Infrastructure for Promotion of eLearning in Korea
description
Transcript of Infrastructure for Promotion of eLearning in Korea
Infrastructure for Promotion
of eLearning in Korea
Dae Joon Hwang, Ph. D.Professor of School of Information and Communication
Engineering, Sungkyunkwan University, Seoul, Korea* Former President of Korea Education and Research
Information Service(KERIS) [email protected]
June 3rd, 2010
eLearningRussia2010_Moscow
eLearning Russia 2010, Moscow, June 3rd – 4th, 2010
Summary
I. Introduction
II. eLearning Business
III.eLearning Best Practice
in Education
IV.Current Issues on
eLearning
V. ConclusionseLearningRussia2010_Moscow
I. IntroductionI. IntroductionI
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Overview of eLearning in Korea
•eLearning business in revenue : $2.09B•eLearning in schools : 76.8%
• Primary (83.5%), Secondary(76.6%), High(67.8%), Junior High(45.1%)
• HE : Junior college(57.6%), 4Yr University(77.5%), Cyber University(100%), Open university(85%)
• Strategy of HRD • Gov. official training : 517,700(‘08)• Job training : 1.55M 명 (‘08) cf. 20,000(1999)• Teacher training: 130,000/year
• Legal foundations : Primary and Secondary Education law, HE law, LLL law,
Presidential decree, IPR protection law, Privacy protection law, eLearning
Industry Promotion law, e-Training in Labor Education Law • eLearning quality management:
• Establishment guidelines : Cyber university, eLearning institutes
• QA guidelines : CHLS, Regional eLearning e-Teacher training, Cyber university, eLearning institutes
• Certification guidelines : content and SW for education and training
• Overall satisfaction of eLearning : Cost saving(4.1/5) > Learning time(3.82/5) > System stability(3.8/5) > Content quality(3.72/5) > Diversity(3.68/5)> Learning effect(3.4/5)
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eLearning Strategy of Government • eLearning policy
– Nurture eLearning as core business in knowledge based economy
– Provide equal opportunity for diminishing digital, education, and social divides
– Tools for training human resources• eLearning infrastructure : CHLS, HE institutes, Cyber universities, eLearning
institutes, eLearning training centers
• Government support – Pay back of tuition by Employment Insurance
– Host export exhibitions and show cases for strategic regions
– National SW Awards
– Adopt international open standards
– Financial support to create oversea market and promote export
– KOTRA provide Korean industry with the right information in the target region
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eLearning Ecosystem
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Legal Foundations of eLearning
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eLearning Industry
Promotion Law
Privacy Protection Law
Protection Law of Intellectual Property Right
Life Long Education Law
Primary and Secondary
Education Law
Act
of Pr
omot
ion
of Jo
b Tr
aini
ngPresidential D
ecree
No. 20942
Act of promotion of Government officials training
QA
guid
elin
es
Est
ablis
hm
ent
guid
elin
es
Issues on eLearning • Sea changes in education policy : data based -> evidence based• Adoption of web 2.0 notions : education, learning, research, and governance • Status of eLearning : Learning method -> a pillar of competence development • Evolution of Learning Management System
– LMS -> PLE -> CWE – Types of learning : LMS centric -> SNS centric – Participation, Openness, and SNW highly valued
• Enhancement of EQL : Learning Design, e-Portfolio management• Adoption of International Open standards : IMS CC and LTI, LOM, SCORM, OKI, Korea
28%(16.7%, SCORM)• Encourage use of Open Sources : OER, OSS, OCW, Korea 18%
• Content : Open Educational Resource : MIT OCW, Curriki, GLOBE, OpernLearn)• OSS : sourceforge.com, OBRR(Open Source Business Readiness Rating)
• Strengthen global partnership in eLearning : JV, ISP, Consulting, Funding(ODA, EDCF)
