Asia Regional Consultation for OER

Asia Regional Consultation for OER 1st – 2nd December 2016OER for Inclusive and Equitable Quality Education: from Commitment to Action. Hotel Impiana, Jalan Pinang, Kuala Lumpur 50450, Malaysia

Asia Regional Consultation for OER OER for Inclusive and Equitable Quality Education: from Commitment to Action. Hotel Impiana, Jalan Pinang, Kuala Lumpur 50450, Malaysia Regional Consultation on OER Workshop Organising Committee ISBN 978-967-14974-0-1 Published by: No 4, Jalan Sultan Sulaiman, 50000 Kuala Lumpur, MalaysiaThis document is released under Creative Commons Attribution 4.0 International License

CONTENTS Page1 Workshop Inauguration1.1 Welcome Remarks from Professor Asha S. Kanwar, President of Commonwealth of 1 Learning1.2 Remarks from Professor Dato’ Ansary Ahmed, President and Chief Executive Officer 1 of Asia e University1.3 Remarks from Dr Indrajit Banerjee, Director, Knowledge Societies Division, 2 Communications and Information Sector, UNESCO1.4 Remarks from Mr. Gasper Hrastelj, Deputy Secretary General, Slovenian National 3 Commission for UNESCO1.5 Introducing the Workshop by Dr K. Balasubramaniam, Vice President of COL 31.6 Background to the Regional Consultation by Professor Asha Kanwar 41.7 Report of the COL Surveys by Dr Sanjaya Mishra, Education Specialist, e-Learning 61.8 OER in the Commonwealth by Dr Ishan Abeywardena, Adviser, Open Educational 9 Resources2 OER for Equitable and Quality Education for all in Asia by Dr Patricia Arinto, Dean of 12 the Faculty of Education, University of the Philippines Open University3 Open Licenses and Cost of Open Textbooks 173.1 Cost of Open Textbooks by Dr David Wiley, Chief Academic Officer, Lumen Learning 203.2 Open Licenses by Dr Cable Green, Director of Open Education, Creative Commons 233.3 Plenary Questions and Answers4 Exploring National OER Practices viz SDG4 Group Presentations i

5 Strategies for Mainstreaming OER 26 Group Presentations 35 366 Day 2 36 37 Summary of Day 1 37 387 The 2nd World OER Congress Chair – Dr Fengchun Miao, Program Specialist, UNESCO7.1 An overview of the 2nd World OER Congress and its objectives by Mr. Gaspel Hrastelj, Deputy Secretary General, Slovenia National Commission for UNESCO Plenary Discussions on Key Issues to Prepare Inputs into the 2nd World OER Congress Proposed Asian Inputs8 Closing and Final Remarks8.1 Way Forward by Professor Asha S. Kanwar, President/CEO, COL8.2 Remarks from Hewlett Foundation Representative, Ms. Barbara Chow, Programme Director, Education8.3 Remarks from UNESCO Representative, Dr Fengchun Miao, Programme Specialist8.4 Remarks from Government of Slovenia, Mr. Gasper Hrastelj, Deputy Secretary General, Slovenian National Commission for UNESCO8.5 Speech by the Honourable Dato’ Dr Mary Yap, Deputy Minister of Education, Malaysia8.6 Closing and Thanks by Professor Dato’ Dr Ansary Ahmed, President and Chief Executive officer, Asia e University9 Annexes 39 - 56 ii

1. Workshop Inauguration 1.1 Welcome remarks from Prof. Asha S. Kanwar, President/CEO, Commonwealth of Learning (COL) Prof. Asha wish all participants a warm welcome to the workshop, the first out of six Regional Consultations that will be held next year. This is a testing ground and the template that will emerge from this workshop will be used in the other Regional Consultations. She urged all participants to be actively engaged in the discussion. For future Regional Consultations only 2 COL officers will be engaged. The presence of the 6 staff from COL in this workshop is to learn what’s happening on the ground. 1.2 Remarks from the Host institution, Prof. Dato’ Dr Ansary Ahmed, President / CEO of Asia e University  Prof. Dato’ Ansary greeted all participants with a “Selamat Datang” to Kuala Lumpur and wishes them a pleasant stay. He hope the participants will find time to visit the city, if not the country in spite of the packed programme arranged.  He provided a brief background of the University, where it come from and where it is heading. Established in 2007, Asia e University is the youngest university in Malaysia. From day 1, it has been established as an online university. It offer courses in triple modes i.e. blended, online and full-time. The full-time mode is for PhD courses.  Asia e University is unique in many ways. It is instituted under the auspices of the Asian Cooperation Dialogue (ACD) and supported by 34 ACD countries in Asia, namely the ASEAN countries, some Central Asian countries, Indian sub-continent, some GCC countries, Central Asia countries, Iran, Russia, Turkey and Nepal. AeU operates in 12 of the countries. The ACD was inaugurated in 2002 in Thailand, where 18 Asian Foreign Ministers met together for the first time. The ACD aims to constitute the missing link in Asia by incorporating every Asian country and building an Asian Community without duplicating other organizations or creating a bloc against others. A key principle is to consolidate Asian strengths and fortify Asia's competitiveness by maximizing the diversity and rich resources evident in Asia. One of the ACD projects proposed was the setting-up of an ACD Consultative e-Education Committee and the formation of AeU to spearhead e-education efforts to meet future challenges for the benefit of the region. 1

 AeU strives to harness appropriate technologies to improve quality of teaching and learning and to reach out to its diverse learners.  AeU is one of the early adopters of OERs. The University has been using OERs to develop courses especially teacher training programmes. The University has a long way to go and is looking forward to learning from others.1.3 Remarks from Dr Indrajit Banerjee, Director, Knowledge Societies Division, Communications and Information Sector, UNESCO, Paris  He began by thanking Prof. Asha and her COL team for the excellent partnership with UNESCO, Ms. Barbara Chow and Dr T. J. Bliss of the William and Flora Hewlett Foundation. This event would not have been possible without the Foundation support. He thank the Slovenian colleagues, Gasper Hrastelji and Dr Mitja Jermol and Asia e University for hosting the event.  The 1st World OER Congress was a shot in the dark. There were many initiatives but there were no cohesion among the players. An outcome of the Congress in 2012 was the Paris Declaration, which encourage governments to do the following:- - Foster awareness and use of OER; - Reinforce the development of strategies and policies on OER; - Promote the understanding and use of open licensing frameworks; - Support capacity building for the sustainable development of quality learning materials. UNESCO with its 195 member states realised that relying on enthusiasm to OER is not enough. There is a need to put commitment to action.  The 2nd World OER Congress will have 3 objectives which will differ from the 1st Congress. The regional consultations will be based on these objectives, namely:- - Examine solutions to meeting the challenges of mainstream OER practices in education systems worldwide, - Showcase the World best practices in OER policies, initiatives and experts and - Provide recommendations for mainstreaming OER to best practices.  This Workshop is critical for the success of the coming Congress. We need to move from commitment to action. It needs to propose strategies and specific 2

recommendations for mainstreaming OER. The 5 challenges to mainstreaming OER are:- - Capacity of users to access, re-use, and share OER, - Language and cultural barriers, - Ensuring inclusive and equitable access to quality content, - Changing business models, - Development of appropriate policy solutions.1.4 Remarks from Government of Slovenia by Mr. Gasper Hrastelj, Deputy Secretary General, Slovenian National Commission for UNESCO  He began by expressing his appreciation to everyone who are playing an active role in preparing for the 2nd World OER Congress, Prof. Asha and the COL team and to Asia e University for hosting this Workshop.  Slovenia has some initiatives to show in the field of OER. Recently, UNESCO signed an agreement to establish a UNESCO Chair on Open Technology for OER and Open Learning in Slovenia.  He is confident that Slovenia will manage the Congress well as there is political support from the Government and financial support from donors. The Congress will move from commitment made during the 2012 Paris declaration to establishing a plan of action in the field of international collaboration in OER.  He extended the country’s invitation to participants to attend the 2017 Congress.1.5 Introducing the Workshop by Dr K. Balasubramaniam, Vice-President of COL  He welcome the participants and informed them about the Workshop contents and its goals. He reiterated that this Workshop needs to move from commitment to action. There must be answers provided and the organisers are here to take the solutions to the next level. There may be discussions about the need to create policies but discussions must also be about how to translate them into action. How we act will produce an impact on the policy makers. He advised participants to talk in realistic terms. 3

