 Okay. All right. I'm Tai Wei. Most of my friends call me Dave. I'm the chair of TOCC. And today I will give you a brief introduction of OER of higher education in Taiwan, including OCW, MOOCs, and the open textbook. In Taiwan, OCW started at National Jiao Tong University in 2006, and our consortium was founded in two years later, 2008. The original name is Taiwan OpenCourseWare Consortium, and renamed to Taiwan OpenCourse and Education Consortium later. We have 20 members and collect 1311 complete video courses. OCW was one of the most successful e-learning projects launched in Taiwan. In 2006, two facts made this project successful. First one is MIT OCW, and the second is the rise of the internet and digital technology. However, the openness means free and easy to access, which conflicts the traditional value of higher education because they were built on the principles of scarcity and disclosure. These conflicts met most of the conservative professor against OCW and even anything related to openness at that time. Here you will see the growth of the usage of OCW from 2012 to 2017, and then dramatically dropped in 2018 and 2019. The decreasing usage may come from two main reasons. First, some of OCW were taken down for some reason. Second, most of our members begin to produce MOOCs from 2014 and stop creating any new OCW after 2018. Nevertheless, the number of the unique visitors is still kept around 2 million in 2019, which is equal to one-twelfth of the Taiwanese population and means one out of 12 Taiwanese has watched OCW in 2019. Which is quite a big number. From this figure, you may be surprised at the number in 2013. In fact, this number is the total number added from 2008 to 2013 because some problem in our platform is down. Therefore, if we divide this number by years, you will get the average number around 2,200 units per year, which is almost close to the number of 2014 and 2016. It is 2018 this year when most of our members stop producing new OCW units. The high popularity of OCW in Taiwan is several reasons. Most of OCW courses are the video OCW. And second, most of our members assigned their excellent teacher to provide OCW of their favorite classes. Third, our members offer OCW of their special future research field, which assume the breadth and the depth of OCW. Fourth, most of OCW provide the complete lectures of the classes, which helps students a lot. Some students just study OCW and they can go to the graduate, good graduate school. Now, although OCW is an important learning material, but how to continue to create OCW become the challenge to every university. Here is the list of the challenges. First, financial support problem. Second, bandwidth problem. Third, this is the most important problem, student attendance problem. Some students they just watch OCW and then go to the face to face classes. And this professor now question about if you just watch OCW, if how the learning effect and some question come out more and more. And we, in order to find out the solution of this problem, we search some master thesis and come out some interesting result. The left table show there's only 40 master's research within 11 years, which means the average number is around four thesis per year. But if you look at the right number, it shows the total number is 146 within seven years. The average MA thesis focused on the MOOCs is around 20 thesis per year. MOOCs attract five times research interest than OCW in Taiwan. Okay, now we look at the MOOCs in Taiwan. In 2013 MOOCs project launched in Taiwan, there is one MOOCs consortium called Chinese Open Education Consortium. In addition, there's four main MOOCs platform. They use different technology to build up their MOOCs platform. Unlike OCW, MOOCs need much more technical support and create more interesting research. For example, platform technology research, effective video research, pedagogical research, business model research, communication technology research. In addition, MOOCs cover more diversified types of online courses in order to attract more learners. In the left figure, you will see 12 different types of MOOCs on E1 platform. For example, the interest in the test of life, art creation, and also including technology and the measurement. Here is the number from the courtesy from E1 and Taiwan Life Platform. The number of MOOCs on E1 platform increased dramatically since 2013. Furthermore, the population of MOOCs also increased a lot, especially in 2018 and this year, especially COVID-19 years. In fact, MOOCs has two major challenges, including high-running costs of the platform and the courses. The high-running costs of MOOCs platform comes from the internet running costs and the measurement of diversified MOOCs classes. Most of the classes don't belong to one university. Most of the universities do not want to support MOOCs platform. Therefore, searching a good business model become the first priority of the MOOCs platform. The running high-cost of MOOCs courses come from the management of a great number of learners, including QA and the grading loading. Some MOOCs in Taiwan turn into spark when they wish to become part of the regular class, then the problem of the credit hours equivalency and the learning effect become the main concern of the university administration. Due to the free access and the good content provided by the OpenTestbook, TOCC launched the OpenTestbook project in 2019. In this