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Utilization of International Standards
• Major standard in Korean industry is SCORM and ISO• What int’l standards used :
•SCORM: widely used since 2004•KEM: KEM 7001, 7003 are available since 2005•IMS-CC: under adoption since 2009
* Source: 「 2009 Survey of eLearning Industry 」 NIPA, March 2010, http//www.kiec.or.kr
72.1Total
66.4Content
None KS-7001(KEM)SCORM
56.6Solution
Adoption Ratio of Int’l Standards
76.6Service
16.7 2.2
1.9
1.6
5.7
13.6
23.8
20.8
ISO
10.7
12.0
13.1
17.0
Adoption Ratio of
Company
27.9
23.4
33.6
43.4
(unit: %)
eLearningbusiness
MESI-Jun2009-DJ.Hwang
II. eLearning BusinessII. eLearning BusinessI
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eLearning Cooperation Triangle
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Min
istr
y of
Edu
cation
and
S&
T
Ministry of
Labor
•Customer ‘s market•Best practice•Pilot test-bed
Ministry of Knowledge Economy
•Create Job training market• Support Employment Insurance
•Promote eLearning industry•Support eLearning technology development•Promote export of eLearning products and service
Legal foundati
on
Growth of eLearning Markets
YearDemandMarket
SupplyMarket
2006 1,612 1,618
2007 1,728 1,727
2008 1,866 1,870
2009 2,071 2,091
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eLearning Supply Market
•Average annual growth ratio (in revenue): 5.4% during 2005 - 2009•$1.47B(‘05) , 1.62B(‘06) , 1.73B(‘07), $1.87B(‘08), $2.09B(‘09)
•Business category of eLearning: service, content, and solution •Market growth in revenue : 11.8% increase in 2009
•Service business leads the supply market : $1.39B•Company average: $1.53M
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* Source: Survey of the eLearning Industry in Korea, NIPA, 2009, http//www.nipa.or.kr
11.8
13.4
-4.5
YoY(%)YoY(%)
1.53Total
1.57Content
1.39
Average Average Revenue/CompanyRevenue/CompanyRatioRatio
(%)(%)
14.2 1.5465.01,216Service
Solution
RevenueRevenueRatioRatio
(%)(%)Revenue Revenue
(Unit: $1 M)(Unit: $1 M)
BusinessBusiness
CategoryCategory
2009200920082008
1,870
433
221
66.4
23.1
11.9
100.0
(Unit: $1 M)(Unit: $1 M)
1,389
2,091
491
211
23.5
10.1
100.0
• Total revenue in 2009 : $2.07B• Average annual growth ratio in revenue: 11%
•$1.7B(‘07) expanded to $2.07B(‘09)• Individual leads the eLearning demand market since 2008
eLearning Demand Market
(unit: USD 1 M)
Individual
Corporation
Public Institutions
Regular Education Institutions
2007 2008 2009
735
760
70
163
15.7%
36.2%
-14.0%
9.1%
42.6%
44.0%
4.0%
9.4%
Total 1,728 11.0%1,866
816
812
71
167
43.7%
43.5%
3.8%
9.0%
* Source: Survey of the eLearning Industry in Korea, NIPA, 2010, http//www.nipa.or.kr
Groups of Category
Avg. Growth RatioRevenue Revenue
(Unit: $1 M)(Unit: $1 M)Revenue Revenue
(Unit: $1 M)(Unit: $1 M)Revenue Revenue
(Unit: $1 M)(Unit: $1 M)RatioRatio
(%)(%)
RatioRatio
(%)(%)RatioRatio
(%)(%)
100.0% 100.0%
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2,072
945
886
96
144
45.6%
42.8%
4.7%
6.9%
100.0%
Analysis of Individual eLearner
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Gender
Age Group
2007(%) 2008(%) 2009(%) Growth Ratio(%)
Male
Female
40-49
More than50
47.641.9
29.6
13.5
2.8 4.2
6- 19 70.9 1.1
20-29 61.3 1.3
30-39 30.5 10.3
2.1
4.9
EducationalBackground
Pre/Elementary
Middle
High
University,Graduate School
VocationalBackground
StudentProfessional
Clerical
HousewifeJobless
Service/Production
69.3
70.3
64.5
26.5
70.5
48.8
81.2
10.5
22.4
-7.6
19.7
9.3
Total 45.0 3.3
Category
45.831.5
23.4
11.2
67.0
50.7
27.2
69.5
61.3
65.6
21.1
66.8
43.5
77.4
10.0
16.1
39.4
0.9
* Source: Survey of the eLearning Industry in Korea, NIPA, 2010, http//www.nipa.or.kr
50.446.1
31.7
18.4
72.0
62.6
40.8
70.2
62.7
84.2
90.5
48.3
NA NA
III. eLearning Best Practice in III. eLearning Best Practice in EducationEducation
