 But some are professional universities like CMU, we are medical professional universities. So we, our students are mainly medical professionals. And we have some universities that are technical universities. So we'll focus on the technical training of the students. And some are competitive universities. So they will have a general knowledge course and have a lot of knowledge course and prepare for their math degree or doctoral degree. So today we have six different universities in Taiwan. We will share how we do the books and how we are facing the pandemic, although we didn't actually shut down lockdown or the whole wide. We have all normal life, but we still got some friends in the pandemic. So we have some doing. So they will show their experience during the time. So first, I will later go to the university to share their experience. So I will. Located in the metropolitan area of northern Taiwan, which is essence location. And Chile is a vocational and technical university in Taiwan with full enrollment. Even there is the low birthrate in Taiwan. As the campus is located in the core district of New Taipei City, we have over 11,000 students in full-time undergraduate division and department of continuing education in the limited space. All the time, we make effective use of online internal and external resources to comprehensively promote e-learning. But the speed become faster due to facing the COVID-19. So we must provide the immediate learning resources and course model that could be suitable for the emergency and during the epidemic. Therefore, we set up two blended course types of distance courses and MOOCs to satisfy the demand of students of different educational systems. In addition to promote our systems in university, we have also promote our e-learning energy and experiences by tutorship, lecture or industry education cooperation cases to spread our professionals. At first, let's see how are the distance courses of our university promoted. The Ministry of Education in Taiwan specifies that the implementation of distance courses in colleges and universities refers to the teaching method of asynchronously, synchronously or physically providing courses by a mixed instructional design with over half of the total hours of regular credit courses in single course. We already have asynchronously LMS, synchronous system Google Meet and physical campus to implement distant courses for many years. And we have set up the distance course application process based on the Ministry of Education policy. Through the three levels review, after approved, teachers could offer the distance course. From the table, you can see that the number of students taking the distance courses in our university from 2016 to 2020 has been over 8,000. The students participate in the asynchronous courses by Chile LMS and the synchronous online courses via Google Meet so that they acquire rich online learning experiences. But this year, facing the epidemic, we have set up existing distance courses. We start up the learning and teaching project for COVID-19 prevention. If the outbreak is notified, all courses don't need to follow the application process to apply. Each course should provide online course no matter synchronous or asynchronous activity immediately. And we work with external experts, also friends, to create the guide for distance courses learning and teaching website. We provide teachers and students so that they can self-learn online. Further, we open the website for public so that all universities in Taiwan could use the resources. The epidemic came suddenly. Teachers also need to prepare and redesign their courses. In order to improve all teachers, not only just who offer distance courses preparation and readiness, we design and provide systematic training courses for teachers regardless of online teaching process. What you see on the screen is the status of our training courses for teacher. And we also provide a teaching for dummies to teachers to reduce their anxiety. In response to the epidemic, this year we handled 12 workshops for teachers. 511 people trained. In addition, we also trained 32 e-learning seed teachers to help guide teachers whose skill is insufficient and provide more counseling channel. Next, let's move to massive open online courses. We support MOOCs from 2018 to the present. We increase the deductible credits year by year as shown on the screen. On the campus, MOOCs are open to all the students and the students who take the class are shown in the figure. Up to now, we have opened over 20 MOOCs and every course provides rich contents which last for 8 to 9 weeks with online learning activities. The number of students taking the class have been accumulated to over 20,000. Why we could do this smoothly? That's because we have the systematic six phases to promote MOOCs including course plan and design, course development, course launch, promotion, facilitation, operation and evaluation. Take a course as an example. First, we convene a kickoff meeting before the course development to determine the course need of the learning courseware by the initiator of the course, the teacher and the learning development team. Next, we enter the stage of course planning and designing. Design the learning objectives in the course structure. As shown in the picture, instructional designer will discuss with teacher or subject matter expert to design the activities include online discussion, quiz, and assessment, etc. After confirming the course structure we find out the contents requiring courseware development. Before the development of courseware, we review whether the contents infringe upon any intellectual property according to the review mechanism. The intellectual property right mechanism is shown in the figure. After confirming the course structure and the contents of courseware we design the courseware scripts with the teacher or subject matter expert, just as the screenshot shown. After the scripts are finished, the team refers to the content characteristics of the courseware to record video or audio by