year, TOCC provided 10 seminars about OpenTestbook and collected 14-1 reviews of OpenTestbook. There are 14 courses adopting OpenTestbook and now we have one published OpenTestbook. Later on, this one research will focus on the OpenTestbook, around the 11-14. So that is the current situation of OER of higher education in Taiwan. Thank you for listening. Yeah. Okay. Thank you, Dave. The next panelist is Ray. You can share your screen. Okay. Can you guys hear me? Yes. Yeah. Okay. So hello, everyone. I'm Ray from Taiwan. And today I'm going to share a little bit about the cross-sector co-creating OER in K-12 in Taiwan. And I think it's an ecosystem collaboration strategy within a small country context like Taiwan because the bigger one such as China, India, and the U.S. has big market in K-12 context. So it's easy here to use the power of market to push forward the progress, but it's not that easy in Taiwan. So a little bit of my background, I'm the chairman and CEO of Genius Academy. It's the Taiwan's equivalent of Khan Academy. But actually my background is a medical doctor, but I changed my career into education. And also now my organization and I have strong linkage to the government, including the Executive UN and the Ministry of Education and all the Bureau of Education among different cities and counties in Taiwan. And I started online education by recording my own videos. So in the first year, I turned my career. I recorded around 1000 instructional videos across the different subjects for junior and senior high school students. And now our team grow into a size of 30 employees and cross disciplines from software to teaching, pedagogy, and to policymaking. So what do Genius Academy do? What does Genius Academy do is we build a platform. So this platform is for K-12. You can see all kinds of such as mathematics and science, computer science, and English learning, all the subjects according to the Common Core in Taiwan. So there's videos and interactive exercise inside there. So the three pillars of our work is digital content, software, platform, and teacher training. So the left two pillars is about building a smart learning assistant. So the content is and the platform together just like an assistant for students and teacher to learn and teach. And we also emphasize on the rule of teacher because it doesn't mean with online learning, we don't need teacher. Actually, we need teacher even more because teacher have to change his or her role from an instructor to a facilitator. And it's different from how they've been trained when they were in university. So we collaborate with the city or county government to do a lot of teacher training. Now we have 2.4 million registered users in Taiwan. It's pretty much covered 80 to 90 percent of the K-12 population in Taiwan. But registration is not the most important number we are looking into. We emphasize the importance of the weekly active users because when we talk about learning, at least you use once every week. It's a basic frequency. So we didn't look into daily active users. We didn't look into monthly active users. We look into the WAU. And we also produce a number called a level one teacher. This measurement is for teachers who are really familiar with using technology to teach. So we have our data metrics so that we can automatically know, like for the past semester, how many teachers adopt technology into their pedagogy regularly during the whole semester. And we will give them certificate and to promote them to the city and county government so the government can also recognize them and let them become the trainer of trainer. So why we do all this? Because we have the vision that every child can be a lifelong learner. I think that's the common vision for all the K-12 OER players in Taiwan. And the mission of Junior Academy is to provide all children personalized learning from content to the environment. And we do believe that's a total solution. You have to have a holistic view of the whole things including hardware, software, content, teacher training, and even the mindset of parents. It's all included. So I think what we do is a total solution for K-12 personalized learning. And why I say we need ecosystem collaboration? Because in such a small country as Taiwan and with such a small organization such as Junior Academy, it's very difficult that just one organization trying to do everything. So in Taiwan, I think every sector has its limitation. The government is not good at innovation. I think that's probably not only the problem in Taiwan. It's all across the globe. For online learning or OER, especially in this digital area, we have to be very agile. And like the development methodology in Junior Academy is called SCROM. SCROM usually we have different sprint. One sprint probably from two weeks to four weeks. So we will build a minimum viable product. And for every two or four weeks, we have to do the iteration based on data, based on the observation and research. But the plans from the government, the very waterfall kind of plan, it's very difficult to do that kind of iteration. So that's why it can hardly succeed. And also within that plan, it's very difficult, especially in Taiwan, to find top talents. Because the major like best software engineers usually not work in the government. So it's also a difficult part for the government. And the best talent probably is in the market, but the market is