Open Education Strategy at Universities in Hokkaido RegionUtilizing OER

Katsusuke Shigeta, Masashi SataCenter for Open Education, Hokkaido University

JAPANshige@iic.hokudai.ac.jp

sata@open-ed.hokudai.ac.jpOE Global 2016 Krakow, Poland

OE Strategy at Hokkaido University (1)

• Background in Japan– Lack of non-English OER– moderate textbook prices

• Background in Hokkaido – Second largest island– Least developed

• 7 public universities– Hokkaido University– Specialized Colleges

• Potential to leverage online learning

OE Strategy at Hokkaido University (2)

• Step 1: Develop OER for our university– With open license (CC-BY-NC)– Reuse existing OER (translation from English)

• Step 2: Use OER and improve– On campus by supplemental learning– On university consortium with distance learning

• Step 3: Reuse for Open MOOC– OECx course– Improve OER by learning data

Hokkaido UniversityCenter for Open Education

• University-wide organization– Under the Institute for the Advancement of Higher

Education• Objectives– Supporting teaching and learning using OER– OER research and development

• Unification of initiatives on campus– Hokkaido University OCW office– E-learning efforts on several departments

Develop OER

• Lecture capture– Mainly developed before, become fewer

• Structured OER– Committed to instructional design– Support faculty with professional staff

• Use OER in classroom– With flipped classroom or supplemental learning• OSCE for veterinary medicine

– English OER for international program

LMS

OCW

MOOC

30

Share OER with multiple platforms

OCW

MOOC

LMS

Developing OERsShare OER via LMS for campus education

• ELMS• Moodle• Open edX (for consortium)

MOOC

ELMS/MOODLE/DVD etc.

OCW

Developing OERsShare OER via OpenCourseWare

MOOC

LMS

OCW

Developing OERsOpen MOOC through reusing OER

Video

Objectives of Center for OE

• Develop OER for faculty– For blended learning and flipped classroom– Consultation with staff specialized for instructional

design, video production and copyright clearance• Share OER for campus education– In Hokkaido University– Open to the public: via OCW and MOOC– Share with universities around Hokkaido region:

cooperatively deliver liberal arts education

The Consortium of National Univerisities in Hokkaido for Liberal Arts Education (NUCLA)

• Utilize distance learning– Videoconferencing system– Special classroom for active learning

• Improve student outcomes– Overcoming challenges to increase effectiveness

of distance learning

Activities (1)Create OER and repository

Develop/Share OER

OER Repository

Collaborate

Flipped Classroom

Student

StudentInstructor

OER

Hokkaido U.

HU of Education Kitami Inst. of Tech Muroran Inst. of Tech Obihiro U. of Agr/Veterinary Med

Asahikawa Med U

Otaru U of Comm.

• Sharing OER for general education courses to bring a variety of courses into each campus• Improving the quality of teaching and learning with flipped classroom

Examples of OER

• MOOC-type materials• Committed to instructional design• Open license （ CC-BY-NC ）

Activities (2)

• Develop OER– Applied ethics, Earth and space science, Digital Literacy, Environmental radioactivity

• Reuse existing OER– Open Learning Initiative (Carnegie Mellon U.)

• Pilot courses from 2nd semester in 2014– Flipped classroom and active learning

• Credit bearing courses starting since 2015– Applied ethics/Digital Literacy

OER Repository

• Academic Commons For Education (ACE)– Open since April 2014

• Based on Open edX platform

http://ace.iic.hokudai.ac.jp/　 (Sign-in required）

Development of Learning Analytics Tool

• Grasping how students study at home

Visualization Dashboard(1)Scores of quizzes and status of login

How many times do students submit their answers for quizzes?Once

TwiceMore than three timesN/A

Visualization Dashboard(2)Grasp access to video materials

• Overall trend and individual trend• Show the frequency of access by shade of color

Where in videos do students frequently access?

Flipped classroom using MOOC with distance learning

• Activities– Discussions, presentations, writing papers, and

developing students’ OER

Flipped classroom using MOOC with distance learning

• Connected with another university• Staffs as TAs

Examples of students’ developed OER (on Google Apps)

What is the “my number”?

1. To begin with…

Election campaign using the Internet

Deep learning

Results

• Positive feedback from faculty– Increase time that students discuss issues, write

essey and produce materials in classroom– Benefits of learning analytics tool

• Positive comments by students– Stimulate communication among universities

• Improve outcomes– Quality of student developed materials

Open MOOC to reuse OER

• Jul. 14 – Aug. 24

Title 　 : Effects of Radiation: An Introduction to Radiation and RadioactivityLength : July 14, 2015 – August 24, 2015Assignments : Weekly quizzes (50%), Mid-term exam (40%), Final exam (10%)Prerequisites : None (High-school physics/chemistry is preferred)Instructors : Eight instructors from engineering/veterinary medicine department

RADIO101x: Effects of Radiation

Making the MOOC “open”

Those who visited 　 ： 1385

Number of registrants ： 4342Those who completed ： 380

(Completed)/(Total registrants) = 8.7%

※As of Sep. 14, 2015

(Completed)/(Visited) 　 = 27.4%

The completion rate

How would they use the course materials?

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

Outcomes of Hokkaido U Open Ed strategy

• Possibility– Realize diversity of liberal arts education– Increase student outcomes by OER and distance

learning– Increase opportunities by Open MOOC

• Challenges– Reduce costs for OER development– Continue collaboration with faculty– Sustainability

Thank you!

• Katsusuke Shigeta– shige@open-ed.hokudai.ac.jp– Twitter: shigejam

• Masashi Sata– sata@open-ed.hokudai.ac.jp

• Slides (slideshare)– http://goo.gl/8jtJLK