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Allow students to have equal opportunity for learning • Provide students with opportunities for seamless learning Reduce private tutoring expenses Enhance quality of public education
Cyber Home Learning SystemCyber Home Learning System
Student-centered
Blending of learning and education
Curriculum-based
Supplementary
Customized Learning
Major ServicesMajor Services
Q&A LevelAssessment
Career PathCounseling
Cyber Teacher1:1 Learning Management
Tutor
LMS / LCMS (SCORM 2004)
Knowledge DB
Content Repositor
y
2.2 M8,218
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ContentContentCHLS LMSCHLS LMS
Integration of Standards with CHLSIntegration of Standards with CHLS
SCORM RTE (Data Model & API)
Content Packaging
Simple Sequencing & Navigation
Metadata (KEM, KS-7001)
LearnerLearner
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How to Operate CHLS : by 16 MPOEsHow to Operate CHLS : by 16 MPOEs
16 MPOEs run their own CHLS with common design guideline, which are networked nationwide through KERIS
Learning Resource
Configuration Window
Learning Design Window
RestructureManagement
Window
Resource Management
Window
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Three Types of Learning Design Three Types of Learning Design ModelsModels
For implementation of branching, assessment results and Learner’s decisions are considered. Selection model is the most popular
IntroMainstudy
Evaluation
Summary
Intro Main study EvaluationSumma
ry
Selectionmodel
Sequencingmodel
IntroPre
requisiteMain study
Summary
Basicmodel
Prerequisite
Prerequisite
FurtherStudy
Supplemen-taryStudy
Provide teachers with guided LD models with SCORM content packaging
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32.5
20.7 20.1
25.3 25.3
0
5
10
15
20
25
30
35
Interest has increased
Gained confidence
Improved grades
Self- motivated study
Other
(unit : %, n=54,775)
Impacts of Cyber Home Learning System: Learner Impacts of Cyber Home Learning System: Learner achievementachievement
• More interested in subjects : 32.5%
• Enhanced self-motivated study habit : 25.3 %
• Confidence gained in problem solving : 20.7 %
• Overall improvement in grades : 20.1 %
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Impact s of CHLS in Cost Saving
• Those students who have and are willing to quit private tutoring : 12.9% (6,275 in numbers)
• $22.8 expected to save : 6,275 students * $300 USD * 12 months, where $300 is the average monthly payment for private tutoring
cf) Total private tutoring expenses : $42 B in 2009
Extra Cost Savings
YearCost
estimatedRemarks
2005 51 Million 1.6 M * 16 MPOE * 2 Semesters
2008 118 Million 3.7 M * 16 MPOE * 2 Semesters
2009 125 Million 3.9 M * 16 MPOE * 2 Semesters
( unit : USD )
Replacing private tutoring opportunity
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IV. Current Issues on eLearning
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Issues on eLearning Technologies• Emerge new type of digital contents and alternative learning platforms
– eBook(Book + adaptive tutors + open content + simulations) -> Integration of eLearning business and publishing business
– eBooks as a new learning platforms
• Need to support collaborative and social learning
• More attentions to learning technology standardization : W3C, IMS CC, and LTI
• Must respond to the customer’s voices on quality of learning outcomes
• Accommodate device mobility and diversity
• Use of OSS and OER in education becomes globally popular
• Cloud computing affects eLearning business ecosystem : cost reduction, smart sourcing
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Innovations of Content Providers
• Books + Adaptive Tutors + Open Content + Simulations
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*source : IMS GLC Overview, 2009
Adoption of Int’l eLearning Standards
• Challenging issues to catch up transition web 2.0 era: eLearning 2.0, education 2.0, research 2.0, governance 2.0, etc….
