Transcript 슬라이드 1 - CourseMarket.ru

eLearning Russia 2010, Moscow, June 3rd – 4th, 2010
Infrastructure for Promotion
of eLearning in Korea
June 3rd, 2010
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]
eLearningRussia2010_Moscow
Summary
I. Introduction
II. eLearning Business
III. eLearning Best Practice in
Education
IV. Current Issues on eLearning
V. Conclusions
eLearningRussia2010_Moscow
I
I. Introduction
eLearningRussia2010_Moscow
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 : 1.55M명(‘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)
eLearningRussia2010_Moscow
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
Government
Institutes:
KERIS, NIPA,
KRIVET
Industry:
Content,
Platform,
Service
Ministries :
MOE, MOL,
MKE, MAS
Consumer markets:
Individual, Public
Institutions,
Education institutes,
Industry
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Oversea
Market s
Legal Foundations of eLearning
Life Long Education Law
eLearning
Industry
Promotion
Law
Establishment
guidelines
QA guidelines
Protection Law of
Intellectual Property Right
Privacy Protection Law
Act of promotion of
Government officials training
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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
(unit: %)
Adoption
Ratio of
Company
SCORM
KS-7001(KEM)
ISO
Service
23.4
13.6
1.9
10.7
76.6
Content
33.6
23.8
1.6
13.1
66.4
Solution
43.4
20.8
5.7
17.0
56.6
Total
27.9
16.7
2.2
12.0
72.1
eLearning
business
Adoption Ratio of Int’l Standards
* Source:「 2009 Survey of eLearning Industry」NIPA, March 2010, http//www.kiec.or.kr
MESI-Jun2009-DJ.Hwang
None
I
II. eLearning Business
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eLearning Cooperation Triangle
•Customer ‘s market
•Best practice
•Pilot test-bed
Legal
foundation
•Create Job
training market
• Support
Employment
Insurance
Ministry of Knowledge Economy
•Promote eLearning industry
•Support eLearning technology development
•Promote export of eLearning products and service
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Growth of eLearning Markets
Year
Demand
Market
Supply
Market
2006
1,612
1,618
2007
1,728
1,727
2008
1,866
1,870
2009
2,071
2,091
2,100
2,050
2,000
1,950
1,900
1,850
Dema…
Supply
1,800
1,750
1,700
1,650
1,600
2006년
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2007년
2008년
2009년
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
2008
Business
Category
Revenue
(Unit: $1 M)
2009
Ratio
(%)
Revenue
(Unit: $1 M)
Ratio
(%)
YoY(%)
Average
Revenue/Company
Service
1,216
65.0
1,389
66.4
14.2
1.54
Content
433
23.1
491
23.5
13.4
1.57
Solution
221
11.9
211
10.1
-4.5
1.39
Total
1,870
100.0
2,091
100.0
11.8
1.53
* Source: Survey of the eLearning Industry in Korea, NIPA, 2009, http//www.nipa.or.kr
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eLearning Demand Market
• 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
(unit: USD 1 M)
2008
2007
Groups of
Category
Revenue
(Unit: $1 M)
Ratio
(%)
Revenue
(Unit: $1 M)
Ratio
(%)
2009
Revenue
(Unit: $1 M)
Ratio
(%)
Avg. Growth
Ratio
Individual
735
42.6%
816
43.7%
945
45.6%
15.7%
Corporation
760
44.0%
812
43.5%
886
42.8%
9.1%
Regular Education
Institutions
70
4.0%
71
3.8%
96
4.7%
36.2%
Public Institutions
163
9.4%
167
9.0%
144
6.9%
-14.0%
1,728
100.0%
1,866
100.0%
2,072
100.0%
11.0%
Total
* Source: Survey of the eLearning Industry in Korea, NIPA, 2010, http//www.nipa.or.kr
eLearningRussia2010_Moscow
Analysis of Individual eLearner
2007(%)
2008(%)
2009(%)
39.4
45.0
48.3
Growth
Ratio(%)
3.3
45.8
31.5
67.0
47.6
41.9
70.9
50.4
46.1
72.0
2.8
4.2
1.1
50.7
27.2
61.3
30.5
62.6
40.8
1.3
23.4
29.6
31.7
10.3
2.1
11.2
13.5
18.4
4.9
61.3
70.3
62.7
-7.6
Middle
65.6
64.5
84.2
19.7
High
77.4
81.2
90.5
9.3
69.5
69.3
70.2
0.9
66.8
70.5
43.5
16.1
10.0