multiple approaches. As shown in the picture, next we enter the stage of post-production. According to the diversified pattern of courseware, we use this different software to present the contents in a richer way and conform to the learning demand. During the development process of courseware and after the courseware is produced, we use our review mechanism through internal and external experts and users review and continuous revision to ensure the quality of the courseware. Next, let's see how do we apply MOOCs in a diversified way. In order to ensure that the students know well about relevant information of MOOCs, we turn to physical and online promotional methods as well as the mechanism of online services. Particularly in order to guide the learners to successfully study and finish the course we apply professionally facilitating skills to offer the learners with rich learning experiences. The questionnaire and evaluation results of every course is the basis for us to discuss and improve the courses continuously. We apply MOOCs on the campus and launch them to the worldwide platform of Udemy for overseas learners. Besides, we also offer MOOCs on the platforms with different properties such as OpenEDU, Taiwan Life, Golf Alliance and EN Public Affairs Park. It's because that we have professional MOOCs mechanism of credit acceptance. As you can see on the screen, the flow chart of the MOOCs mechanism have effectively improved the efficiency of our university's MOOCs promotion. Meanwhile, by the ways of tutorship and lecture, we transfer the typical experiences to internal and external institutions. For example, we assist Taiwan companies such as Industrial Technology Research Institute, ITRI, Ooptronics Corporation and Inventac, community universities and junior colleges to establish e-learning teams, develop online courses and to cultivate the learning lecturers. In addition, this year we have also made a major breakthrough, that is, for freshmen, we use live broadcast with asynchronous assessment activities to handle freshman prerequisite courses to improve students' online learning readiness. What you see on the screen is that our principal is opening the live broadcast course and we broadcast live teaching to 1,489 freshmen. And we have also imported international e-learning trends, established producer mechanism not only e-learning instructional design, media production, e-facilitating. We cultivate new team functions, planning and execution at the level required by the enterprise. We also give MOOCs to high school senior so that they can learn in the summer vacation before going to university, achieve the completion criteria to obtain a certificate of completion and apply for credits after enrollment. This year, there are 1,023 high school senior students who have completed the course. 286 learners have completed the course. The completion rate is 28%. I am glad to have this opportunity to share our experience with you. Thank you for your listening and welcome contact us. The next presenter is from CJ University. Can you see her? Yes. My name is Jay Wen Liu. I'm currently the director of the Center for Faculty Development and Instructional Resources. Today I would like to talk a little bit about the current status of the online courses in CJ University. The title of the course is Global Education is Changing and e-learning is also under innovation. As you may know or you may not know, our CJ University was established by a foundation called CJ Foundation, which is considered one of the biggest charity foundation in the world. Because of that, our education is emphasizing on humanity and also the benefit of the society. We want our students to have kind of a service spirit and will become a great student in the world. As we all know, we are under threat of the pandemic of COVID-19. We need to get back to the general when the pandemic was just started and we were on holiday, actually, winter holidays. Our government did a very quick decision to postpone the semester after the start of the semester for two weeks and the student hasn't come back yet. Our CJ University has done a very quick and effective job. We initiated a project meeting very quickly because this project meeting is assembled by myself and the leader of the department of digitalized learning and teaching and also the director of the curriculum of the university. I was the director of the curriculum of the university and also the head of the department of digital learning is also the curriculum director as well. We communicate in very effective ways and we focus on three aspects. One is for the teacher, one is for the student and one is for the administrative staff. For teachers, we emphasize the training support and we integrate some new technology into their teaching and we give them training courses. That for students and the CJ University recognized a form of credit for online courses. For administrative staff, we support them and we also train them to be kind of with the digital ability and we optimize the administrative execution and also the student can learn after they graduate from the university and the teacher can learn after they receive this training. Then they can connect the international network if they have a kind of ability. And for e-course, we print in the CJ University and we have four major series of courses and one is sustainable development kind of courses and we have several courses entitled sustainable self-life and environment energy issues and international aid courses of social economy issues and food and globalization issues and we have a series of courses for this. And for effective education we not only emphasize liberal arts education and also general education, we also have kind of professional education courses. For example, we have five chemistry courses that include physiology, nutrition science and nitrogen metabolism and also molecular biology. These kind of very, very specific professional courses. And then we also have kind of application kind of courses, medical applications. We have course of