# data[].attributes.body
favorite_border
0
Your avatar
Add comment
📎 Document
Avatar of Wan Zuhainis
Wan Zuhainis
4d
favorite_border
0
Your avatar
Add comment
Group Cloud
Avatar of anonymous
Anonymous
4d
Group Cloud
favorite_border
0
Your avatar
Add comment
DISRUPTIVE GROUP
Avatar of anonymous
Anonymous
4d
DISRUPTIVE GROUP
favorite_border
0
Your avatar
Add comment
the updated version of Thailand presentation.:-)
Avatar of Jintavee Monsakul
Jintavee Monsakul
4d
the updated version of Thailand presentation.:-)
favorite_border
0
Your avatar
Add comment
ETESDA in PH
Avatar of anonymous
Anonymous
4d
ETESDA in PH
favorite_border
0
1 comment
Avatar of 
Anonymous 4d
:D
Your avatar
Add comment
Republic of Korea's e-Learning Experiences PPT
Avatar of anonymous
Anonymous
4d
Republic of Korea's e-Learning Experiences PPT

Ms. Dasom Kim (dasomkim@alcob.org) 

Program Specialist, 
Institute of APEC Collaborative Education (IACE)
favorite_border
0
Your avatar
Add comment
CHINA
Avatar of Wan Zuhainis
Wan Zuhainis
4d
CHINA
favorite_border
0
Your avatar
Add comment
JAPAN
Avatar of Wan Zuhainis
Wan Zuhainis
4d
JAPAN
favorite_border
0
Your avatar
Add comment
UPOU
Avatar of Wan Zuhainis
Wan Zuhainis
4d
UPOU 
favorite_border
0
Your avatar
Add comment
UPOU's MOOCs: Massive Open Distance e-Learning (MODeL)
Avatar of Wan Zuhainis
Wan Zuhainis
4d
UPOU's MOOCs: Massive Open Distance e-Learning (MODeL)
favorite_border
0
Your avatar
Add comment
📎 Document
Avatar of Jintavee Monsakul
Jintavee Monsakul
5d
favorite_border
0
Your avatar
Add comment
DOMAIN 1: Leadership and management

add
📎 Photo

# data[].attributes.body
Chau- Joanna - Le Ha

# data[].attributes.body
1. Evidence that Service quality research sis conducted on the responsiveness, empathy etc shown to online students
2. Evidence of availability of enrichment activities
3. CONCERN - evidence (2) in the toolkit would be against privacy legislation in some economies, and students should have an op-in system in which they can choose to self-identify to their classmates
4. CONCERN: typo in lat evidence point - should be "regular updates and communication are..."

# data[].attributes.body
1. Contracts and policies for protection of student information
2. Online student representation in university council
3. Community of online learners

# data[].attributes.body
1. Documentation such as contracts for staff and leaders´ professional development

# data[].attributes.headline
Group CEPA - Community Engagement and Public Awareness

# data[].attributes.subject
Group CEPA - Community Engagement and Public Awareness

# data[].attributes.body
1. Alumni connection and experience
2. Group meetings interaction
3. Yearbook and Publications (i.e. newsletters)

# data[].attributes.body
1 . CLEAR RULES OF ENGAGEMENT (ONLINE ETIQUETTE)
2. CLEAR TECHNICAL EXPECTATIONS
3. »Each student has access to other students’ photos, names, and contact details.
4. STUDENTS SURVEY
5. PERSONALIZATION
6. WELL SEQUENCED AND SIGN POSTED (DIRECTIONS)
7. PROMOTING SAFE ONLINE ENVIRONMENT
8. IMPACT TO COMMUNITY

# data[].attributes.body
1. Online course sites that incorporate students feedback on teachers' performance
2. Student manual including both printed and online copies
3. Inclusion policies for disadvantaged learners including learners with disabilities

