Laporan Indonesia OER Policy Review Workshop Jakarta, 4 Desember 2014

Laporan Indonesia OER Policy Review Workshop Jakarta, 4 Desember 2014

Komisi Nasional Indonesia untuk UNESCO Kementerian Pendidikan dan Kebudayaan 2014

Indonesia OER Policy Review Workshop 4 Desember 2014 Jakarta I.

PENDAHULUAN Workshop ini diselenggarakan oleh UNESCO dalam rangka Mayor Program I, Main Line of Action 1 untuk mendukung negara-negara anggota UNESCO dalam Mengembangkan Sistem Pendidikan yang berkualitas dan memberikan kesempatan Pendidikan Sepanjang Hayat. UNESCO menindaklanjuti Proyek Open Education Resource Declaration: UNESCO meminta agar Komisi Nasional Indonesia untuk UNESCO dan Pustekkom menyelenggarakan workshop untuk meninjau manfaat dari pelaksanaan kebijakan OER di Indonesia.

II.

TUJUAN Tujuan utama dari workshop ini adalah:  Mempresentasikan pelaksanaan Kebijakan OER di Indonesia  Meninjau kemajuan dan manfaat dari pelaksanaan OER di Indonesia yang akan menghasilkan sebuah makalah tentang analisis kebijakan OER Indonesia yang akan diterbitkanoleh UNESCO .  Perlu masukan sebagai rekomendasi untuk pengembangan lebih lanjut dari Kebijakan OER.

III.

AGENDA Indonesia OER Policy Review Workshop diselenggarakan pada hari Kamis 4 Desember 2014 di KNIU (Komisi Nasional Indonesia untuk UNESCO) Gedung C Lantai 17 Kompleks Kemdikbud. Agenda kegiatan tercantum pada Lampiran 1.

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IV.

PESERTA Peserta kegiatan Workshop terdiri dari Kepala dan Staf Pustekkom yang bertanggung jawab dalam rangka pengembangan dan pelaksanaan kebijakan OER dan lembaga lainnnya termasuk Universitas yang terlibat dalam pelaksaan kegiatan ini. Perwakilan akademis, organisasi OER (Creative Commons) serta staf Komisi Nasional Indonesia untuk UNESCO. Daftar lengkap peserta workshop tercantum pada Lampiran 2.

V.

PANITIA PENYELENGGARA Workshop ini diselenggarakan oleh Komisi Nasional Indonesia untuk UNESCO, Kementerian Pendidikan dan Kebudayaan bekerjasama dengan PUSTEKKOM.

VI.

PEMBUKAAN Sebelum pembukaan sambutan disampaikan oleh Dra. Hasnah Gasim, Koordinator ASPnet Nasional, Komisi Nasional Indonesia untuk UNESCO yang antara lain menyatakan bahwa bahwa workshop ini diselenggarakan dalam rangka untuk mengetahui Pelaksanaan OER Policy di Indonesia, mereview keuntungan pelaksanaan OER di Indonesia yang nantinya akan di publikasi oleh UNESCO dan memberikan rekomendasi untuk OER policy. Sambutan dari Dra. Hasnah Gasim tercantum pada Lampiran 3. Selanjutnya Fengchun memberikan informasi tentang policy UNESCO tentang OER dan diharapkan agar workshop ini dapat menghasilkan rekomendasi untuk kegiatan lebih lanjut. Selanjutnya Bapak Dr. Ari Santoso menganggap workshop ini penting untuk meningkatkan kebijakan OER di Indonesia. Dalam sambutannya beliau menyatakan bahwa terdapat 2 hal yang penting pada sistim sekolah terbuka yaitu peran Guru yang harus aktip dalam membuat konten pelajaran yang nantinya akan diakui sebagai karya ilmiah. Kebijakan ini penting .karena selama ini guru hanya mendownload bahan-bahan untuk mengajar bukan membuat sendiri bahan pelajarannya.Dalam hal ini tugas PUSTEKKOM akan memberikan fasilitas sehingga sistim pengajaran online dapat berjalan dengan baik.

VII.