 He then proceeded to carry out a get-acquainted session whereby participants were asked to have a short conversation with a participant he/she has not met before asking them to talk about their job etc and then briefly introduce the new friend to the others in the room.1.6 Background to the Regional Consultations by Prof. Asha S. Kanwar, President and CEO, COL Prof. Asha thank Asia e University for hosting the 1st RCOER for Asia region. She then proceeded to provide a background of the Consultations for the 2nd World OER Congress, starting with a background paper prepared by a COL task team. This Consultation is the first of six Regional Consultations that will be conducted around the world by COL in the lead up to the 2nd World Open Educational Resources (OER) Congress, scheduled to be held in Ljubljana, Slovenia, from 18th to 20th September 2017. The other Regional Consultations are:- Middle East and North Africa Qatar Foundation 26-27th February 2017AmericasUNICAMP3rd-4th April 2017EuropeMalta Ministry for Education and Employment23rd – 24th February 2017AfricaMinistry of Education2nd-3rd March 2017Pacific 4

Open Polytechnic of New Zealand, 29th-30th May 2017 The objectives are as follows:- - Raise regional awareness about the importance of OER and its relationship to SDG4; - Explore mechanisms to facilitate the mainstreaming of OER; - Identify strategies and solutions to overcome the challenges or barriers to mainstreaming OER; and, - Agree on actions for consideration at the 2nd World OER Congress. The Task Team hopes to wrap-up the results of the 6 Regional Consultations and prepare a report for the 2nd World OER Congress. The consultations are being held in partnership with UNESCO, Slovenian National Commission for UNESCO and UNESCO Chair on Open Technologies for OER and Open Learning (Jožef Stefan Institute, Slovenia), and with the generous support of The William and Flora Hewlett Foundation.  In the year leading up to the 2nd World OER Congress, COL in partnership with UNESCO and the Government of Slovenia will conduct follow-up surveys of world governments and key stakeholders and hold regional consultations between December 2016 and May 2017. The consultations will follow the theme, “OER for Inclusive and Equitable Quality Education: From Commitment to Action”, reflecting a strong focus on the role of OER in achieving Sustainable Development Goal 4. They will aim to explore strategies and solutions to meet the challenges of mainstreaming OER. Each Regional Consultation will be organised in partnership with a ministry or other agency in the respective host countries and will include expert-facilitated workshops, pre-meeting activities and discussions. Ministers of Education, senior policy makers, expert practitioners, researchers and other institutional stakeholders will be invited to participate in the events. 5

 In 2011, COL and UNESCO started a survey on government OER policies which were conducted in 6 regions of the World. The findings were used to organise the first World OER Congress in 2012, by COL and UNESCO, with the support of the William and Flora Hewlett Foundation. It resulted in the adoption of the Paris OER Declaration which has 10 recommendations but only 4 will be reported here i.e. awareness building, capacity building, content sharing and research. The Declaration encourages governments to do the following: - Foster awareness and use of OER; - Reinforce the development of strategies and policies on OER; - Promote the understanding and use of open licensing frameworks; - Support capacity building for the sustainable development of quality learning materials.  In the year leading up to the 2nd World OER Congress, COL, UNESCO and the Government of Slovenia and with the support of the Hewlett Foundation, will conduct follow-up surveys of world governments and key stakeholders and hold regional consultations. The consultations will follow the theme, “OER for Inclusive and Equitable Quality Education: From Commitment to Action”, reflecting a strong focus on the role of OER in achieving Sustainable Development Goal 4  Two surveys were conducted for COL members:- - A government survey sent by COL to Member States. UNESCO sent the survey in English and French to Member States. - A stakeholder survey, which COL posted online at http://rcoer.col.org/surveys.html and publicised via social media.1.7 Report of the COL Surveys by Dr Sanjaya Mishra, Education Specialist, e-Learning, Commonwealth of learning  Number of government responses are as below:- 3 from Africa, 0 from Arab States, 6 from Asia and the Pacific, 1 from Europe and North America and 2 from Latin America and Caribbean. 6

 89 completed stakeholder survey responses received. Details are as stated below:- 10 from Africa, 4 from Arab States, 41 from Asia and the Pacific, 31 from Europe and North America, 3 from Latin America and the Caribbean. Key findings from government survey:- Only 12 responses to date - 7 respondents indicated that their country has a policy. - 6 respondents (2 in Asia) felt that there are sufficient OER in the main language(s) of education in their country. - 7 respondents (3 from Asia) felt that their country addressed issues of quality assurance related to OER. Trends OER activities are mostly at post-secondary and tertiary levels. Main reasons for countries becoming active in OER were:- - Gaining access to the best possible resources; - Bringing down costs for students; - Reaching disadvantaged communities; - Creating more flexible materials. OER improves teacher professional development. Main barriers to mainstreaming OER are: - Lack of users’ capacity to access, reuse and share OER; - Lack of funding and/or incentives; and - Lack of appropriate policy solutions. Main challenge to translating OER into local language relates to costs and lack of skills. Key skills gaps identified were:- - How to find OER; - Evaluating usefulness, value, and quality of OER; - Understanding licences and how they work; 7

- ICT Skills.  As for the stakeholders survey, findings indicated the following trends:- - 49% Male and 51% Female; - 87% were aware of OER activities in their country; - Almost a third (31%) noted good access to teaching and learning material; - 76% reported have reused OER, 61% having adapted/remixed OER, and 57% have released original content as OER; - 67% report using a Creative Commons licence, but 28% not using any licence.  General positive attitude towards OER; for example:- - OER lower the cost of learning materials (89%); - Open licensing of learning materials enables continuous quality improvements (85%); - OER assist developing countries in accessing quality materials (83%).  Most common barriers to OER use:- - No support from management level (64%); - No reward system for staff (60%).  The Commonalities of Government and stakeholders are:- - Has the potential to lower cost of learning materials; - Enables continuous quality improvement; - Provides access to quality materials; - Lack of funding and/or incentives is a barrier; - Lack of support from management; - Appropriate policy solutions is a concern.Engagement with Private Sector  Across both surveys, many respondents felt there would be challenges for stakeholders in balancing OER with commercial interests (48% of stakeholders and 82% of government survey respondents); 8

 Challenges focused on uneasiness in sharing IP and resultant threats to industries whose business model is based on selling IP;  Better ICT infrastructure and connectivity. The way forward  More data collection;  Regional analysis for each Consultation;  Global OER report preparation based on data collected.1.8 OER in the Commonwealth by Dr Ishan Abeywardena, Adviser, Open Educational Resources  The report was launched at the recently concluded Pan Commonwealth Forum on Open Learning in Kuala Lumpur.  This study was conducted as part of the OER for Skills Development project of COL, supported by the Hewlett Foundation. The objectives of the study were to collect baseline data from Commonwealth institutions with respect to the development, use and reuse of OER; the availability of support; and challenges faced in fostering the use of OER. Six research questions were formed to analyse the status of OER in the Commonwealth, based on four recommendations of the 2012 Paris OER Declaration.  A total of 1,220 responses were received, of which 657 were complete responses. Of these 657 respondents, 374 were women (56.92%) and 282 were men (42.92%). They belonged to 214 institutions from 28 countries across the Commonwealth. The key findings are as follows:-  Participation in OER-related training activities is high for faculty/teachers in vocational institutes (64%) and to a lesser extent in open universities (54%). However, respondents who had not participated in OER-related training programmes were the highest users or consumers of OER (47%). Further probing revealed that 39% of those who had not received training had learned about OER through self-study, whilst 43% had learned 9

about OER by working with colleagues on related activities. Training does empower teachers to develop and help others develop OER, which increases OER production. However, OER workshops are short in most cases, with few hands-on activities. There are also gaps in the development of OER throughout the Commonwealth. Sixty- five per cent of respondents indicated that they had used OER for teaching and learning, and 60% had used OER to supplement existing lessons. 68 % of the respondents indicated that the use of OER results in cost savings for students. The majority perceived OER to be a good solution to improve quality and minimise costs related to a course or programme; 82% found OER to be of good or of excellent quality. Fifty-six per cent of respondents preferred to check the authenticity and credibility of a material before using it. OER originating from reputable institutions, which have established quality assurance mechanisms, were generally perceived as good-quality OER. 94% of respondents emphasised that open licensing is important when using a resource in their teaching. In terms of the Creative Commons licences, respondents were most confident about explaining the CC BY (37%) licence, followed by the CC0 Public Domain licence (32.5%). They were not very comfortable with explaining the CC BY-NC-ND licence (36%). In general, the confidence level about explaining the meaning of different types of licences was low. 72% of the respondents don’t openly share their teaching materials. Only 12% allow reuse and revision of their teaching materials, whilst 15% don’t allow reuse and revision, even though the materials are publicly available. Lack of information on the quality of OER (46%) and the scarcity of OER in video and audio formats (44%) are the biggest challenges in using OER. Respondents indicated that lack of time, lack of awareness and low Internet connectivity are the main barriers to using OER. Interestingly, they did not consider lack of rewards or recognition to be a major barrier. 10

