Tracking Citations

Long and Haklev [7] describe China’s ambitious nation wide course plan that includes 12,000 courses from 700 universities.

The repository received a tremendous response after its public launch, as is evident from the following blog posting:

Openness rarely extends to offering completely unfettered choices to the learners on what to study, when, how and where, as, in principle is being offered by OER and some emerging community based operations on the web such as Wikiversity and the Peer-to-Peer University (Thierstein, Schmidt and Håklev, 2009).

and two other publications which use the same line, by the same author

Just because you on the decisions made affect the individual factors present in both the domestic and in the host country, warns Haklev (2005) on it, you in addressing the negative consequences associated with the brain drain should be involved in both developing and developed countries. (Google Translate)

In today’s world, although universities are key elements in social, economic, cultural and political development (Mirkamali and Naranjisani, 2008), lack of proper strategies for faculty retention, results in leaving university by their brightest and the best faculty members for better job opportunities (Berry and Haklev, 2005).

This has been promoted as a successful case to counteract disease spread in villages by the World Health Organization (WHO) and the World Bank and was written into the Alma-Ata Manifesto (Håklev 2005; Narayan 2006; Chan 2007).

在 建设课程网站过程中,鼓励课程建设者访问其他学科和相 关课程的网站,了解其他人是如何做的,从中汲取灵感。(from a longer paragraph about the goal of JPKC)

目前,很多大学视开放教育资源为其社会责任,同时也 看到开放课程建设对本校教学质量的促进,对学校声誉的影 响,因此,会在大学日常运行经费中拨出一部分投入到 OER 项目中[11]。

王龙和侯爽(2011)访谈了美国杨百翰大学的戴维·威利 博士,威利博士介绍了就开放教育资源可持续发展能力和长期经济生存能力所做的一些实证研究[15]。如威利博士任首席 开放官的平世界知识公司的开放课本计划,它遵循知识共享 协议,支持对课本的定制和修改,教材内容更新便捷、周期 短,教师可从中受益; 提供打印版、PDF 版、音频版等多种个 性化版本的电子教材,也支持套餐或部分章节等灵活购买和 使用方式,大大降低购买教材的费用,学生可从中受益; 公司 向作者支付 20% 的销售利润(高于传统书本出版模式下 15% 的比例) 。 威利博士还计算开放课程所需的成本,以及通过开 放课件渠道额外新增的注册人数。 研究发现,通过开放这些 课程所获得的新增收入大于为实现开放而支出的成本。

P2PU则从关注开放教育资源应用的视角,实现了每个用户均可以利用开放教育资源创建课程,成立基于课程的学习共同体,实现课程的协同学习与交流。

a paragraph long summary of the P2PU model

Korea OpenCourseWare Consortium was formed in 2008 with five universities and it includes now 12 universities [14, 15].

By keeping it simple the Chinese approach both embraced the idea of recognising and rewarding the originator through the title and the aim to encourage sharing by adoption a common and understandable statement. The resulting courses were released so that they are available to all through an open website. Even so discussion of the practice encouraged by these courses identified that while such a statement encourages use, it is less clear on how the materials can be transferred to other servers and be changed into new forms for reuse. The terms do not forbid this, but also do not require it, and so mean that the approach is more like the CC-BY-NC-ND condition of Creative Commons. The courses have been criticised (as reported by Haklev, 2010) for not encouraging shared maintenance and reuse. In this area where there is a need to change practice and culture an explicit statement would help make things clear.

TOCWC provides also discussion forums to facilitate interaction be- tween self-learners, and online teaching assistants to foster a self-learning environment. What is different from the other courseware initiatives is the fact that this self-learning process can lead to an official certification from the university, even for external students, after passing a certification exam, which is also free of any charge (Håklev, 2010).

Korea OpenCourseWare Consortium was started in 2008 with five universities and it includes now 19 universities (Håklev, 2010; KOCWC, 2010).

Building on the National Top Level Courses Project (NTLCP) in 2003, which aimed to create an elite repository of courses showcasing exceptional pedagogical techniques developed from a variety of institutions, the MoE included online courses into the annual competition in 2007. According to the MoE, the main aim of the NTLCP was to improve the quality of courses and to advance teaching standards in higher education nationally (Håklev, 2010, p. 29). For Internet Colleges, this was an opportunity to validate the quality of online learning for higher education and further, to share in-house expertise on educational technology with other departments for their own submissions to the NTLCP (Håklev, 2010, p. 40).

Stian Haklev (2010) and Jason Priem (2010) advocate for open access and publicly release the tools they use for their own research… on open access.

Lawler, Elliott, Krafft, and Haklev use(d) software for their dissertation data analysis that both allowed for public editing and had a single-click vandalism reversal feature.