SESI WORKSHOP A. Sesi Presentasi Presentasi tentang Pentingnya OER Oleh: Fengchun Miao – UNESCO (Presentasi lengkap tercantum pada Lampiran 4)

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Presentasi tentang Indonesia OER Policy & Strategy Oleh: Nizam - PUSPENDIK (Presentasi lengkap tercantum pada Lampiran 5) Presentasi tentang Hak Cipta Oleh: Ari Juliano – Creative Commons (Presentasi lengkap tercantum pada Lampiran 6) Presentasi tentang Building the Culture of Knowledge Sharing Oleh: Daryono – Universitas Terbuka (Presentasi lengkap tercantum pada Lampiran 7) Presentasi tentang Perjalanan PPCKS (Program Penyiapan Calon Kepala Sekolah Oleh: Nyoman Rudi K – LPPKS (Presentasi lengkap tercantum pada Lampiran 8) Presentasi tentang Proses Pelaksanaan E-Training dan KTI Online Oleh: Joko Ahmad Julifan – P4TK TK dan PLB (Presentasi lengkap tercantum pada Lampiran 9) Presentasi tentang OER Development Using Portal Rumah Belajar Oleh: Sri Hargyanto Suryoprayudo – PUSTEKKOM (Presentasi lengkap tercantum pada Lampiran 10)

B.Diskusi Kelompok Diskusi kelompok membahas rekomendasi kebijakan OER dan manfaat pelaksanaan OER di Indonesia. Rekomendasinya antara lain sebagai berikut: 1. Supaya pemerintah dalam hal ini Kemdikbud mendukung kebijakan OER di Indonesia. UNESCO Paris akan menindaklanjuti untuk kerjasama dengan Pemerintah Indonesia dalam rangka Program OER. 2. Perlu adanya kerjasama dengan Kominfo dalam rangka pengadaan/akses internet terutama untuk sekolah-sekolah yang berada diperbatasan/daerah terluar Indonesia. 3. Indonesia diharapkan membuat program pengajaran melalui Hand Phone. UNESCO Paris akan membantu program tersebut terutama untuk daerah yang tidak terjangkau.

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VIII. FOTO KEGIATAN WORKSHOP  Pembukaan

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 Sesi Presentasi

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 Peserta

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LAMPIRAN 1 Agenda Workshop

DRAFT AGENDA Date: 4-5 December 2014 Venue: Hotel Atlet Century, Jakarta, Indonesia 4/12/2014 (Day 1) Time 08:30-9:00

Program Registration

Opening Ceremony (To be detailed by National Commission ) 09:00-09:20 Opening Remarks

09:20-09:30

Presentation of Participants

Session 1: Presenting Indonesia OER Policy 09:30-10:30

Presentation of the Implementation of OER in Indonesia, Q&A

10:30-11:00 11:00-12:30

Coffee Break & Group Photo Presentation and Discussion on the Benefits of Implementing OER in Indonesia, supported by evidence or data

12:30-14:00

Lunch Break

Session 2: In-depth Analysis on Indonesia OER Policy 14:00-14:30 14:30-18:00

Introduction to the questionnaires on OER benefits Group Interview and Discussion on whether and how the OER policy helps:  set up a legislative mechanism to achieve the educational goals  speed up the process of OER acceptance and/or OER mobilisation  reduce barriers to access to quality learning materials

Moderator and Speaker

 Indonesia MOE/Natcom Official  UNESCO Jakarta Office  Fengchun All participants Moderator: Dr Fengchun Miao, Chief, Unit for ICT in Education, UNESCO Dr. Ir. Ari Santoso， Head of Pustekkom, Indonesia

Representatives who are involved in the implementation of the OER policy, including from other concerned MOE departments, universities or national institutes for education, teacher training institutions, school principals, teachers, experts, and OER organizations (OER Indonesia, Creative Commons)

Moderator: Fengchun Miao and Ms Petra W Bodrogini Prakosa

All participants

16:00-16:30

and/or relevant learning opportunities by the target audiences of the policy  catalyse new forms of learning and promotes quality education  support the cost savings and efficiencies in education sector and in public in developing and delivering learning content and/or learning opportunities  lead to assessment and accreditation of learning outcomes through online OER in non-formal or informal learning settings  promote collaborations, community engagement and knowledge sharing Coffee Break

18:00

End of Day 1

5/12/2014 (Day 2) Session 2: Continuation 09:00-10:30

Continuation of Session 2

10:00-10:30 Coffee Break Session 3: The Way Forwards 10:30-12:00

Discussion on the Further Development of Indonesia OER Policy, Recommendations on the Following up Cooperation

12:00-13:30

Lunch Break

13:30-17:00

Interviews or field visits to collect missing data or evidences needed for benefit analysis of Indonesia OER policy

17:00



End of Workshop

Moderator: Mr Fengchun Miao and Ms Petra W Bodrogini Prakosa All participants Moderator: Mr Fengchun Miao and Dr. Ir. Ari Santoso All participants