 Text materials are considered the easiest to adopt and reuse (76%), followed by lecture notes (54%) and slides (53%).  62% of respondents considered “easy to download” to be the most important factor for adopting OER. Respondents indicated that in terms of ease of adaptation, Word (85%), PDF (52%) and HTML (21%) formats are preferred.  78% of respondents frequently used search engines to find OER, whilst only 22% used repositories. Amongst the search engines, Google was used more frequently (89%) than other search engines.  The most commonly used repositories were: OER Commons (36%), Wikimedia Commons (32%) and COL’s Directory of Open Educational Resources (COL-DOER, 23%).  Respondents indicated that they experienced most difficulty with finding appropriate open textbooks (46%), course modules (40%) and videos (39%).Prof. Asha concluded the COL presentations by highlighting on OER progress achieved after 2012:-  More policies—institutional level;  More awareness about the benefits of OER;  More champions and advocates;  More content available—repositories.Moving forward  Evidence-based advocacy;  More capacity building;  Continue to share experiences across countries and regions;  Targeted interventions. 11

2. OER for Equitable and Quality Education for all in Asia by Dr Patricia Arinto, Dean of the Faculty of Education, University of the Philippines Open University  Dr Patricia provided a brief introduction of the University of the Philippines Open University. UPOU was established in 1995 as the 5th constituent university of the University of the Philippines system. Under this system, UPOU is mandated to provide access to UP quality higher education through distance education. The University offers three undergraduate programmes, ten post-baccalaureate certificate and diploma programmes, 13 master’s programmes, two doctoral programmes and 11 non-formal courses offered online. It was tasked by the Open Distance Learning Law to assist relevant national agencies, higher education institutions, and technical and vocational institutions in developing their distance education programmes through training, technical assistance, research and other academic programmes. All OUP course materials are OER-based and licensed as OER. The University is venturing into MOOC production and offering them as OER.  Findings of the OER Asia study (until 2012) - The research project, hosted and implemented by the Wawasan Open University in Malaysia and funded by Canada’s International Development Research Centre, took place in 2010 until 2012. The project was led by Prof. Tan Sri Gajaraj Dhanarajan and Dr Ishan. The book titled “ Open Educational Resources: An Asian Perspective” published by COL and OER Asia in 2013 contains the 10 country reports namely, China, Hong Kong SAR, India, Indonesia, Japan, Korea, Malaysia, Pakistan, Philippines, Vietnam - plus case studies of OER initiatives in Asia. There were substantial OER contributions from some countries e.g. China’s National Core Courses Project (Jingpinke), Japan Open Courseware Consortium, Virtual University of Pakistan’s 6,000 hours of course material on YouTube and India’s National Programme on Technology Enhanced Learning: courses on the Web in text and video formats. - - Generally, findings revealed lack of awareness and low uptake in HEIs among teachers and students. 12

- Barriers were:- lack of skills, lack of infrastructure and tools, lack of institutional support and policy, lack of pedagogical fit, and negative attitudes. Researching OER adoption and impact in the Global South – an overview of the Research on Open Educational Resources for Development (ROER4D) project - The central project coordination team is based at the host institutions namely, the University of Cape Town and Wawasan Open University. Associate Professor Cheryl Hodgkinson-Williams is the Principal Investigator while Prof. Patricia Arinto acts as the Deputy Principal Investigator. It’s objective is to improve educational policy, practice and research in developing countries by better understanding the use and impact of OER. - Research Question In what ways, for whom and under what circumstances, can the adoption of OER impact upon the increasing demand for accessible, relevant, high-quality, and affordable education in the Global South? - ROER4D is a 3 year project (27 Aug 2013 - 27 Aug 2016 with an extension to February 2017). The grant comes from IDRC, OSF and DFID. - 3 Regions are involved, namely:- • South America; • Sub-Saharan Africa; • Central, South & South-East Asia. - 18 research projects in 7 clusters involving 100+ researchers and associates. 7 Research Clusters namely:- OER Desktop overview -3 regions’ Survey of OER adoption by academics and students - 9 countries. Academics adoption of OER – 2 countries. Teacher educators’ adoption of OER – 3 countries. OER adoption in one country 13

OER impact studies -15 countries. Baseline educational expenditure -6 countries. OER and equity and quality in education: Some key concepts and principles TORS Quality Education - Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.ee Archer) To be achieved by 2030 — - completion by all girls and boys of free, equitable and quality primary and secondary education; - access for all boys and girls to quality early childhood development, care and pre- primary education; - substantial increase of youth and adults with relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship - equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university; - elimination of gender disparities, and equal access to all levels of education and vocational training for the vulnerable, including PWDs, IPs and children in vulnerable situations; - literacy and numeracy for all youth and a substantial proportion of adults, both men and women; - acquisition by all learners of the knowledge and skills to promote sustainable development, including through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of peace and non- violence, global citizenship, and appreciation of cultural diversity (i.e. development education).  OER and inclusive and equitable education - access to learning resources at little or no cost because these learning resources are openly licensed and are easily available via the Internet; - affords localisation — in language and content — of learning resources; 14

- supports mother tongue based multilingual education (in early childhood education / early literacy instruction) and multicultural education, among others; - affords adaptation to individual learning needs; - supports special needs instruction and differentiated instruction. From equity of access to equity of outcomes OER can improve the quality of learning materials/content (what we learn). Improvement in content accuracy, currency, relevance, and range:- - use of resources authored by experts in specific fields; - content is easy to update (resources can be quickly replaced); - use of “authentic” resources; - use of resources reflecting different perspectives. Use of different media to cater to different types of learners and learning styles:- - use of text, audio, video, animation, multimedia; - use of narrative, interactive and adaptive media. OER can improve the quality of teaching and learning. Reusing, revising, remixing, and curating and sharing OER can foster greater interaction between:- - between learner and content (engagement) - between and among learners (collaboration) - between learner and teacher (shift from transmitting knowledge to guiding, supporting, and assessing learning) Reusing, revising, remixing, and curating and sharing OER can enable learners to demonstrate multi-domain and higher-level learning. Use of OER can foster independent and self-directed learning from content (high quality, pre-designed materials; behaviorist-cognitivist pedagogy) to connection (interaction and dialogue; constructivist pedagogy) to community (co-creation and produsage/user-led content creation 15

 OER to improve educational equity and quality According to findings in the 2011 OPAL Report, OER are more widely used where programmes or initiatives for open resources exist at the institutional level. The lesser the fear, insecurity or discomfort towards OER, the higher the frequency of their use. The report advocates building trust in OER in order to increase their actual usage and to build open learning architectures to transform learning. We need to go beyond OPAL providing access to OER to fostering open educational practices (OEP). Defining OEP Practices that support the reuse and production of OER through institutional policies, promote innovative pedagogical models, and respect and empower learners as co- producers on their lifelong learning path. A combination of OER use and open learning architectures to transform learning into 21st century learning environments in which universities, adult learners, and citizens are provided with opportunities to shape their lifelong learning pathways in an autonomous and self-guided way. OEP as Phase 2 of OER movement:- - Builds on OER and moves on to the development of concepts of how OER can be used, reused, shared, and adapted; - Goes beyond access into open learning architectures, and seeks ways to use OER to transform learning; - Focuses on learning as construction — i.e. constructing knowledge assets, sharing them with others, and receiving feedback and reviews; - Subscribes to quality improvement through external validation (enabled by sharing and feedback); 16