too small in Taiwan for K-12 students. So you can see the numbers on the right hand side. For like the big market like China, India and the US, you can see the population, the internet usage population, the student population. And like the Onion Academy by Jews and Khan Academy, separately have 30, 40 and 70 million registered users. And they can gain revenue directly from the B2C model. But in Taiwan, it's very difficult because we only have 24 million population and 2.4 million students. So I think probably some of the other Asian countries have similar problems. But the difficult part for K-12 is that it's very, very aligned to a country's common core. So it's different from other internet business. You can't try to include other country into a one single market, such as Pan-Asia or Greater Southeast Asia. So I think that's why Genie as an NPO, non-profit organization, we gain the opportunity because like Beogate said, you can do catalytic or innovative philanthropy by finding the opportunity where government can and market won't be what's important. And I think K-12 OER is that kind of opportunity. And because of the NPO entity, we have the neutrality. And now we are using collaboration strategy to coordinate different governments and different corporate to co-create content and platform and teacher training. So how do we do that? Because we build the competency in a small organization with technology. We do have 11 software engineers and education. So we have very experienced the retired teachers who helped the government to do the common core. So who are very familiar with the basic fundamental common core in Taiwan. And we also have the experienced retired policy makers in organization. So with this three cross-discipline competency, then we can coordinate the frontline school and the public and the private sector. So this is the big player in Taiwan. So we collaborate with Taipei City of the online learning content. We are going to produce 1,000 newer version to our new curriculum. It's a 2019 curriculum of the new content with Taipei City. And we collaborate with new Taipei City. It's the biggest city in Taiwan with one sixth of the population of Taiwan to do teacher training. So if that model succeed and it can probably scale up to whole Taiwan. And for the private sector, we do co-evocacy with other like-minded organizations such as Teach for Taiwan, that's the equivalent of Teach for America. And also the KIP Inspire School in Taiwan Alliance, that's the equivalent of KIPP, the Knowledge Inspire Program in the U.S. And also we collaborate with other content supplier like the traditional one publisher and also other edutainment company. So they create more interesting and engaging content. And with our channel, they can expand their impact. So that's why they are willing to put their content on our platform. And also we collaborate with big enterprise such as Google, Line, TSMC, and Microsoft. Because computer sciences owe their interest and so they also like to contribute some of the contents or even technology on their platform so that they can get the top talent from Taiwan to work for their company. And another major part for the collaboration is data. So in Gene Academy, we have our own data from the platform and we have data from outside our platform and easy to map into our BigQuery system. And we can push it into different like made up base or even just as easy as Excel or Google spreadsheet to do analyze or data visualization. And from that foundation, we can push back the data to users to then understand their own progress or we can aggregate the data and give it to the policy maker. And also, of course, we can do all kinds of AI recommendation with traditional method or machine learning deep learning. So I think the cross-discipline competency and the power of data is how can we find the collaboration between or across sectors. So what happened next, I think, with that kind of collaboration, it's very important to shorten the gap between policy and front-line reality. Because the major resource for K-12 OER is still from the government. But most of the time, the government doesn't understand the reality of the front-line students, schools, teachers. And we are happy to see that not only the local government, but even the central government spent time to understand the front-line reality. So it's President Tai visited a rural school in Taidong two years ago. And I shared with her that how our model work. So then she asked the Ministry of Education to find a way out to collaborate with MPO such as Jinyi. So I think it takes a village to raise a child. It's old saying. And it's true, I think in Taiwan and probably in other similar countries. I hope our little experience can help you guys. Thank you. Okay. Thank you, Ray. Very exciting to share. Okay. Thanks. Our next panelist is Katsu from Japan. And also for Ray, I have several questions for you. You can try to answer in the chat first. And then we will discuss how we like it. Okay, Katsu, please. Okay. Hello. My name is Katsu Shigeta and I'm the President of Education Japan. Today, I'd like to explain about the current status of OER utilization in Japan in a brief. So I start from self-interaction first. I'm Associate Professor at Information Initiative Center and Associate Director at Center for Open Education at Hokkaido University. It's a North Side Public University in Japan. And I'm a