Mr Fengchun Miao and Ms Petra W Bodrogini Prakosa and concerned representatives

LAMPIRAN 2 Daftar Peserta, Narasumber, dan Panitia

Indonesia OER Policy Review Workshop 4 December 2014

DAFTAR PESERTA, NARASUMBER, DAN KOMITE PENYELENGGARA A. Peserta 1. Suharto Lasmono PUSTEKKOM Phone. 08174900353 Email. [email protected] 2. Mohammad Rinaldi UNESCO Phone. 087881022422 Email. [email protected] 3. Prani Pramudita PUSTEKKOM Phone. 081294177271 Email. [email protected] 4. Petra Bodrogini UNESCO Phone. 0811199313 Email. [email protected] 5. Hasan Chabibie PUSTEKKOM Phone. 085289839031 Email. [email protected] 6. Sitti Lestari Martika PUSTEKKOM Phone. 085697462557 Email. [email protected] 7. Meitha Chairany PUSTEKKOM Phone. 08561169431 Email. [email protected] 8. Putra Asga Elevri PUSBANG PRODIK Phone. 08121375517 Email. [email protected]


B. Narasumber 1. Fengchun Miao UNESCO Phone. Email. [email protected] 2. Ari Santoso PUSTEKKOM Phone. 08123139086 Email. [email protected] 3. Daryono Universitas Terbuka Phone. 081289051989 Email. [email protected] 4. Sri Hargyanto Suryoprayudo PUSTEKKOM Phone. 08179988868 Email. 5. Nyoman Rudi K. LPPKS Phone. 08125035066 Email. [email protected] 6. Joko Ahmad Julifan P4TK TK dan PLB Phone. 08562205649 Email. [email protected] 7. Nizam PUSPENDIK Phone. 081802630252 Email. [email protected] 8. Ari Juliano Creative Commons Phone. 0818856859 Email. [email protected]


C. Komite Penyelenggara Komisi Nasional Indonesia untuk UNESCO 1.

Arief Rachman M.Pd Executive Chairman Penasihat Phone: +62 8129343075 Email :[email protected]

2.

Hasnah Gasim National Coordinator of ASPnet Penasihat Phone: +62 818154227 Email :[email protected] / [email protected]

3.

Adi Nuryanto Kepala Sekretariat Phone: +62 81341517137 Email :[email protected]

4.

Alwiyah Sekretaris Phone: +62 85730894536 Email :[email protected]

5.

Dewi Koralina Bendahara Phone: +62 8128101432 Email :[email protected];

6.

Abdurrachman Dokumentasi Phone: +62 8161635604

LAMPIRAN 3 Sambutan dari Ibu Hasnah Gasim

Sambutan KetuaHarian KNIU Workshop on OER ( Open Education Resource) Jakarta, 4-5 December 2014 Assalamu’alaikum Warahmatullah Wabarakatuh Pertama-tama kami panjatkan Puji Syukur kepada Allah S.W.T yang telah memberikan kesehatan bagi kita semua sehingga kita dapat menghadiri Workshop to Review the Benefits in Implementing the OER Policy in Indonesia pada hari ini. Workshop ini diselenggarakan dalam rangka Major Program 1 Bidang Pendidikan. Perlu diketahui bahwa focus Major Program 1 ini terdiri dari: 1. Scaling up equity, inclusion and quality ineducation and lifelong learning forsustainable development and a culture of peace and non-violence; 2. Strengthening global leadership ineducation. Selain itu ada 4 mainline of action dari Major Program 1 sbb: MLA 1: Accelerating progress towards EFA, in particular at the country level, including through information and communication technologies (ICTs) MLA 2: Building effective and inclusive education systems MLA 3: Supporting education system responses to contemporary challenges forsustainable development and a culture of peace and non-violence MLA 4: Reinforcing leadership for EFA through advocacy, partnerships and monitoring Semua program ini diarahkan agar setiap orang dapat akses pada pendidikan. Workshop ini diarahkan untuk mengetahui Pelaksanaan OER Policy di Indonesia, mereview keuntungan pelaksanaan OER di Indonesia yang nantinya akan di publikasi oleh UNESCO dan rekomendasi untuk OER policy. Saya ucapkan selamat mudah-mudahan kegiatan workshop ini dapat memberikan dukungan bagi kegiatan–kegiatan program OER di Indonesia dengan lebih baik.

Terima kasih. Wss.Wr.Wbr.