course school of health data, interpretation of clinical laboratory data, blood transfusion, medicine, heart disease, kidney disease, emergency medicine and these kind of courses. And also I mentioned before we are a university with humanity in mind. So we have human service courses. For example, we have past thinking, psychology and past mental strength, also humanities or social service, a volunteer work service kind of courses. And then we also provide courses for improving students or personnel's helping still. And as I mentioned before we have department for doing this and we have staff in this department for doing this. And we provide systematic support and we reward the staff and we reward the teacher, take part in online learning. We provide training and resources for the courses. Then we have some great job and we have received quite a lot of certifications and awards. For example, we received awards from Ministry of Education and we also have kind of a recognition in other organizations which certify the courses, online courses of course. Then we collaborate with corporations to do their training courses. Of course we will receive certificate fees and we will have kind of a profit sharing kind of a mechanism to share the profit with the university, the department and the project manager. And we also remodel our studio over the years. And we are now focusing on massive open online courses, development and implementation. And we build up learning foundation using the learning courses. We provide courses to high school students and they can get the credits. When they get into the university, then they can use their credits for the university degree. And we also promote self-study, okay, MOOCs, credits for university students. The students can take MOOCs courses of the university or other university and we recognize their credits. They can use these credits for their graduation. And we also emphasize our effort on globalization issue and social influence. Okay, we incorporate SDGs and we also provide, which is a very unique, provide education assistance program for refugee. As you can see from the corner of this slide, our students using online long distance tool to assist the refugees in Turkey. They are Syrian refugees now in Turkey and we give them online learning exchange kind of opportunity. And we cooperate with overseas city education center to do this job and we provide a monthly course for them. And they are very happy about that. And then we also provide opportunities if possible for enrolling in the city university. Basically, this is the end of my talk and I would like to finish my talk with some more. That is let's keep up with e-learning and create new connection with the world. That's our purpose and maybe also your purpose as well. Thank you very much, Indy, for your listening. Thank you. Okay, thank you for the university. And our next speaker is for Ivan University. Hi everyone, true. I'm from National University I'm the center for digital learning division director. Now I want to share the experience and what we do during the pandemic. We have all heard about the city and the university. How they doing I think we will feel very impressive that they doing so much in my experience. First of all is that during this period the student and the teacher they are worried about how to distance teaching and distance learning. So the first thing is what we do is we share the experience in e-learning to all the teachers and students and make them feel safe feel convenient in teaching and learning. First we use the LMS to do the asynchronous online learning. We have so many material, for example video and the examination or some documents LMS in NIU. So we just let the teacher know that they can use LMS to do the distance learning. Not only share the document to students but also they can teach on the LMS. Second, we try to share the experience to use web and video conferencing software such as run and WebEx or Adobe Connect. For example, NIU use the teams to teach and to use the software to record the video and to share with students that they cannot come to Taiwan. So we not only the training course but also for a teacher we share how to teach online because maybe some teacher they never use such software to teach online. So we share the experience and we teach them step by step to do how can they use the software. For example, run or teams to teach how to record the course, how to interact with the students and how to examination using such software. And I think the most important policy we do is use the teams for teaching. We use the Office 365 account for all the students and teachers in our University, National Iran University. I think this made more convenient for teacher to have online courses because when they open the meeting online the students are all there so they can very easy just one step to have their course online. So if the student cannot come to the classroom they can also learn online system. And till today in our school there are also many teacher and student they use teams to teaching and learning. Please forget about the last sentence that the Ministry of Education do not like them but today we use them. This is what we get. This data from the teams, they can see that course meeting we grow up very rapidly during the march and get higher. We can see that in the April meeting it's so much. What's this about because I will mention later that in our school we have rehearsal how to distance learning all the school. We prepare for the very awful. That teacher and student cannot come to campus so we practice in the campus that if the student have to stay at home how can they do it. So we practice in the classroom in the first week that's the March 22 to 28 and then we practice all the campus that student can stay at home and not go to the school at the April to April 18. And we can see that the practice is very successful. So all the teachers and students all have practice about distance learning by our teams. And we also encourage the usage of OYA and MOOCs. We just as