- Is about a change in educational paradigm from many unknowledgeable students and a few knowledgeable teachers to co-creation and facilitation of knowledge through mutual interaction and reflection; -Considers how OER contributes to the institution’s value chain.  Promoting and supporting OEP:- ‣ TPD in OEP: teacher professional development in — - locating, localising/customising, combining, curating, and circulating OER; - designing open learning architectures (e.g. creation of learner- generated content in exploratory, autonomous learning scenarios) (Ehlers, 2011); -engaging learners in knowledge co-creation; ‣ TPD through OEP: modeling OEP to teachers; ‣ OEP in open online courses: engaging learners in OEP.  10C in Open Education Cycle The processes are Conceptualise; Create; Curate; Circulate; LoCate; Customise; Combine; Certify; Copy; and Critique.3. Open Licenses and Cost of Open Textbooks3.1 OER: Why We Must Change Our Commitments into Actions by Dr. David Wiley, Chief Academic Officer, Lumen Learning Efficiency  Dr Wiley started off with an explanation about his golden ratio measurement that puts efficacy in the numerator and cost in the denominator. He explained that If we want to actually change the experience of students in the real world, rather than talking about efficacy we need to talk about the relationship between efficacy and cost – efficiency.  Open content can reduce the cost and increase the quality of education. Open content is not equal to free. The term denotes that the material offers a free grant of permissions that is licensed in a manner that provides users with free and perpetual permission to engage in the 5R activities:- 17

- Retain: the right to make, own and control copies of the content (e.g., download, duplicate, store, and manage); - Reuse: the right to use the content in a wide range of ways (e.g., in a class, in a study group, on a website, in a video); - Revise: the right to adapt, adjust, modify, or alter the content itself (e.g., translate the content into another language); - Remix: the right to combine the original or revised content with other open content to create something new (e.g., incorporate the content into a mashup); - Redistribute: the right to share copies of the original content, your revisions or your remixes with others (e.g., give a copy of the content to a friend). There is disagreement in the community about which requirements and restrictions should never, sometimes, or always be included in open licenses. For example, Creative Commons, offers licenses that prohibit commercial use. While some in the community believe there are important use cases where the noncommercial restriction is desirable, many in the community have strong reservations about the noncommercial restriction. To show the real value of open textbooks and the real costs of traditional textbooks, Dr Wiley refered to a study titled, A multi-institutional study of the impact of open textbook adoption on the learning outcomes of post-secondary student conducted by his research team at Brigham Young University. The paper was published in the Journal of Computing in Higher Education in 2015. The research looks at a sample of more than 16,000 students across 10 institutions, which included 4,909 students in the treatment conditions with a pool of 11,818 in the controlled conditions and 130 teachers from 50 different undergraduate courses. The purpose of the study was to analyse whether the adoption of no-cost open digital textbooks significantly predicted students’ completion of courses, class achievement, and enrollment intensity during and after semesters in which OER were used. This study utilised a quantitative quasi-experimental design with propensity –score matched groups to examine differences in outcomes between students that used OER and those who did not. Results showed the opposite of what is commonly believed: expensive textbooks are not superior to free ones. In fact, students assigned free, open 18

textbooks do as well or better than their peers in terms of grades, course completion, and other measures of academic success. A research titled, Improving course throughput rates and open educational resources: results from the Z degree program at Tidewater Community College conducted by his research team. The paper is in press to be published in the International Review of Research in Open and Distance Learning. This case study compared students using traditional textbooks with those using OER at Tidewater Community College on their performance on what the research team calls course throughput rates, which is an aggregate of three variables - drop rates, withdrawal rates, and C or better rates. Two self-selecting cohorts were compared over four semesters, with statistically significant results. The study found that, subject to the limitations discussed, students who use OER perform significantly better on the course throughput rate than their peers who use traditional textbooks, in both face-to-face and online courses that use OER. The study seems to suggests that OER are a promising avenue for reducing the costs of higher education while increasing academic success. Research titled, Cost-savings achieved in two semesters through the adoption of Open Educational Resources by Hilton, Robinson, Wiley and Ackerman published in the International Review of Research in Open and Distance Learning in 2014. This research involved students of 256 faculties at eight colleges whereby 194 were taught using only traditional commercial textbooks, 48 taught only OER and 14 taught courses using traditional commercial textbooks and OER. Results showed that there were cost savings achieved by students at these eight colleges when these colleges began using OER in place of traditional commercial textbooks. On average, required traditional commercial textbooks for a course cost US$90.61 per student while value of services supporting OER adoption was US$5 per student. The study proved that OER were 94% less expensive compared to traditional printed textbooks. 19

 Open Pedagogy Open Pedagogy is the universe of teaching and learning practices that are possible when you adopt OER but are impossible when you adopt traditionally copyrighted materials. Making progress in open pedagogy is also critically important to winning the long-term OER adoption battle. OER adoption focus on benefits to students – things like improved academic outcomes and cost savings. But it is faculty who must make the OER adoption choice, often with no incentive more direct than doing what’s right for students. Powerful examples of open pedagogy will give faculty a specific and direct reason to adopt OER. As faculty come to understand that OER give them more academic freedom than traditionally copyrighted materials do, we will significantly accelerate the adoption of OER. This accelerated adoption of OER will, in turn, significantly increase the quality (through open pedagogy) and affordability (through cost savings) of education for learners everywhere.3.2 Open Licenses by Dr. Cable Green, Director of Open Education, Creative Commons  Dr. Cable Green started off by reminding participants that open licensing, open educational resources, and open policies have the potential to significantly improve access to quality higher education and research resources.  Creative Commons provides free, easy-to-use copyright licenses to make a simple and standardized way to give the public permission to share and use a person’s creative work– on conditions of their choice.  Founded in 2001, Creative Commons operates worldwide and it has teams in 85 countries. He invited participants to use CC’s services.  He explained the difference between free resources and OER. These are:- - Open Educational Resources provide free copyright permissions to engage in the 5Rs activities. They are and always will be free. - Not all free resources are OER. These resources may not be modified, adapted or redistributed without obtaining special permission from the copyright holder. 20

- Open means allowing the 5 Rs of active reuse of content. Open licensing ensures strong openness by ensuring, through legal means, rights defined in the educational sphere by Dr. David Wiley’s “5 Rs”. - Under the 5Rs, retain is fundamental. The right to retain copies of openly licensed content has always been a right granted by open content licenses. Creators choose a set of conditions they wish to apply to their work - Attribution - All CC licenses require that a person who use another creator’s work in any way must give the creator credit the way he/she requested, but not in a way that suggests the creator endorse them or their use. If they want to use the creator’s work without giving credit or for endorsement purposes, they must get the creator’s permission first. - ShareAlike – The creator let others copy, distribute, display, perform, and modify his/her work, as long as they distribute any modified work on the same terms. If they want to distribute modified works under other terms, they must get the creator’s permission first. - NonCommercial – The creator let others copy, distribute, display, perform, and (unless the creator has chosen NoDerivatives) modify and use the creator’s work for any purpose other than commercially unless they get the creator’s permission first. - NonDerivatives – The creator let others copy, distribute, display and perform only original copies of his/ her work. If they want to modify the creator’s work, they must get the creator’s permission first.  How to mark your work with the CC license. One can easily add a CC license notice to one’s website by visiting the CC license chooser. At the chooser, simply answer a few questions, fill in the fields needed, and receive an already formatted HTML code.  Clear the rights One can use CC-licensed materials as long as the license conditions are being followed. One condition of all CC licenses is attribution. 21