• eLearning industry and government of Korea recognize importance of eLearning standards for global collaboration and creating business in global markets
• HE institutes concerns more about adoption of Int’l Open Standards to challenge LTI issues and reasoning issues on sustainability in ICT investment : ISO, IEC, IMS, CEN, IEEE
• Learning Design and e-Portfolio management draw more attentions from academia and industry
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Global eLearning Standardization System
Proposal
Collaboration
•Countries/Publ Insts.: 10 •Universities/Ed Insts: 30 •Companies : 60 •Specs : 21Documents, 100items
• Countries: 28• Specs : 11Documents, 23 items
IMS Specs(de Facto Standards) ISO Specs(de Jour Standards)
* IMS Global Learning Consortium : International non-profit organization* ISO/IEC JTC1 SC36 : Information Technology for Learning, Education, and Training (ITLET) * CEN : European Committee for Standardization* IEEE LTSC•ADL : SCORM
* Sources: IMS Global 2009
...
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Learning Technology Interoperability among Multiple LMS
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* Source : IMS Global 2009
Issues on OER
• Establishing nationwide OER repository under discussion through
participation from broadcasting stations and national institutions
• OER, and OSS draws much attentions from academia and public in
Korea
• Education institutes are encouraged to use OER for enhancing quality
of education/learning and ROI in education
• KOCW as a member of GLOBE has been leading OER movement in
Korea
• International cooperation of OSS among Korea, Japan, and China
began since 2000:
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GLOBE Partnership• ARIADNE: Collaboration among University Teaching and Learning Service Center
•Katholiek Universiteit Leuven (KUL)•University of Lausanne (UNIL)•Université Joseph Fourier's Centre d'Autoformation et d'Innovation Multimedia (UJF-CAFIM) •Université Paul Sabatier's Informatics and Telecom Research Institute and the Toulouse Campus •Computing Centre (UPS-IRIT/CICT) •Escuela Superior Politécnica del Litoral (ESPOL)
•EDNA : education.au.limited • Leads OER in education institutions : Primary and secondary education, HE, and LLE • Operation in cooperation with private and non profit organization
•EUN: European Schoolnet • Organized by Ministry of Education of EU member country : Denmark, France, Norway, Italy
•LORNET: Organization of 6 Institutes in Canada•Tele university•Simon Fraser University•University of Saskatchewan•University of Waterloo•University of Ottawa•Ecole Polytechnique de Montreal
•JOCW•Keio University•WIDE University•Shinshu University
•MERLOT: OER community of U.C. California• Types of Membership: Person, Institution
• KERIS, Korea• NIME, Japan
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Issues on Learning Design• Provide content developers and teachers with various learning design
models to
enhance eLearning quality through their active participation
• Establish nationwide repository of LD models and best practices to encourage sharing of experience among teachers and content developers
• Encourage use of OSS tools in classroom
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B
C
B
C
B
C
B
C
V. Conclusions V. Conclusions
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Conclusions• Policy
• Nurture eLearning as a strategic business of knowledge based economy • Coordinated approaches to support promotion of eLearning among private,
public, and
education sectors• Motivate eLearning industry to create eLearning markets in abroad with
government
support• eLearning Quality management
• Learning Design and e-Portfolio draw attentions • More concerns about outcome and context from learner’s perspective• Strengthen application of QA guidelines to operation, content, service, and staff
• Encourage OER use and International Open standards• Focuses on global collaboration and competence of HE institutes and eLearning
industry• More concerns about ROI in education
•Technology Innovation• Technology innovation to maximize mobility : u-Learning, m-Learning, content
packing,
eBook as learning platform• Interoperability among multiple learning platforms • Recognize science of learning as the core part of future education innovation• Need attentions to cloud computing emerging new business model
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Dae Joon Hwang Ph. D.Prof., Sungkyunkwan University, Korea
감사합니다Thank You
eLearning Russia 2010, Moscow, June 3rd – 4th, 2010