Judy and Tiji we have so many MOOCs. So we encourage the teacher that they can use their MOOCs or they can use other teachers MOOCs or other schools MOOCs. We just use the video or the video of OCW and we can see that this is the data that we can see that 2019 and 2020 we can see is the growth of the OYA that we can see. This is months, six months statistic. We can see that there are so many new user during this period. There are so many teachers and there are so many students they use OCW to learn and to teach. So that's the experience that we share to you that what we do in national university. So thank you everyone. Thank you. Thank you Professor Zhu. This is from Da Ye University. Yeah. Alright. Let's welcome Professor Zhu from Da Ye University. Yeah. So wait a moment. Yeah. Yeah. I would say that there's one question from others. Mentioned that what kind of models we are using for course design or teaching design. Anyone online please check on the question and think about your interest and we will discuss that later. Thank you. Hello. Welcome to join the impacts of the MOOCs in higher education during the pandemic. A Taiwan experience session. I am working for the center of teaching and learning that is in Da Ye University and then I will talk about our case. Da Ye University school badge symbolizes a thriving tree and green is used to recognize the image of the tree. But first let's see how are the distance courses of our university promoted. The Ministry of Education in Taiwan specifies that the implementation of distance courses and colleges and universities refers to the teaching method of asynchronously synchronously or physically providing courses by mixed instructional design with over half of the total hours in single course. We already have asynchronously LMS synchronous system, Google Meet and physical campus to implement distance courses for many years. And we have set up a distance course application process based on the ministry of education policy through the three levels review after approved teachers could offer the distance course. But this year facing the epidemic in addition to the existing distance courses we start up the learning and teaching project for COVID-19 prevention. If the outbreak is notified all courses don't need to follow the application process to apply. Each course should provide an online course no matter synchronous or asynchronous activity immediately. What you see on the screen is the status of our training courses for teacher and we also provide a teaching for dummies to teachers to reduce their anxiety. Next let's move to massive open online courses. Courses can be divided into four categories business cultures, language and law. The business course focus on accounting and costing. The cultures course focus on tourism culture. The language course focus on Japanese and Chinese. The law course focus on our brooded and tele-property rights. This is the statistics of the number of participants. There are six courses with more than 500 students. The courses are open-ended, dominated by the general public and not limited to learning. We have this opportunity to share our experience with you. Thank you for your listening and welcome to contact us. Okay, thank you for my university. Next we have Miss Ding. You can share your slide. They changed the slide. We have several panelists that are unable to participate online. They give us the videos. They will watch the video afterwards. Thank you for joining us. We may begin. Hello everyone, and welcome to join our new session. I'm Ho-Yi Ho, and I'm working at National University of Kaohsiung Center for Teaching Online Development. In the following six minutes, I would like to start by a brief introduction to how we work together and then I will move to what we did during the pandemic. Finally, I will talk a bit about our next steps. So, let's start. The National University of Kaohsiung is located south of Taiwan in accordance with the government industry development policy. We are expected to assist to upgrade and transform traditional industries in technology and management. So, NUK is a very young university that was established in 2000, only 20 years. We have five departments in total and 227 faculties and up to 3,000 students in total. So, as you can see, NUK is also a quite small university. So, our e-learning at NUK contains three main strategies including most digital teaching material and distance courses. However, it is interesting that we started our e-learning by MOOC since 2013. Not like all universities since more books on distance courses on the campus. So, the NUK MOOC started actually only from 2013 until this year we already have had 31 courses in total in which 21 language courses including Thai language, Vietnamese language, Indonesian language and Japanese language and six history related courses, three environmental sustainability courses and one arm design. So, we do also have 17 active courses since 2013 up to 20,000 students. So, the current on campus and off-campus learners took all courses and the average completed rate is 10%. Besides MOOC, we also encourage our faculty to make a digital teaching material until this year 12 teachers which is about 23 courses. But interesting, only a few teachers works on distance courses which is only two teachers and four courses in these years. So, to sum up, the applications of e-learning at NUK is more focused on digital material in a fully classroom. So, even an application of MOOC at the campus relevant traditional distance teaching on learning of other university. But this year, facing the epidemic therefore this year facing the pandemic we actually move to a synchro readiness teaching on learning in particular for those teachers have already had the digital material. So, for those teachers who has no digital materials will also challenge a series of training activities to help them and students in deal with the synchronous synchronous and synchronous teaching on learning. So, it is interesting to find out that the distance course has increased rapidly