So far, however, in-depth studies on OER developments at MUs in Asia were very limited (Ghosh & Das, 2006; Safitri & Sukmayadi, 2011; Håklev, 2010; Abeywardena & Dhanarajan, 2012).

Openness is related to four categories: transformative production, direct use, reuse, and transparency/consultation (Caulfield, 2009; Håklev, 2010).

Openness aspects were focused on openness as reuse which is related to “the level of open access of OER” according to the guarantees, legal frameworks or licenses they used (Wiley, 2007; Atkins, Brown & Hammond, 2007; Kanwar & Uvalic´-Trumbic, 2011; Swan, 2012). The other aspects of openness in relation with transformative production, direct use, and transparency/consultation (Caulfield, 2009; Håklev, 2010) do not be studied.

OER in AU, STOU, SHTVU, and OUC’s Websites have also used this model supported by the governments with allocate a large amount of the budget (Prudtikul, 1998; Ozkul, 2001; Håklev, 2010).

Otherwise, at the STOU, SHTVU, and OUC, the governments have allocated a large amount of the budget to supports of universities, and their web-based OER has also developed and sustained (Ozkul, 2001; Håklev, 2010).

Much of this section is based on Stian Håklev’s MA Thesis (http://reganmian.net/blog/the-chinese-national-top-level-courses-project/). Stian is one of the founders of the Peer2Peer University (P2PU)

We’ve talked about this before, of course. There’s this ancient post of mine on Openess as Reuse vs. Openness as Transparency, and Stian Haklev’s amazing dissertation on the history and context of OCW in China makes an expanded version of this distinction central to its analysis (see the “Typology” on page seven for starters). Others have made similar distinctions.

Short Russian blog post mentioning both OCW in Taiwan, Japan and Korea, and in China, with links to my thesis (blog posts)

Cited a number of times under different headings

Bandung has been influential in the alternative literacy movement. A combination of a strong punk-rock scene and a “do-it-yourself” culture has influenced the artistic community, including literacy initiatives (Haklev, 2008).

Dauzan Farook is celebrated in Yogyakarta for strengthening alternative libraries. In retirement, Farook used his savings to develop a library in his home called the Mabulir library. At his death, the Malubir library contained 10,000 books and 4,000 magazines (Haklev, 2008).

Created by Upik Djalins, Ida Sitompul, and Santi Soekanto, 1001 Buku grew significantly mainly due to the Internet. (Haklev, 2008, p.33). The donation box organization was, and to a certain extent still is, organised through online mailing lists where such jobs as recruiting, scheduling, and communication are done. 1001 Buku, first named Book-Drop Programme, began in May 2002 (Haklev, 2008, p. 33) when donation boxes were left in various public areas in Jakarta. Today, the organization still requests donations of children’s books and they believe that although:

“People say, people’s interest in reading in Indonesia is very low … is [this] true? Maybe not. Maybe the answer to the question is the difficulty to access books and magazines that are expensive…. [To] give access to books for the wide community, especially for the children, this is the reason for 1001 Buku’s existence” (Haklev, 2008, p.32).

With 1001 Buku, books reach further locations and arrive in very poor communities in Indonesia that desperately need assistance to obtain books for children. According to Stian Haklev (Haklev, 2008) the organization grew extremely quickly. From its creation in May 2002 it grew to 224 volunteers by December with 12, 000 books having been distributed. By 2003 the number of volunteers reached to be 834 (Haklev, 2008). 1001 Buku also receives a lot of media coverage from newspapers, magazines, and the television news. From this coverage, the organization is well known which helps it to gain support from outside organizations. Some of their supporters include The World Bank, The British Council, the Coca Cola Foundation Indonesia, McDonald’s, and the Cultural council of Jakarta (Haklev, 2008).

Jika menilik sejarah Taman Bacaan, saya akan memulai dengan tesis seorang kawan, Stian Haklev dari Toronto University, Canada. Di dalam tulisannya dijelaskan bahwa penggunaan istilah Taman Bacaan pertama kali di periode akhir abad ke-19. Di China dikenalan dengan nama zushutan yang artinya persewaan buku, meskipun Lombard dan Salmon, 1993, berpendapat bahwan istilah yang sama dengan Taman Bacaan telah juga digunakan di Cina selama kerajaan Tang. Taman Bacaan tersebut ditemukan di daerah tempat Cina muslim memiliki mesjid sendiri, seperti di Kerukut, Kebon Jeruk dan Tembora (Salmon dalam Haklev, 2008).

Pengelolaan perpustakaan komunitas lebih bersifat independen, dalam arti tidak bergantung pada pemerintah, terutama pada masa awal keberadaannya dengan slogan dan semangat: DO-IT-YOURSELF (Haklev, 2008).