 Not all creative Commons licenses can be used for OER. The two CC licenses that do not permit adaptations to be made - No Derivatives”, or ND) are not OER compatible licenses because they do not allow the public revise or remix the educational resource. As the ND licenses violate the 5Rs and every major OER definition, the open education community does not use ND licenses for OER. In 2015, CC licensed works were viewed online 136 billion times. TASL A good rule of thumb is to use the acronym TASL, which stands for Title, Author, Source, License. - Title:- What is the name of the material? If a title was provided for the material, include it. If not, don't worry about it. - Author - Who owns the material? Name the author or authors of the material in question. Sometimes, the licensor may want the user to give credit to some other entity, like a company or pseudonym. In rare cases, the licensor may not want to be attributed at all. In all of these cases, just do what they request. - Source - Where can I find it? Provide the source of the material so others can access it, too. This is usually a URL or hyperlink where the material resides. - License - How can I use it? Don't just say the material is Creative Commons, because that says nothing about how the material can actually be used. As there are six different CC licenses, state which one is the material under. Name and provide a link to it, eg. http://creativecommons.org/licenses/by/4.0/ for CC BY. If the licensor included a license notice with more information, include that as well. Additional information Does the material originally come with any copyright notices such as a notice that refers to the disclaimer of warranties; or a notice of previous modifications? The notice is 22

important to potential users of the material. The best practice is to t retain all the information by copying and pasting such notices into your attribution.  Regarding modifications Note any modification done to the work. If you are at the point where you are creating and licensing derivative works mark, mark your work with the appropriate CC license.  The complete attribution requirements are spelled out in detail in the legal code of every CC license  Open education licensing policy is the idea that publicly funded education resources, i.e. paid for by taxpayers’ money, should be openly licensed by default. Specifically, an open education licensing policy is an open licensing requirement in a government grant or contract that requires publicly funded educational resources be openly licensed. The acceptance of public funds requires grantees to share content developed with those funds broadly under an open license. These open licenses are critical for defining OER.  In addition to supporting the creation, adoption and implementation of open policies, it is equally as important to support the updating of existing policy frameworks, so open policies can be effective and long-lasting. The policy needs to be enforced as well.3.3 Plenary Q & A  Dr Patricia Arinto , Philippines Some people think open is always free. It is not always free. It is better than free. When resources are in digital format, then they are always free. Licenses provide the legal definition of use of material.  Dr. Abbas Bazargan, Iran How could the countries that do not have open copyright licenses team establish such a team? 23

Whether the learning outcomes of the courses that use OER is higher than commercially published books. Dr Ishan Abeywardena, COL In some countries like Sri Lanka, Cameroon and parts of Botswana with poor Internet connections, it is impossible to download materials from the Internet. As a solution, books are given free or the cost of buying them being subsidized. Cost incurred in such cases is justified. How will using OER benefit such countries.. Dr. Wiley/Dr. Cable Green People continue to confuse free with open because they under conceptualize open. Many people focus on OER’s affordability. To some extent it’s understandable that people focus on OER’s affordability because each and every time someone adopts OER they immediately see that financial impact. Free is not good enough. This brings to the surface the idea of open pedagogy and co-creating knowledge. The potential impact of open pedagogy on learning is even greater than affordability-through-open’s impact on learning. Making progress in open pedagogy is also critically important to winning the long-term OER adoption battle. Good examples are the middle east oil producing countries that are moving towards diversifying their economies. Cost is not the reason they are engaging in OER. They are just eager to share what they know, their culture and language with others. Prof. Madhulika Kaushik The use of non-commercial license element in OER produced by open universities that charges tuition fees for a course that use NC material. Such materials use NC permission as these contain case studies, particularly disciplines like Management, Education and Medicine. Dr. Wiley/Dr. Cable Green They explained why this line of thinking is completely misguided. If a university makes BY- NC-SA materials available to its faculty and students, as long as it does not charge for access to the OER, they are within the rights granted by the license. 24

 Dr. B. K. Bhadri, India Creating OER is not free. Only sharing of OER is free. There is no cost attached to accessing the materials. To encourage creation of OER, a better approach is to create a global OER policy that must be adopted across the world. Currently OER policy development is at institutional and governmental level. At governmental level, the policy is confined to educational accessibility. Dr David Wiley/Dr. Cable Green Designing of OER is not free. There is a cost to create and cost to maintain OER. However, there is no per unit cost and no licensing or royalty cost. There is free permission to retain, reuse, revise, remix and redistribute. OER are more affordable for students than commercial resources. A wider range of initiatives to create and sustain OER development is needed. Such initiatives will reduce cost of producing OER and produce better content, Publicly funded resources must be published under an open license for others to use. Need to educate people on sharing OER and be willing to use other OER. Dr. Patricia Arinto, Philippines Quality assurance practices is embedded in OER in the permission licensing. Validation of OER used by others actually using the materials is more democratic. It’s really about the practice of OER and the learning outcome.. The concern should be about teaching and learning outcomes. OER are often underpinned by the way pedagogies used hat place emphasis on the role of the learner and its self- identification.Challenges and SolutionsDay 2Dr. Sanjaya started the Workshop with a summary of Day 1 activities. He remindedparticipants that have not fill in the survey questionnaire for stakeholders to do so byclicking on to http://rcoer.col.org/ 25

The purpose of the survey is to establish a global understanding of national OER development.7. The 2nd World OER Congress Chair – Dr Fengchun Miao, Programme Specialisy, UNESCO7.1. An overview of the 2nd World OER Congress and its objectives by Sovenia/ UNESCO by Mr. Gaspel Hrastelj, Deputy Secretary General, Slovenia National Commission for UNESCO, Slovenian Focal Point for the Organization of the 2nd World OER Congress He invited all present to attend the 2nd World Open Educational Resources (OER) Congress, scheduled to be held in Ljubljana, Slovenia, from 18 to 20 September 2017 He proceeded to provide a background summary of events leading to the organization of the Congress • 2014 – Establishment of UNESCO OER Chair on Open Technologies for Open Educational Resources and Open Learning • 2015 – Open Education Global Conference, Banff, Canada • March 2016 – Open Educational Resources Road Map Meeting in Paris, France. Attended by international experts and representatives of UNESCO Regional Groups • 4 / 2016 – UNESCO Executive Board Resolution on next steps regarding international collaboration on OER: to conduct a feasibility study to consider proposals for next steps regarding international collaboration on OER. • 9 / 2016 – first announcement by UNESCO • 9 / 2016 – COL’s call for surveys to its member states and launch of regional consultations website • 11 / 2016 – UNESCO’s invitation to all member states to take part in surveys (governments & community); deadline: 30 November 2017Moving forward:- • January 2017 – Completion of the Study • January/ February 2017 – Official invitation by UNESCO and Slovenian Government • April 2017 – UNESCO Executive Board: Submission of the Study • May-July 2017 – Distribution of the Study to member states 26

• September 2017 – 2nd World OER Congress • November 2017 – first discussions on proposals and decision for UNESCO GC (2019) • December 2017 – international follow up conference on expert level (Canada) • October 2018 – UNESCO cat. II meeting: special committee with technical & legal experts from all member states for the draft of resolution • April 2019 – submission of recommendation to UNESCO Executive Board • November 2019 – UNESCO General Conference: adoptionThe tentative programme for the Congress is as below:-Day 1 – 17 September 2017Registration, Opening Reception and DinnerDay 2 – 18 September 2017- Launch, Welcome Addresses, Key Addresses - Keynote - Setting the context - Presentation of the results of the 6 regional consultations - Presentation of the results of OER studies - Presentation of “A Global OER Story” - Networking eventDay 3 – 19 September 2017 - Keynote - Group work on Mainstreaming OER practices: Challenges and Solutions - Plenary session on Technology and OER - OER Bar Camp - Networking eventDay 4 – 20 September 2017 - Keynote - OER Market Place: Presentation of best practices - Closing Plenary: Report; Adoption of the Ljubljana Action Plan / Call for Action / Roadmap with recommendations on the future international collaboration in the field of OER 27