# data[].attributes.headline
Group CEPA - Community Engagement and Public Awareness

# data[].attributes.subject
Group CEPA - Community Engagement and Public Awareness

# data[].attributes.body
1. Availability of staff to provide services (technical support 24/7)
2. Presence academic / course
3. Consideration Out-of-School Youth
4. Marketing strategy

# data[].attributes.body
1. DIGITAL SKILL
2. STUDENTS PROFILE (TO SUGGEST REPLACE INFORMATION IN DOMAIN TITLE AND TO MATCH DOMAIN 2, STAFFING PROFILE)
3. STUDENTS AND STAFF FEEDBACK

# data[].attributes.body
1. no domain in the toolkit currently addresses quality selection and admission of students into online education - a system that is far and equitable and recognises prior learning (not usually relevant for MOOCs but relevant for award course study online. Need to select students with the skills to succeed so institutions don't exploit vulnerable students
2. also need to address credit transfer and national and transnational mobility
3. build online alumni network, and monitor their graduate destinations
4. clearly articulated support path and contact point for all online students
5.

# data[].attributes.body
1. Online or digital library
2. Learning management system
3. Websites
4. Human resources with both subject-based expertise and digital competencies including support staff such as teaching assistants

# data[].attributes.body
1. Adequate resources for horizon scanning and testing of new educational technology given rapid technological development
2. Access to high quality online resources - a virtual library, well resourced for the disciplines being taught
3. Backup systems available, in the cloud or other as appropriate
4. Adequate resources available for cyber-security and protection of student privacy

# data[].attributes.body
1. DIY POP-UP STUDIOS FOR CONTENT DEVELOPMENT
2.DIGITAL MATERIALS
3. UNLIMITED ACCESS
4. CROWDSOURCING

# data[].attributes.headline
Group CEPA - Community Engagement and Public Awareness

# data[].attributes.subject
Group CEPA - Community Engagement and Public Awareness

# data[].attributes.body
1. Physical facilities (software and hardware, IT peripherals)
2. Accessibility and inclusivity in online learning materials and internet connectivity
3. Collaboration with the industry

# data[].attributes.body
1. Data from graduate and employer surveys and surveys involving other stakeholders
2. University manual that reflects quality standards and procedures concerning online learning
3. Annual report at institutional level
4. Newsletters that share the state-of-art information and experiences

# data[].attributes.body
1. ATTRITION RATE
2. SETS OF DATA (DEFINE THE DATA)
3. TIME FRAME FOR REVIEW  AND CQI
4. ENGAGEMENT RATE
5. LEARNING ANALYTICS  FOR PREDICTION AND DIAGNOSTIC
6. DATA MATRIX FOR IMPROVEMENT

# data[].attributes.headline
Group CEPA - Community Engagement and Public Awareness

# data[].attributes.subject
Group CEPA - Community Engagement and Public Awareness

# data[].attributes.body
1. Internal and External Audit
2. Ensuring transparency of all the academic meetings
3. Stakeholders involvement (e.g. feedback)
4. Public awareness through medi
5. Feedback system

# data[].attributes.body
1. Regular monitoring and review of policies, procedures and performance of online education
2. Quality assurance department, reporting to the President/VC, that is skilled at assessing online education quality, and there is a clear communication pathway to faculties
3. Structured program of internal and external audits of online education
4. Periodic management review to examine the results of the internal and external audits and evidence that the management responds in a timely manner to audit findings
5. Review includes alumni, employers, industry and other stakeholders feedback.

