005 to 2010, through a research project supported by the International Development
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