Side events will be arranged.Why Slovenia??? by Mitja Jermol, UNESCO OER Chair, member of the Steering Committee  Slovenia OER initiatives started wayback in 2003 with the creation of Videolectures.net, accessible at http://www.onslovenia.net .It is hosted at Centre for Knowledge Transfer, Jozef Stefan Institute, Slovenia. It is an award winning world’s biggest academic online video repository. The content coverage is mostly about computer sciences, specifically about Deep Semantics & Reasoning, Light-Weight Semantic Technologies, Social Computing/Web2.0, Data/Web/Text/Stream-Mining etc. All content is released under the Creative Commons Attribution-Non Commercial-No Derivative Works  Jozef Stefan Institute (JSI) is the leading Slovene research institution for natural sciences, with over 900 people working in the areas of computer science, physics and chemistry.  Artificial Intelligence Laboratory and Center for Knowledge Transfer has approximately 60 people working in various areas of artificial intelligence (machine learning, data mining, semantic technologies, computational linguistics, decision support), e-learning, technology transfer and dissemination.  Some Portals and Products produced:  Text-Garden (http://www.textmining.net)  Enrycher (http://enrycher.ijs.si/)  VideoLectures.NET (http://videolectures.net/)  IST-World (http://www.ist-world.org/)  Event registry (http://eventregistry.org)  Search-Point (http://searchpoint.ijs.si/)  OntoGen (http://ontogen.ijs.si/)  Document-Atlas (http://docatlas.ijs.si/)  Qminer (http://qminer.ijs.si) 28

 The initiative ''OpeningupSlovenia'' was presented in 2014 with aim of making Slovenia a model state in the field of OER and complements into reality the policies of the European Commission's ''Opening Up Education'' communication. Its Website allow students, practitioners and educational institutions to share free-to-use OER.  What have they achieve so far? - Normative instrument at the UNESCO’s level - Opening up Balkans - First nation-wide initiative - First policy initiative - First EOI from potential investors - Strategic commitment of the Slovenian government - Over 40 running projects - Followers knockingPlenary discussion on key issues to prepare inputs into the 2nd World OER CongressThe 2nd WorldOER CongressParticipants break into groups as agreed to discuss challenges and solutions and to prepare inputson strategies for mainstreaming OER into planning of the 2nd World OER Congress.Working groups present proposed Asian inputs. Refer tohttp://52.42.22.159/https://docs.google.com/document/d/1VW51JLO0mCGbjZYA5-XFqjMJfKV6ElSjhBQpyRx563I/editAsia Regional Consultation on Open Educational Resources1-2 December 2016, Kuala Lumpur, MalaysiaConcrete Actions in Asia  A Community of Practice (CoP) for Asia may be initiated with AAOU as the lead. 29

 Create a common portal / federated search of OER repositories to improve OER search and discovery.International Cooperation  Ask UNESCO to create and adopt a normative instrument (e.g., a UNESCO recommendation) to support OER.  Create regional network of the interested people in OER to collaborate toward exchanging experiences in the field.  International and inter-governmental donor organisations should adopt open licensing policies (e.g., requiring CC BY licenses on all resources produced with grant / contract funds) to help governments be more open.  AAOU may take the role of coordinating the OER initiatives  Encourage inter-disciplinary collaboration and inter-institutional collaboration on OER related activities regionally and globally.  Capacity building coordinated by regional associations such as AAOU, Asean Cyber University, APEC group, etc  AAOU may reach out to countries with no OUs as “Friends of AAOU” - and encourage those countries to support OER and open licensing policies.  UNESCO / COL should reach out to govt and govt-initiated org such as SEAMEO to be involved in OER-related activities, through National Commissions for UNESCO.Governments  National governments adopt and enact a funding requirement that all publicly funded education and research resources are openly licensed. o One of our national government departments will adopt an open licensing policy requiring publicly funded education resources be licensed under the most current version of the Creative Commons Attribution International license and made available to the public for download in editable, accessible formats. o Governments may also have alternative ways to choose alternative policies for licensing materials in open.  Support open education with connectivity and content creation technologies and tools for institutions to create, share and store OER under a common framework. 30

 Ministry of Education will work with primary and secondary schools in the adoption OER for at least two academic subjects of all grades.  Support inter-institutional cooperation and organize national-level interaction between OER practitioners across disciplines and across agencies.  Policy legislation for implementing OER creation and use across the institutions with specific accreditation mechanisms implemented.  Host / support a national OER conference every year to help all professors and teachers understand, find, and know how to adopt and modify OER.  Need to maintain a “History Wall” on the actions made by the government for implementing the 2012 Paris OER Declaration.  Provide funding support for creation and adaptation of OER  Create a dedicated department to focus on the OER initiative and take care of the need to practice OER.  Identify and sponsor champion groups to drive OER advocacy.  Instruct other relevant agencies in the country (e.g., telecommunication agencies) to provide enabling infrastructure and mechanism for OER work under Universal Service Fund  Provide tax exemption for OER initiatives, especially for publishers.Educational Institutions  Promote and undertake research and development on OER best practices  The creation and adaptation of OER should be appropriately recognized as curricular innovation and service to the academic profession during Promotion & Tenure review.  Undertake studies of the efficacy of OER to improve learner outcomes  Universities, Schools of Education to adopt an \"open education\" course to train the next generation of teachers about OER.  Raise awareness of the existence of OER and the benefits for the students and faculty.  Identified policy framework for Institutions and support to faculty for creating OER  Design newer and more effective curricula with clear outcomes at the design level using existing OER. 31

 Institutional policies concerning OER should be developed and disseminated to help raise awareness, dispel myths, and to encourage members of the community to adopt OER & open educational practices.  Provide infrastructure and capacity building opportunities for the staff involved in OER activities the people involved  Provide recognition for OER activities.  Create institutional repositories to share OER.Content Development  More systematic content development framework  Resource tagging mechanism/metadata (e.g., LRMI)  Capacity building/training in content development to be shared internationally/ each country  Enhance awareness and develop guidelines for OER content development  Capacity building / training on how to produce, license and place OER on common platformQuality Assurance Agencies  Develop mechanisms to ensure the quality of OER  Adoption/adaptation of the OER framework must be embedded with the QA Framework  QA agencies should work together to recognize OER related activities  Standardized benchmarks be promoted by QA agencies  Institutional accreditation related to content to include OERPrivate sector (Publishers)  Compile OER and provide print and other services around the OER content and/or create and sell new content around the core OER (e.g., develop questions banks, slide decks)  Publisher provides a compilation service - adding value to OER through curation… pay for the service - not the content.  Support design and development of OER in training and skills that would help them get better trained employees at the entry level--Use Corporate-Social Responsibility funding to create such materials as OER. 32

Civil Society  Educate education oriented NGOs, groups like journalists, environmentalists, research groups/organisations about OER - sensitisation can be done through talk shows, and other media.  Foundation/Donor to sponsor the OER initiative and activities  Maximize the national institutions experts - professionals to contribute to the OER initiative  Advocate and encourage public to be more OER-savvyIndividuals - Teachers  Increase awareness at the pre- and degree University levels.  Use, repurpose and reuse existing materials to get a feel for creating new OER.  Create new OER to exchange them for review, collaboration and improvements if any.  Use OER ethically (e.g., give proper attribution, share your OER and use others’ OER)  Outreach to retired professors to provide OER - encourage them to create OER, promote their contributions  Participate in continuous improvement of skills related to OER  Build capacity of students to use OER and become self-directed learners  Include OER in the curriculum of teacher preparation programs. Support a teacher’s capacity to modify and localize content.Learners and Learner associations  Organize workshops and interactive sessions on OER for learners  Support policy framework for creating OER with specific content creation /software /hardware and HR support.  Collect feedback from OER based teaching-learning.  Critical review of learning resources for their suitability to their own learning. Provide inputs to teachers  Sensitization on the ethical use of digital content including OER in learning and learning practices and sharing resources.  Learner to contribute and share what they have learnt - learners to be producer of content 33

Parents and parent teacher associations  Awareness of parents for the added value proposition of OER in learning.  Parent-teacher associations to create awareness of OER and for identifying OER based learning.  Media and digital literacy information for all parents.  Educating the parents especially in urban areas to understand the concepts of new development in teaching and learning  Reaching to parents via school’s network and community centers  Excite kids to use OER  Ask schools to use OER  Ask the government to support the use and production of OER by stakeholdersThis document is released under Creative Commons Attribution 4.0 International License 34