# data[].attributes.headline
Group CEPA - Community Engagement and Public Awareness

# data[].attributes.subject
Group CEPA - Community Engagement and Public Awareness

# data[].attributes.body
1. Rewards and Incentives
2. Staff Development Plan
3. Staff Capacity Building
4. Community Involvement of the Staff
5. Research and Publication opportunities teaching and learning
6. Psychological aspects in online learning

# data[].attributes.body
1. Systematic, well documented, high quality training of academics in online education, with clear mapping of training relevant to role and skill level
2. Systematic high quality training of professional staff involved in the support of online students
3. Workload allocation model that allows adequate time for professional development of online educators, and that includes appropriate time for online course development and delivery, and student support
4. Budget allocation to professional development of faculty and staff involved in online education
5. Quality assurance cycle ensures that individual educators receive regular constructive feedback on student perceptions of their teaching
6. Reward and promotion systems recognise excellence in faculty and staff involvement in online education

# data[].attributes.body
1. QUALIFICATION AND EXPERIENCE
2. UPSKILLING, RETOOLING (CPD ONCE A YEAR)
3. TECHNICAL SKILL AND AWARENESS
4. DIGITAL PEDAGOGY (LEARNING FUTURIST)
5. INDUSTRIAL NETWORK
6. DIVERSE SKILL SETS
7. SOTL
8.  IDENTIFY QUALITY  OR COMPETENCE TALENT AS ONLINE LEARNING CHAMPION
9. TEAM PROFILE

# data[].attributes.body
1. Leader in ICT division who is well trained in online education and expert in the infrastructure needs
2. Online education leadership is in direct reporting relationship to President/VC/DVC/VP
3. Strategic plan has a well aligned implementation plan for online education, with an annual audit of progress against strategic plan
4. Universities should have Dept for Strategy & Planning to ensure alignment with national and university policies and strategies

# data[].attributes.body
1. INCENTIVES TO DRIVE ONLINE LEARNING (STAR TEACHER, APPRAISAL, SPONSOR WORKSHOP ABROAD)
2. DEFINING QUALITY
3. CHANGE OF MINDSET FROM THE TOP MANAGEMENT
4. SUPPORTIVE GOVERNMENT POLICIES

# data[].attributes.headline
Group CEPA - Community Engagement and Public Awareness

# data[].attributes.subject
Group CEPA - Community Engagement and Public Awareness

# data[].attributes.body
1. Development and support for universities, institutions and other providers
2. Government policy supporting the online learning
3. Include indicators in online learning
4. Experts/Consultants engagement
5. Integrated policy
7. Forum

# data[].attributes.body
1. Rewards systems that incentivize new, ongoing and completed online education projects and programs
2. Governing bodies at national level that coordinate the actions for quality online education delivery
3. Openness for collaborations among academia, industry and government
4. Institutional policies and procedures that can ensure delivery of quality online learning

# data[].attributes.headline
the updated version of Thailand presentation.:-)

# data[].attributes.subject
the updated version of Thailand presentation.:-)

# data[].attributes.headline
Republic of Korea's e-Learning Experiences PPT

# data[].attributes.subject
Republic of Korea's e-Learning Experiences PPT

# data[].attributes.body
Ms. Dasom Kim (dasomkim@alcob.org)

Program Specialist,
Institute of APEC Collaborative Education (IACE)

# data[].attributes.attachment_link.title
1The Development of Online Education in China(191114）

# data[].attributes.headline
UPOU's MOOCs: Massive Open Distance e-Learning (MODeL)

# data[].attributes.subject
UPOU's MOOCs: Massive Open Distance e-Learning (MODeL)

# data[].attributes.body
Dinner

# data[].attributes.body
1. Online supervisors during online exams
2. Clear policies for both students and teachers from the beginning
3. Creating an alignment between teachers and assessors
4. Assessment off learning
5. Formative and comprehensive exams
6. Identify gaps
7. National administration exams/license

# data[].attributes.body
Malaysia:

- Blended learning platform is used as the basis for online education. There are 3 fully online programs accredited.

- Converted programs from conventional ones.

- Code of practices for open distance learning developed by the Government.

The Philippines:

- Translated face to face curriculum into distance education programs.

- Followed the same way through which the curriculum for face to face program is developed. The only difference is the way of delivery.

- The involvement of experts is the same. The point is how they prepare the course packages ahead of the delivery.