President of Education Japan and a Board of Directors, J. Muka and Asuka Academy. And I'm a Board of Directors and Office of Education Global. Basically, I'm an education technology researcher about OER, MOOC utilization, and the data analysis. So I'd like to introduce a brief about the Center for Open Education that I am directing in the E-learning perspectives. This is an organization to introduce open education for educational reform and improvement. This Center develops OER with faculty and staff about over 500 per year for blended learning at Hokkaido University. And we establish several platform and learning analytics tools for students and faculty. At the same time, we create MOOC and open courseware for internationalization of the university. And recently, in this COVID-19 situation, we support remote lecture and distance learning for faculty and students. And about the initiatives of open education in Japan, we have several organizations with academics and industries. First one is Open Education Japan. It is formerly Japan Open Courseware, founded in 2005. And it promotes open education and the information sharing among members, including 17 universities and five corporate members. And this organization is a sustaining member of OER Global. Second organization is J. Muka. It is founded in 2003. This organization promotes MOOC and online learning in Japan with 43 universities and 31 corporate members. And in Japan, we have several MOOC providers by the mobile phone companies or some E-learning companies, something like that. And J. Muka aims to coordinate these providers and try to promote MOOC and utilization in the national scale. And we have an interesting project about OER utilization with translation. It is driven by Asuka Akademi. It is a non-profit organization. This organization translates OER in Japanese and open course in French. And when Asuka Akademi translated the English OER materials by other languages, they asked for the volunteers and the high school students for the translation activities. And in some high schools, they introduced this activity as an education project. And currently, Asuka Akademi is seeing the big increase of new enrollment after the COVID-19 situation. On the other hand, we have a survey for every institution in Japan how they promote or offer or development MOOC or OER in Japan. And this survey was conducted in 2017, so it's not new data, but I'd like to introduce the result. When we see the data, we see in the relatively higher offerings of OER at universities and colleges. On the other hand, we are seeing the lower offerings of development of MOOCs. For example, we have just only 6% of universities and colleges to introduce or develop MOOC. The number of institutions in Japan about universities and colleges is 1,200. So the real number is quite high, so means 60 or 70 universities develop MOOC, but the portion is small so far. At the same time, we ask the institutions to offer or utilize OER MOOC about the objectives. The result is that about OER, more institutions aims to utilize OER to improve learning environment for students. On the other hand, more institutions hopes to use MOOC for recruitment of students or a life of learning. So this kind of objectives is very important to sustain the project, so we are doing this kind of research. And actually, we are planning to have the same research this year, so we will show you the updated results later on. And this is the last slide. I'd like to talk about the OER utilization for the pandemic. So we are facing challenges how to sustain our education activities. In these perspectives, we expect OER utilization as self-learning and blended learning. It could avoid lecture at large classrooms for infection prevention. At the same time, for this situation, the importance increases to share information about learning resources and the methodology for utilization. For example, we are facing challenges how to discover the appropriate OERs for these students and faculty. So regional alliance solves the problem. We could share practices of OER utilization based on the locality of each region. We can begin these activities from this conference and beyond that. Thank you. Okay, thank you. And then welcome Jin from Thailand to share your context. Good morning, everyone. I'm Jin from Taimuk, from Thailand, and a bit about my background. I'm the Associate Professor at Educational Technology and Communication, Faculty of Education, Jianggong University. And at the same time, I'm also working as the Deputy Director at Thailand Cyber University Project, which is the project under the Ministry of Higher Education, Science, Research, and Innovation. So today, I'm going to provide you the introduction about Taimuk, which is the government project aiming to enhance the learning opportunity for lifelong learners in Thailand. And this project we launched in 2016. And until now, we cooperate with over hundreds of universities, institutions, and also the government sector. And currently, we have 472 open courses in 11 categories and around 570,000 users. I think our situation in Thailand is similar to other countries, which back in 2011, where the first Moog lunch from Stanford University, then many universities have launched Moog courses. At the same time, at the country level, they also launched the projects, which is the country level on national Moog platform, including Thailand. This is