Closing and Final RemarksWay forward by Prof. Asha Kanwari. Prof. Asha thanked the Honourable Deputy Minister of Education, Dato’ Dr Mary Yap, theChairman of AeU Board of Directors Academician Emeritus ProfessorTan Sri Dato’ Dr. Syed JalaludinSyed Salim for gracing the occasion. She also thank Prof. Dato’ Dr Ansary Ahmed for hosting thisevent and the AeU team for helping out.ii. She conveyed her appreciation to Ms. Barbara Chow and Dr. TJ Bliss of the William and FloraHewlett Foundation, Dr. David Wiley and Dr. Cable Green for their fantastic presentations whichcleared the doubts about Open Licenses and Open Textbooks for the new comers to OER, Dr IndrajitBanerjee and Dr Fengchun Miao of UNESCO, Sovenia friends Mr. Gasper Hrastelj and Dr. MitjaJermol.iii. Why OER? She provided 2 examples. In the USA, cost of textbooks has gone up to 812% forstudents. This raises the question of affordability for students in the US. In Sub Saharan Africa andCameroon, 12 children has 1 reading textbook which they have to share. The OER initiative attemptsto put a textbook in the hands of every child in Africa and the rest of the World. This is reflected inthe theme, “OER for inclusive and equitable quality education: from commitment to action”. - OER can become a complete mechanism in the provision of tertiary, technical and vocational education, and life-long learning by 2030. This can only happen by using OER as it cut cost and improve the quality and distribution of content to the remote corners of the World. - What have we achieve in the past 2 days?  A better understanding of OER, recognizing the challenges and solutions  Reached a consensus that will be documented.  Developing a network of policy makers and practioners  Col is still conducting surveys for the government and hopes to accelerate the process. She encouraged participants to share the survey with their networks.  COL will produce a final global report on state of OER across the World based on reports of the 6 regional consultations. This will be the background text for the 2nd World OER Congress. 35

 OER is related to the 3 Ps, namely People, Performance and Partnership.Remarks from UNESCO Representative, Dr Fengchun Miao, Program Specialist i. He conveyed UNESCO appreciation and gratitude to partners and AeU support team that have help to contribute to the smooth running of the RCOER. ii. He reminded participants of another perspective of Prof. Asha statement regarding adopting and applying OER in education and that is the SGD4 Education 2030 agenda. The global education agenda (Education 2030) is part of the 17 UN Sustainable Development Goals (SDGs), that make up the Agenda 2030 for sustainable development. The success of these goals is driven by the education goal. Governments have another 15 years to fulfill the agenda. Harnessing OER for education will help promote education for all. iii. With the adoption of OER, governments can reach out and promote inclusive education especially people with disabilities, refugees and address gender inequality in education. iv. UNESCO will standby to provide support especially technical support in the field of education.Remarks from Hewlett Foundation Representative, Ms. Barbara Chow, Program Director,Education i. Ms. Barbara expressed her deepest gratitude and appreciation to participants, COL team under Prof. Asha and AeU for being the Host Institution for a well organized and highly informative Workshop. ii. Hewlett Foundation has been supporting the OER movement since conception. It was inspired originally by MIT and others in some kind of cultural desire at that time to share academic content at the dawn of the Internet revolution and both by UNESCO in 2002. iii. OER has grown from a group of renegades and open advocates to a worldwide field. iv. She reminded participants of their important roles in this transition from outsider to mainstream. The OER converts need to maintain the spirit of innovation, challenge conventional thinking and at the same time seek to become accepted by conventional thinkers on the road to mainstream adoption. 36

v. It will be more difficult for the next round of OER converts compared to the first . They will be more skeptical, need for concrete evidence, less forgiving, they will need to be convinced and supported and they will give up easily when faced with challenges. vi. The challenges faced were mentioned by the COL and other presenters during day 1 sessions. There are solutions for the challenges, but what are needed are patient advocacy and greater problem solving solutions for each of the variables. vii. Online learning will continue to rise and can go significant distance but OER will be the last mile. It will enable building of knowledge rather than recreating it, adapting it to local context and creating equitable access to learning. viii. The 2nd OER World Congress represent the best place to advance the goals, moving on from committment to action. Come to Slovenia and challenge the World ix. She urged participants to continue to press for OER in their institutions in the national context. Remarks from Government of Slovenia, Mr. Gasper Hrastelj, Deputy Secretary General, Slovenian National Commission for UNESCO Mr. Gasper thank all partners, participants and the Host Institution for their contributions in making the RCOER a success. All the RCOER sessions ended with a very enthusiastic and creative note. The entire programme managed to successfully create a very strong and co-operative environment among the participants and managed to generate many solutions and suggestions pertaining to OER initiatives and the 2nd World OER Congress. Various government have been informed about the coming Congress. Formal invitations will issued soon. Speech by the Honourable Dato’ Dr Mary Yap, Deputy Minister of Education, Malaysia The Honourable Minister conveyed her gratitude that Malaysia played host to a significant educational conference. She highlighted the following governmental initiatives:-i. Development of Malaysia Education Blueprint 2015-2025 (Higher Education) that aims to chart the transformation of higher education in the country. Malaysia intends to be a regional and international forerunner of cooperation in higher education. 37

ii. The National e-Learning Policy (DePAN 2.0) of Malaysia which was Chaired by Prof Ansary that aims at releasing 15% of all course materials as open courseware by 2025.iii. Malaysia’s initiatives in promoting access to higher e-education with the establishment of 3 Open Universities, developing Malaysia’s MOOC platform and the policy for credit transfer of MOOCs. Many higher education institutions in this country are already members of the MIT OpenCourseware Consortium, and are releasing their materials with an open license.iv. A national consultation workshop on OER was organised by Universiti Sains Islam Malaysia (USIM) on 24th -25th November 2016. The aim is to develop a guide for making OER available in a systematic manner, especially the need for understanding OER and how to create and share OER using a platform/ repository to enable the country to implement the goals of the national e-Learning policy.v. The Minister assured the Slovenian representative of Malaysia’s support for the 2nd World OER Congress and what it hopes to achieve as Malaysian Government believes in working together as part of the global community to manage education strategies and resources which are of significant value. Malaysia firmly believes in the sharing of experiences and resources to ensure a dynamic global engagement where mutual benefits can be derived amongst all parties concerned. Closing and Thanks by Professor Dato’ Ansary Ahmed, President and CEO of Asia e University i. Prof. Ansary started off by thanking the Honourable Minister, Dato’ Dr Mary Yap for making time to be with the participants during the RCOER dinner and at this closing session. ii. He expressed his deepest appreciation to Prof. Asha and COL for giving the honour to Asia e University to be the Host Institution for this important event. iii. He thanked all learned participants for their enthusiasm and commitment during discussions. He hopes participants will continue to champion OER. 38

Annex I Asia Regional Consultation for OER ProgrammeDate: December 1-2, 2016Venue: Hotel Impiana, Jalan Pinang, Kuala Lumpur 50450, Malaysia Theme OER for inclusive and equitable quality education: from commitment to action. OBJECTIVES 1. Review the progress of OER since the World OER Congress 2012; 2. Identify strategies for mainstreaming OER; 3. Agree on action points that can be presented at the 2nd World OER Congress; 4. Showcase innovative and promising practices in OER policies and initiatives in the region.Expected Outcome Strategies, examples and models available for mainstreaming OER in support of achieving SDG4.This Regional Consultation will be held in the format of a workshop.November 30, 2016 Session Time14:00 Arrival and hotel check-inonwards18:00 – 20:00 Dinner hosted by Commonwealth of Learning, Hotel ImpianaDay 1 - (December 1, 2016)Time Session8:30-9:00 Workshop Registration 39