21.1
48.8
22.4
10.5
26.5
NA
NA
Category
Total
Gender
Male
Female
6- 19
20-29
Age Group
30-39
40-49
More than
50
Pre/Elementary
Educational
Background
University,
Graduate School
Vocational
Background
Student
Professional
Clerical
Service/
Production
Housewife
Jobless
* Source: Survey of the eLearning Industry in Korea, NIPA, 2010, http//www.nipa.or.kr
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III. eLearning Best Practice in
Education
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Cyber Home Learning System
 Allow students to have equal
opportunity for learning
• Provide students with
opportunities for seamless learning
 Reduce private tutoring expenses
 Enhance quality of public
education
 Student-centered
 Blending of learning
and education
8,218
Cyber Teacher
2.2 M
Tutor
1:1 Learning Management
Major Services
Customized
Learning
Q&A
Level
Assessment
Career Path
Counseling
LMS / LCMS (SCORM 2004)
Curriculum-based
Supplementary
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Content
Repository
Knowledge
DB
Integration of Standards with CHLS
CHLS LMS
Content
Learner
SCORM RTE (Data Model &
API)
Content Packaging
Simple Sequencing & Navigation
Metadata (KEM, KS-7001)
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How to Operate CHLS : by 16 MPOEs
16 MPOEs run their own CHLS with common design guideline, which are
networked nationwide through KERIS
Resource
Management
Window
Restructure
Management
Window
eLearningRussia2010_Moscow
Learning
Design
Window
Learning
Resource
Configuration
Window
Three Types of Learning Design Models
Provide teachers with guided LD models with SCORM content packaging
Basic
model
Selection
model
Sequencing
model
Intro
Pre
requisite
Intro
Pre
requisite
Intro
Pre
requisite
Main study
Main
study
Summary
Further
Study
Evaluation
Main study
Supplemen
-tary
Study
Evaluation
Summary
Summary
For implementation of branching, assessment results and Learner’s decisions are considered.
Selection model is the most popular
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Impacts of Cyber Home Learning System: Learner achievement
(unit : %, n=54,775)
35
3 2 .5
30
25
2 5 .3
2 0 .7
2 0 .1
20
15
10
5
0
•
•
•
•
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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2 5 .3
In t e r e s t h a s in c r e a s e d
G a in e d c o n f id e n c e
Im p r o v e d g r a d e s
S e l f - m o t iv a t e d s t u d y
Oth e r
Impact s of CHLS in Cost Saving
Extra Cost Savings
( unit : USD )
Year
Cost
estimated
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
Remarks
Replacing private tutoring opportunity
• 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
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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
*source : IMS GLC Overview, 2009
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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
IMS Specs(de Facto Standards)
•Countries/Publ Insts.: 10
•Universities/Ed Insts: 30
•Companies : 60
•Specs : 21Documents,
100items
ISO Specs(de Jour Standards)
Proposal
Collaboration
• Countries: 28
• Specs : 11Documents,
23 items
...
* 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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Page 27
Learning Technology Interoperability among Multiple LMS
* Source : IMS Global 2009
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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
B
C
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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
eLearningRussia2010_Moscow
eLearning Russia 2010, Moscow, June 3rd – 4th, 2010
감사합니다
Thank You
Dae Joon Hwang Ph. D.
Prof., Sungkyunkwan University, Korea
[email protected]