the information from the classcentral.com. So our stats. We, as I mentioned earlier, we started the service in 2016, focused on the courses for lifelong learners, and we have 570,000 users. And interestingly, the average user during the COVID-19 increased 58%. During that time, around 35,000 to 50 courses, the content from these Moog courses. And if you see this chart, the number of users in year 2019 is around 320,000 people users, and it's go up dramatically during the COVID-19. So for the year 2020, we have 570,000 learners. And the completion rate is around one third is around 250,000 to graduate the Moog courses, which we quite satisfied with this number. In terms of the learners, the age of our learner is quite lifelong learners, because we have 13 years old learners, up to 30 plus years retired people who are taking the Moog courses. And when we look closely, the statistics show that more than 50% of the Moog learners in Thailand are the working age, which is the last groups of learners. So the idea of our time move is we, like I mentioned earlier, we focus on the reskilled and upskilled for learners of all ages. So starting with the students, 13 plus years old who have to leave the school. So this is one of the alternative way that they can take some of the Moog courses. And during working, they can do upskill and during working, they can study time move and correct the credit for later, do the credit transfer, and when they do study in university, they can use the time move courses and keep the courses for the transfer credits later. During working, they can take the time move course, not only for their upskill reskill, but they can keep the record for later, if they want to continue their higher level of education. And also at the last group, if they are interested in taking courses, they can continue their education even though they already retired. So time move has been here and with the cooperation with the Nye High Education Development Networks, we have the Nye Hub throughout the country at the Upper Norton Higher Education Network. We have Lower Norton and also from the south, from the central. So we're working as the network hubs throughout the country. So that's why we have the more than 100 institutes who develop these open online courses, which mainly are the higher education universities. We also work with the public and private sectors as well. For example, we work closely with the Office of the Civil Service Commission, where do the training for the government employees and they use our courses and also we co-develop the courses to further new employers, so all of the government new employees taking courses in the time of course. In addition to that, we also have the international cooperation with many countries including Taiwan. For Taiwan, we have work co-operatively with the National Xiaotong University, the National Open University of Taiwan and also Taiwan MOOC, where we have the course exchanging. And when we have the course exchanging, meaning that we also give the opportunity for Taiwanese to take courses from the other MOOCs country and then we ask the subtitle for Thai people to better understanding in terms of the content. And like I mentioned earlier, we also work closely with the government agency and also the public agency. For example, like I mentioned earlier, the Office of the Civil Service Commission, where do the professional development for the online part for them. And in terms of the content, we also work closely with the general public and private agency who expertise in certain content. For example, we develop the open courses related to digital literacy. So when we're talking about digital literacy, we try to find the expertise in this field. For example, we work closely with Digital Economy Promotion Agency, where they are very keen and expertise in this area. We also work with private sector, for example, the hospital, the highway, the Thai highway. So for the content, the top five courses we have the highest registered students, including number one is psychology and daily life. Number two is photography and then follow with the courses related to English skills. For example, English for startup and English for communication. And here I would like to focus that all of our open MOOC courses are developed based on the 10 standards of practice. We have developed this standard of practice based on the research study. And on our standard seven, we're talking about the copyright and the content where all of our courses have applied the creative common license to the content. Here I would like to share you about the micro credit, the pilot project that under the cooperation with the Thailand professional qualification institutes, the Sukho Thai Tamatrad Open Universities, the Institute of Community Colleges, and the Thai MOOC. So basically we have two pilot projects. And the most progressive one is about the elderly care giver courses that I would like to show you one example. So we use Thai MOOC as a platform. And then here we cooperate with the Institute of Community Colleges. So learners who graduate from here can take our MOOC courses that we work cooperatively with among these institutes. And then once they complete the courses here, they can go and take the exam at the Thailand professional qualification institutes to get the certificate. At the same time, when they get this professional certificate, they can still