Pengelolaan perpustakaan komunitas lebih bersifat independen, dalam arti tidak bergantung pada pemerintah, terutama pada masa awal keberadaannya dengan slogan dan semangat: DO-IT-YOURSELF1 (Haklev, 2008).

Do It Yourself pada dasarnya adalah prinsip yang dianut oleh kebanyakan komunitas punk, khususnya punk anarki. Prinsip yang mengajukan kepentingan inisiatif individu dengan mengedepankan budaya perlawanan. Soal keberadaan perpustakaan komunitas ataupun Taman Bacaan dengan semangat ini dapat dibaca lebih lanjut pada tesis yang ditulis oleh Stian Haklev: Mencerdaskan Bangsa – An Inquiry into the Phenomenon of Taman Bacaan In Indonesia, University of Toronto, 2008.

Penamaan Taman Bacaan yang kemudian berkembang selanjutnya mendapat kritik dari Putu Laxman Pendit (2008) (dalam Haklev, 2008: 40)

Kesan formal yang kental membuat nama perpustakaan menjadi kaku bagi masyarakat sekitarnya, seperti yang dikatakan oleh Håklev (2008) bahwa bagi taman baca adalah hal yang umum untuk tidak menggunakan istilah perpustakaan, karena mereka tidak ingin dianggap sama, tampak membosankan dan intimidatif.

Bagi taman baca adalah hal yang umum untuk tidak menggunakan istilah perpustakaan, karena mereka tidak ingin dianggap sama, tampak membosankan dan intimidatif (Håklev, 2008).

Stian Haklev (2008) dalam hasil penelitian yang berjudul “Mencerdaskan Bangsa - Suatu Pertanyaan Fenomena Taman Bacaan di Indonesia” mengungkapkan bahwa perpustakaan komunitas diselenggarakan terutama bagi diri komunitas itu sendiri yang disesuaikan dengan kebutuhan dalam upaya memberdayakan dirinya. Pendekatan dalam pembangunan perpustakaan yang dilakukan oleh masyarakat atau komunitas tidak lagi dilakukan secara struktural dan birokratis melainkan melalui pendekatan kultural yang cair. Pengelolaan perpustakaan komunitas lebih bersifat independen, dalam arti tidak bergantung pada pemerintah, terutama pada masa awal keberadaannya dengan slogan dan semanat budaya perlawanan atau do it yourself. Menurut penulis, sungguh menarik bahwa dasar dari perpustakaan komunitas ada unsur pemberontakan. Para pengelola perpustakaan komunitas ingin membuat suatu gerakan yang ingin melawan paradigma mengenai perpustakaan yang selama ini tertanam di masyarakat.

Perlawanan itu bersifat positiv karena mereka menganggap bahwa mereka adalah pihak yang paling mengetahui siapa sebenarnya komunitas mereka. Itu pun tidak salah. Karena pada dasarnya, dalam niat mereka tertanam bahwa mereka ingin memberikan kontribusi lebih bagi komunitas mereka. Tentunya dengan cara mereka sendiri.

“Buku adalah kekayaan yang bisa mencerahkan manusia. Para pendiri bangsa kita dulu adalah orang-orang yang sangat kuat dalam membaca sehingga semangat dan wawasan kebangsaan mereka sangat tinggi.”

Mengenai minat baca masyarakat indonesia, telah dilakukan berbagai penelitian. penelitian yang banyak dikutip di berbagai artikel surat kabar (sebagai contoh lihat Baderi, 2005) adalah Asosiasi Internasional untuk Evaluasi Pendidikan10 pada tahun 1992, yang menemukan, dari 30 bangsa di mana mereka mengukur kemampuan membaca murid-murid sekolah dasar, Indonesia berada di posisi 29. Laporan lainnya adalah laporan Bank Dunia “Masa krisis hingga masa pemulihan pendidikan di Indonesia”11 dari tahun 1998, yang menunjukkan kemampuan membaca murid-murid sekolah dasar di Indonesia adalah yang paling rendah di bandingkan Perhimpunan Bangsa-Bangsa Asia Tenggara (ASEAN). Ada juga referensi yang sangat sering disebutkan yang menyatakan minat baca di Indonesia sangat rendah. Dan membaca sangat diperlukan untuk kemajuan, sebagai contoh membaca untuk mencerdaskan bangsa dan keluar dari kebodohan dan ketertinggalan.[3]

By early 2008s Taman Bacaan Masyarakat were almost collapsed with less than 500 Taman Bacaan Masyarakat left from the 7,000 that had been operating at the height of the programme. This collapse mainly attributed to the lack of support from provincial and local governments which after 2000 thanks to Regional Autonomy Act have more autonomy in governing its home affairs. As can be predicted those local governments were reluctant to support the Taman Bacaan Masyarakat which they considered heavy for their budget. Another possibility is that the government’s Taman Bacaan Masyarakat program were never designed for sustainability, and that the collections were only books about Pancasila (the state ideology) and government doctrine which made the Taman Bacaan Masyarakat uninteresting to the local community, and unlikely to receive support from them (Haklev, 2007)

A good number of cites, referencing BA thesis and the two articles

mentioned in literature section, but not cited

Although some courses include video or audio from the lectures, most courses are quite skeletal, and are not designed for distance teaching (Haklev, 2010).