9:00 – 10:00 Workshop Inauguration 1. Welcome (President, COL – 10 mins) 2. Remarks from the Host institution (President/CEO, AeU - 15 mins) 3. Remarks from UNESCO (10 mins) 4. Remarks from Government of Slovenia (10 mins) 5. Introducing the Workshop (Vice-President, COL, 15 mins)10:00-10.30 Background to the Regional Consultations (President, COL – 20+10 mins) Plenary Q&A.10:30 – 11:00 OER for equitable and quality education for all in Asia (Patricia Arinto, UPOU – 20+10 mins). - Plenary Q&A.11:00-11:30 Group Photo and Tea/Coffee Break11:30 – 13:00 Open licenses and Cost of Open Textbooks Cost of Open Textbooks (Presentation by David Wiley) Open Licenses (Presentation and facilitation by Cable Green, Creative Commons)13:00 – 14:00 Lunch14:00-15:30 Exploring National OER Practices viz SDG4 Group work to discuss OER initiatives and best practices in different countries and reporting to the plenary. Group discussion for 40 minutes followed by presentation of 10 minutes each (5 groups).15:30 – 16:00 Tea/Coffee Break16:00 – Strategies for mainstreaming OER17:30 Break into groups to discuss key challenges to mainstreaming OER 1. Capacity of users to access, re-use, and share OER 2. Language and cultural barriers 3. Ensuring inclusive and equitable access to quality content 4. Changing business models 5. Development of appropriate policy solutions Propose concrete potential solutions. Group discussion for 40 minutes followed by presentation of 10 minutes each. 40

Dinner hosted by Asia eUniversity, Hotel Impiana19:45 – 22:00Day 2 – (December 2, 2016) Session Time8:30-8:45 Welcome and Summary of Day 18:45-9:45 The 2nd World OER Congress Chair – Fengchun Miao Plenary presentation by Slovenia/UNESCO: an overview of the 2nd World OER Congress and its objectives (Gašper Hrastelj). Plenary discussion on key issues to prepare inputs into the 2nd World OER Congress.9:45-10:15 Tea/Coffee Break10:15-12:15 Identifying Concrete Action Working Groups: generation of Asian inputs into the 2nd World OER Congress. Break into groups as agreed to address challenges and solutions and to prepare inputs on strategies for mainstreaming OER into planning of the 2nd World OER Congress. Prepare working group presentations.12:15-13:00 Lunch13:00 -15:00 Asia Regional Inputs into 2nd World OER Congress (Continued) Working groups present proposed Asian inputs into 2nd World OER Congress. Plenary feedback and finalisation of Regional inputs. Forming an informal, regional network including other “Open” stakeholders.15:00 – Tea/Coffee Break15:30 41

15:30 – Closing and Final Remarks.16:15 • Way forward (President, COL) • Remarks from Hewlett Foundation • Remarks from UNESCO • Remarks from Government of Slovenia • Speech by Deputy Minister of Higher Education, Malaysia • Closing and Thanks (President, AeU) 42

Annex 2Asia Regional Consultation for OERList of ParticipantsA total of 48 participants from 24 countries attended the Regional Consultation.No. Name Country/Organisation Position1. Prof. Mostafa Azad Bangladesh Director, e-learning Bangladesh Open University Centre Kamal2. Ms. Shahnaz Samad Gazipur 1705 Gazipur, BANGLADESH Deputy Secretary [email protected]. Dr. Sangay Jamtsho Education Officer Bangladesh4. Mr. Julaihi bin Ministry of Education Acting Executive Mohamat Secretary, Secretariat Section-19 of Brunei Darulssalam5. Prof. Ronghuai Huang Ministry of Education National Accreditation Bangladesh Secretariat Council6. Dr. Kam Cheong Li Dhaka Director General, BANGLADESH Institute of Smart [email protected] Education Bhutan Director, University UNICEF Research Centre P.O. Box 239 Kawajangsa, Thimphu BHUTAN [email protected] Brunei Darulssalam Ministry of Education Room B211, 2nd Floor, Block B, Ministry of Education Building, Bandar Seri Beqawan, BB 3510, Brunei Darussalam [email protected] China Beijing Normal University 12 Floor, Building A, Science and Technology Building of Jingshi, 12 southern road of Xueyuan, Haidian district, Beijing, 100082, P.R.China [email protected] Hong Kong SAR Open University of Hong Kong 43

30 Good Shepherd Street Ho Man Tin Kowloon Hong Kong (SAR) [email protected] Assistant: Jorina KI [email protected]. Dr. B. K. Bhadri India Assistant Educational8. Dr. Mangala Sunder Ministry of Human Resource Advisor Development Department of Higher Krishnan Education9. Prof. Tian Belawati Shastri Bhawan New Delhi - 110001 Professor, Department10. Dr. Abbas Bazargan INDIA of Chemistry11. Prof. Tsuneo Yamada [email protected] Rector India India Institute of Technology, Professor of Research Madras Methodology and Statistics, Faculty of Chennai 600 036 Psychology and INDIA Education [email protected] [email protected] Director, Center of ICT and Distance Education Indonesia Universitas Terbuka Jalan Cabe Raya Pondok Cabe, Pamulang Tangerang 15418 INDONESIA [email protected] [email protected] [email protected] CC: Suci M. Isman [email protected] [email protected] Iran (Islamic Republic of) University of Tehran Jalal Al-e-Ahmad Avenue Tehran IRAN [email protected] [email protected] Japan The Open University of Japan 44

12. Dr. Anuchai 2-11 Wakaba Deputy Director, Theeraroungchaisri Mihama-ku Thailand Cyber Chiba City 261-8586 university Project, JAPAN Office of Higher [email protected] Education Commission [email protected] [email protected] Thailand Ministry of Education 328 Rd., Ayuthaya Road, Phayathai Bangkok 10400 Thailand [email protected] [email protected]. Dr. Fong Soon Fook Malaysia Professor, Coordinator Universiti Malaysia Sabah of OER Jalan UMS, 88400, Kota Kinabalu, Sabah, MALAYSIA [email protected]. Prof. Rozhan M. Idrus Malaysia Director, Centre for Universiti Sains Islam Malaysia Global Open Access Learning Level 1, Library Building 71800 Bandar Baru Nilai N.Sembilan MALAYSIA [email protected] [email protected] CC: Secretary: Noor Azmanira Mariana Mat Seman [email protected]. Prof. Madhulika Kaushik Malaysia Deputy Vice Chancellor Wawasan Open University 54 Jalan Sultan Ahmad Shah 10050 Penang MALAYSIA [email protected]. Dr. Andy Liew Teik Kooi Malaysia Director of Quality Wawasan Open University Assurance and External 54 Jalan Sultan Ahmad Shah Relations 10050 Penang MALAYSIA [email protected] 45

17. Assoc. Prof. Dr Janet Malaysia Director, Centre for Woo Tai Kwan Open University Malaysia Instructional Design & Jalan Tun Ismail, Technology 50480 Kuala Lumpur, MALAYSIA [email protected]. Prof. Dr Hazman Shah Malaysia Deputy Chief ExecutiveAbdullah Malaysian Qualifications Agency Officer (Quality Assurance)19. Prof. Dato’ Dr Ansary Malaysia President & ChiefAhmed Asia e University Executive Officer [email protected]. Prof. Dr Mak Chai Malaysia Vice President Asia e university (Academic [email protected] Administration)21. Prof. Dr John Arul Malaysia Dean of School ofPhilips Asia e University Education & Cognitive [email protected] Science22. Assoc. Prof. Dr Roshayu Malaysia Dean of School ofMohamad Asia e university Information & [email protected] Communication Technology23. Wan Lidiana Wan Abu Malaysia Assistant ManagerBakar Asia e University (Instructional Design) [email protected]. Mr. Bala Kumar Malaysia Director (CororateThambiah Asia e University Strategic & Planning) [email protected]. Mr. Batbold Mongolia Executive DirectorZagdragchaa New Policy Institute Suite 211, Saruul center, Narnii zam-53, Ulaanbaatar, MONGOLIA [email protected]. Mr. Dilliswor Pradhan Nepal Rector27. Prof. Naveed A. Malik Ministry of Education28. Dr Patricia Arinto Pakistan Dean, Faculty of Virtual University of Pakistan Education29. Prof. Melinda dela Philippines Chancellor Pena Bandalaria University of the Philippines Open University Professor,30. Dr. Tae Rim Lee Philippines Bioinformatics and University of the Philippines Open University Republic of Korea 46