take the MOOC courses and keep for credits. And later they can continue their education at the Open University. And then they can use some courses from the and some they can transfer that experience to these Open Universities. So they can get the certificate both for working and both for academic. They can continue their education. And while they're still working, if they work for the government, they can rescue and upskill using MOOC courses and Thai MOOC platform for their professional development. And this is one example of the cooperation with the Office of the Civil Services Commission. So this is the big picture of our platform. We not only focus on only the development of the MOOC course content, but we also working at the same time with the Thai MOOC account, which we try to have one single ID for our user to use MOOC course, not only from Thai MOOC, but we starting to work on the directory, the Thai MOOC directory where we include the MOOC platform from many institutes. And then a learner can use only one single ID to access to the content. We also at the same time develop the credit bank system. So learner will be able to transfer that MOOC course into other the degree other certificate. And also we develop the profile system, which create Thai MOOC student ID and collect the data and learning records. So this is the big picture. According to the earlier slides, we try to have the lifelong learning ecosystem with the cooperation at the community level, including the provider, developer, researcher, instructor, and learners. And we have the common core, which is the MOOC courses, the courses history, MOOC directory, authentication verification, and then with the partner MOOCs at the national and international level for the MOOC certificate and the credit bank. So this is the big picture of our Thai MOOC platform that we started in 2017 and our focus on lifelong learning. And now our main focus is not only the cost development, but we are moving toward the credit bank system. Thank you very much. Okay, thank you, Jin. Yeah, that's a very comprehensive explanation of the context. And yeah, because we have limited time, so we have a very interesting question from the audience. They are asking that if we use this kind of technology for our children or our teenagers, and how do we have any plan to they know how to manage their time to do this, and yeah, because usually they need some physical activity, or they need their social life. But if we just keep them in the internet, it's probably not so healthy. So do you have any common adults on loss? Just one sentence is fine. What's the last words to talk about? How about Jin? Do you have any training for your kids? Okay, this is very, very interesting questions. And I think like this is t-shirt. I think t-shirt is the key person who have to, you know, like give learners to see how they can manage, you know, this kind of learning environment. So but one of the very interesting fact that we found is that for our high school students, teachers try to choose some of the higher education level courses for them, introduce them, using them as the complementary, you know, for the content that she teach. And then when, you know, like high school students have opportunity to take like university courses, they can find that passion, that goal, they can see like, okay, if they want to be engineer, this is how they go into learn in the future. So this helped them when they set the goal for the future, the career, that major when they enter the university. And I we receive a lot of comment from the complementary from the teachers at the K-12 level that this is how they use our time move, you know, for their students. But I think most important is, you know, like this is teacher is the key to let them give them knowledge to how they can manage, you know, that learning ecosystem. Okay. So how about Kasu in your jumping context? Yeah, thank you. Basically, I think about the hybrid settings, how to learn by students. So we should use OER not only by now by dentists, also to use the knowledge in the real society in the schools. Okay, I think Ray already used text to answer that. Yeah, he's mentioned that it's right here. I didn't see you anyway. Yes, I'm here. Okay, you want to refresh that? Sorry, can you repeat the question again? And sorry, because I'm running from meetings to Okay, okay. Okay, that's that's what I'm saying. Okay. All right. Yeah, that's okay. Yeah, Ray is already answering the chat that says the key person is the teacher and they have through that in the teacher training and about how to manage the time and teach the kids how to manage the time to one of the curriculum effects. All right. Thanks. Do you have anything you want to say in your comment? Higher education parts? I think in the university, we try to give some summer school and help the high school student before they come to our university. And also, from the some organization, they can help the high school student to study our material by themselves, especially for the new program of the high school education system, they need have some courses for self study. So they can come to OCW to study the university level. But still, the teachers is the big key. If the school teacher can feel this OCW is good, then high school students will come to our OCW to study. Okay. Great. Thank you. And I think the time is almost over. And the session will end here.