Openness rarely extends to offering completely unfettered choices to the learners on what to study, when, how, and where; although, there are some emerging community-based operations on the Web, such as Wikiversity and the Peer-to-Peer University (Thierstein, Schmidt, & Håklev, 2009).

E-learning accreditation, a process of educational institution review and evaluation by third party agencies to formally verify the quality of education, is evolving (Charmonman,& Chorpothong, 2004; Schmidt, Geith, & Hakley, 2009).

Both these examples illustrate how students are taking control of their learning with the result that many currently perceived novices are actually becoming silent experts in how, where, and by whom they want to be educated (Alexander, 2003; Schmidt et al., 2009, on the emergence of peer-to-peer interaction).

Peer 2 Peer University, or P2PU, which was founded in 2009 by Philipp Schmidt and others, is an example from the informal learning side. Speaking about the beginnings of P2PU, Schmidt echoes Siemens’ connectivism ideas and explains that, “The expertise is in the group. That’s the message, that everyone can bring something to the conversation.”[2] In numerous public talks, Schmidt argues that current educational models are “broken” (particularly on the basis of the high cost of university-level training). He suggests that social assessment mechanisms similar to those applied in open-source software development can be applied to education.[17] In practice, this approach uses peer-based assessment including recommendations and badges to provide an alternative form of accreditation.[18]

No conversation about badges in higher ed would be complete without mentioning Peer to Peer University (P2PU), another Badges for Lifelong Learning grantee project building a platform. Philipp Schmidt has been thinking about alternative assessment for years and has been a key contributor to the badges movement. Check out Schmidt et al.’s Peer to Peer Recognition of Learning in Open Education here.

Detailed treatment in the following article: Peer-To-Peer Recognition of Learning in Open Education

Schmidt et al present educational identities that are distributed across the web, and make the case for peer-based assessments based on digital trails. (Schmidt 2009) We are impressed by examples where courses take place on the open web, for instance the courses at the P2PU or massive online open courses like Siemens’ and Downes’ CCK08.

We lack models and systems that support recognition of learning activities in peer-to-peer communities (Schmidt, Geith, Håklev, & Thierstein, 2009). In the future, online reputation could become a substitute for or complementary to formal certificates, to which a large part of the world does not have access to.

Centralized approaches in knowledge management usually fail (Benbya & Van Alstyne, 2010) and centralized approaches in education are unable to cope with the increasing demand for high-quality education worldwide (Schmidt, Geith, Håklev, & Thierstein, 2009).

(also Santos & Boticario, 2012Santos, O. C., & Boticario, J. G. (2012). Recommender Systems and Technologies: Practices and Challenges. )

Some scholars have suggested peer recognition of learning as a way to leverage online communities in assessment through the use of digital portfolios (Schmidt, Geith, Hakley & Thierstien, 2009).

peter2013learning Schmidt, Geith, Haklev and Thierstein (2009) view open education as “the combination of open licensing and web-based social media” (p. 2).

另外一位创办大学的小伙子也是80后，他是挪威人Stain Haklev,中文名叫侯爽。现在是加拿大多伦多大学安大略教育研究院的博士生，几年前，他和一帮朋友也创办了一所大学，名字叫 Peer to Peer University（P2PU），翻译成中文就是“同伴对同伴大学”或者“同侪互助大学”。它的口号是“为了每个人的学习，由每个人教授的学习，学习几乎所有你想学习的东西。”在P2PU，任何人，只要你学有所长，人人可开坛授课，任何人都可以报名学习；而且，无论是授课还是学习，这一切都是免费的。P2PU通过各种措施鼓励分享和学习，同时保证课程的质量。课程的种类没有限制，关于操作系统的，关于法律的，关于美食的，当然最多的还是关于网络设计的。P2PU的信仰是努力保持网络的开放，并让每一个人都能享有受教育的权利。

加拿大安大略教育研究院（Ontario Institute for Studies in Education）的研究员斯蒂安•哈克列夫（Stian Håklev）表示：“美国顶尖高校在很多中国人眼中都很神秘，而网络公开课在中国的流行，很大原因是这给了很多人直接进入斯坦福或耶鲁等名校课堂了解美国高等教育的机会。”