which is we never expect before. So, learning from the experience of the pandemic for our next step of e-learning at NUK we will actually rearrange our e-learning blueprint and strategy now. The main purpose is surely to establish a system to understand the learning of e-learning. And also we are looking for more possibilities in applications of MOOCs. They are always a lot of things to do. So, let's move on together. Thanks. Okay, thank you, Paladin. All right. Yeah, we have nine minutes left. So, I have to, this one, that's me. Thank you during the pandemic. Okay. Actually, before the pandemic, we already got the strategy of doing the MOOCs or the digital learning parts. The team enjoying OCWC, which is the previous version of the OED in 2007. And then we joined the OCWC in 2008. And then when the MOOCs come up we joined OCWC in 2014. Yeah. Okay. And right now we are producing the MOOCs and we also have a digital initiative which allows the team of students can take the MOOCs and become their credits. And also because some MOOCs need money to buy the certificate, so we provide the digital initiative funds for them so they can pay for their certificate. It's like an investment. And also, TEMI MOOC is not only on digital learning but also on the local MOOC platforms such as E1, Scherkel, OpenEDU. All right. And during the pandemic, we find out several questions about this. Such as, we will need to probably need to do a lot of next content. And also some issues on how to deal with education, or we can benefit from that. And also for teachers, they have to do the e-teaching and for our students, they have to do e-learning. And also, probably a bigger problem is the national localization part because all the international travel events, so we have to do here, like we do right now, do the virtual things. And also, and we find out that our teachers have got the most problems like this. You probably don't recognize the Mandarin characters, the Chinese characters. These are all mentioned about the videos and how to synchronize learning and how to produce your videos. So, you know, their problems are probably the most content how to create it. So, we provide the so our production team will come in and help our teacher to do that. However, it seems not enough. We have to try to do it by yourself. So, we will have a lot of support for them so they can do the e-teaching. We put on the website and they then know how to make it quickly and easily. And if they have more needs, they can come to us and we will give them some help. Also, we have many MOOCs that for them so they can do the flip classroom and also we provide them to have more resources to study. And also, for the MOOCs, we do provide the focus that the MOOCs the pharmacist or clinical medical skills. All right. And by the benefit, we because even though Taiwan doesn't exactly have a lot of moments however, because we are medical university our students in hospitals. When the pandemic, the hospital is the frontier. So, we kind of not allow our students to do the internship so we do provide a virtual internship so they can decrease their hours in the hospital so that we will provide it in VR360 and if you want to experience that, you can go to connect. I have put on our landmark tool VR360 so you can bring that but the way here we are doing the hospital. Okay. And also, TNU has partnership with COSERA and the future. We provide free MOOCs to the students during the pandemic. So, we allow a lot of TNU students can take courses from COSERA and future and also in future we provide free courses to everybody in the world. So, after we put this in the university in my university, they have chosen a lot of, a lot of looks and finish them. But the future is quite good and we feel that if students get free certificates, they really want to learn. That's a very interesting finding. All right. And for our stats for the results in TNU because we've been doing it for a very long time. So, most of these teachers, they tend to use the synchronized format rather than the synchronized format. So, 70% of our courses are delivered by the synchronized format. So, after the screen the matter that the pandemic was very clear. And before we are going to our staff faculty to do the education in the fixed weekend, the fixed week, that's a requirement. So, this is the result right now we calculate and we want them to have at least some stress of the teaching. So, if the new norm is normal this is a new normal. So, we want them to have some kind of real experience in teaching. Okay. And then we also do some quality assurance of these courses. So, we monitor their activity in the LMS so that, yeah, so we will keep on with graphic and keep our monitoring. So, this is the experience of TNU. So, I think, yeah, we have almost time up. So, is there any, because I'm curious, as the information I know that most of the university right now, who is doing the drill or who is doing the learning or doing the pandemic, most of the university are doing the synchronized part. So, it's like using the means and using the you and to do the classroom. So, how is our panelists? We have just one minute. Thank you to respond to it. Anyone want to respond to it? Because in TNU, we do a synchronized format, mostly. Yeah, because they have already got a lot of videos. So, they can put on the LMS and lay down students to study. So, they don't have, they just spend a little bit of time to do synchronization. Because most of them are like patients. Anyone want to respond? All right. Anyway, yeah, so glad to have you here. And I have one thing to mention. Today we have six university and the two are from Taipei, which is northern Taiwan. And the two are from the eastern Taiwan. And the one is from the middle Taiwan and the one is from the southern Taiwan. So, we basically want to cover all the Taiwan. Anyway, thank you very much for a participant with us. If you have any question regarding the topic, you are welcome to discuss or you can connect on the website. And, yeah, just the recording can start. All right.