- There are always multimedia experts to guide course development specialists to apply the right tools/instruments

- concerns are whether the content is correct

- With regards to timing: it takes 2 years for the shortest program curriculum to be developed. Will be reviewed afterp 5 years.  The lecturers will need to review if the content is still relevant. Allowed to adjust 10% of the content.

- At the end of the course, there's always an evaluation: student profiles, completion rate.

- Tracer study,

- Industry engagement

Hongkong:

- In practice, content developer and designer need to understand well the work of each other

- We need to ensure this consultation process happens from QA perspectives .

Open University Philippines:

- There's a coordinator to facilitate the consultations

- How do we determine if the system is effective? End of term evaluation (online)

- Examination questions: How many questions can students answer?

There are different levels of evaluation:

- Course level:

# data[].attributes.headline
Indonesia Online Education and Quality Assurance

# data[].attributes.subject
Indonesia Online Education and Quality Assurance

# data[].attributes.attachment_link.title
APEC Online Learning 2019 - Indonesia Online Education and Quality Assurance

# data[].attributes.body
1. Certification and recognition
Professional
National
International
2.   Assessment Tools ( to show integrity)
3. Quality of assessors (Competence)
4. Competence Based Talent Management
5. Test Bank

Assessment of Learning
Assessment for Learning
Assessment as Learning

# data[].attributes.body
Group: Mexico, Peru, Malaysia, Korea and Viet Nam
ASSESSMENT AND INTEGRITY

1. Show students' database
- Profile
- Photo
- Exams, assignments
- Reports: habits, speed of typing, biometric (fingerprint, eye recognition)

2. Implement suppervision:
- Process of learning and exam
- Webcam: face recognition
- AI (Artificial Intelligence)
- Plagiarism detection

3. Testing on campus
- Camera at the Testing
- Same banking questions online and f2f

4. Blended test:
- Recorded interview online
- Simulation
- presentation: project, mini research, assignment,...

# data[].attributes.body
Voices from teachers and students should be heard
Curriculum design and learning outcomes should be the same for both online and f2f traditional programs
Alignment of industry needs

# data[].attributes.body
quality assurance

# data[].attributes.body
- Policy
- Mapping
- Graduate Employability Survey
- Evaluation by panel of experts (data from accreditation bodies)

# data[].attributes.body
Data collected to follow students' progress
Professional recognition
Cohort analysis for different delivery modes
Students survey and interview
Summative and formative
Feedback from stakeholders, e.g. teachers, students, employers

Internal students and faculty survey

Transparency of the information

High quality curriculum

Academic integrity in assessment

# data[].attributes.body
1. Measurable Program Objectives  and learning Outcome
2. Clear relevant alignment
3. Innovative delivery methods (Experiential Learning.. )
4.  Peer reviewed, research or analyses
5.  Industry informed and collaborations
6. Transdisciplinary (different skill sets)
7. Learner centered
8. Consistency and equivalence
9. Students Feedback  in the form of e-portfolio

# data[].attributes.body
INCREASED DEMANDS
UNCONVENTIONAL LEARNERS
LIFELONG LEARNING
COST EFFICIENCY
FLEXIBILITY
APEL
SIM
TUTOR-STUDENT RELATIONSHIP

# data[].attributes.body
ASSESSMENT
STUDENT EXPECTATION
LACK OF TRAINING/SKILLS
MINDSET AND ATTITUDE
MOTIVATION AND INSENTIVES

# data[].attributes.body
Please find the SWOT Analysis in Google PPT format by Lead Shepherd of the APEC HRDWG Prof. Dong Sun Park (dosupa@alcob.org) and his assistant Ms. Dasom Kim (dasomkim@alcob.org) from the Institute of APEC Collaborative Education (IACE)

# data[].attributes.attachment_link.title
What is the maximum hardness that we can get in mild steel in terms of HRC (rockwell hardness)?

# data[].attributes.attachment_link.description
Answer (1 of 4): None..you still have HRA and HRB to breach before you reach HRC. It shows that you possess no understanding whatsoever of how the basic Rockwell hardness system works. You need a lot of catching up baby!