LAMPIRAN 4 Presentasi dari Fengchun Miao – UNESCO

12/13/2014

Fengchun Miao Chief, Unit for ICT in Education Education Sector, UNESCO HQs

UNESCO ICT in Education Programme: Challenges, Focus Areas, and Deliverable

Outline

1. Challenges of Harnessing ICT for Education 2. UNESCO ICT in Education Programme 3. UNESCO s Mai ICT i Edu atio A tivities and Deliverables

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ICT’s Tra sfor ati e Po er for Edu atio  Access: ICTs are expected to broaden access to learning opportunities at different levels and varied educational contexts  Quality: ICTs are hoped to improve the quality of knowledge acquisition, knowledge deepening, and knowledge creation, and the development of 21st century skills  Equity: ICTs are believed holding potentials to equalize learning opportunities in favour of economically and/or demographically disadvantaged populations KNOWLEDGE ACQUISITION

KNOWLEDGE DEEPENING

KNOWLEDGE CREATION

1. Challenges developing countries are facing i har essi g ICT’s pote tials for edu atio 

Affordability: recurrent budget to ensure universal access to ICT devices and online digital resources, and regularly update ICTE  Capacities: in making and managing sector-wide ICT in education policies; institutional and individual capacities in executing polices  Inclusion: equal opportunities for the economically and/or demographically disadvantaged populations  Content: content development and dissemination are enhanced and complicated by ICT at the same time. OER and open textbooks hold potentials, but barriers remain huge and complex  Quality assurance: quality of digital content/textbooks; reform of quality framework to embrace new ICT-enabled learning outcomes; quality of online learning (e-safety of children online) Neo-PC (Personal Computing Devices) era for Post-2015 education

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2. UNESCO ICT in Education Programme

Overall Goal of ICT in Education Programme UNESCO is to assist member states in harnessing the potentials of ICT towards achieving quality education for all goal

2. UNE“CO’s ICT i Edu atio Programme: Responding to the challenges Based on its five main functions and its global network of offices, institutes and partners, UNESCO is committed to providing Member States with resources for elaborating ICT in education policies, strategies and activities to address the challenges.

Policy  Standard setting  Capacity building

Teachers

Mobile Learning

OER

 Laboratory of ideas  Clearing house  International cooperation

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3. UNE“CO’s Mai ICT i Edu atio A ti ities and Deliverables     

Policy Monitoring and measuring Teacher training Mobile learning Open educational resources (OER)

3.1 Policy  Facilitating high-level policy dialogues

•Global forward-looking debates on ICT in education •Mi isterial Foru s o ICT i Eu atio : Afri a, Asia, Easter Europe…  Policy review: Benchmarking against countries with proximal context; review the implementation  Policy recommendations  Policy analysis: Documenting and analyzing what policy works Transforming Education: The Power of ICT Policies

 Capacity building on the development of ICT policies: UNESCO ICT in Education Toolkit, workshops for more 40 countries

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UNESCO ICT in Education Toolkit and Capacity Building Workshops on Policy Making

 UNESCO ICT in Education Toolkit (www.ictinedtoolkit.org): An online toolkit to guide policymakers to develop sector-wide national ICT in education policy and a set of master plans, and coordinate among line departments or sectors – facilitated by workshops  21 national workshops and 3 sub-regional workshop; directly trained 700+ policymakers of more than 40 countries. The next focus will be African countries.  Follow-up technical assistance to help member states develop National ICT in Education Master Plans

UNESCO Modality to Assist ICT in Education Policy Development Cycle  Contextualizing ICT in Ed policies  National team or committee

 Facilitate consultation with multi-stakeholders

 Policy advocated  Aligned with other policies & initiatives Launch of Policies

Review Meetings

Inception Meeting National Workshops

 Knowledge transfer & capacity building – Policy Framework & Policy examples  Draft of ICT in Education policy and master plans

Official Approval

 Policy endorsed  Master plans and funds approved for implementation

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ICT in Education Policy: Using educational eeds to har ess ICT’s pro ises Decision Making & Policy Planning Educational ICT’s Pro ise Need

E-Readiness & Reality

Sector-wide Policy and Master Plan

Universal & equal access to education

Universal access to ICT enables universal access to education

• ICT readiness • ICT for literacy education • Schooling • Equal access to educational resources conditions • ICT for job-ready skills development • Ubiquitous learning opportunities

Better learning and human outcomes

ICT promotes (adds) learning outcomes and human ethics

• Curriculum standards • Tea hers’ competency & pedagogy • Assessment

Efficient ICT improves educational educational management management

• Tea hers’ ICT o pete y • ICT as new learning outcomes • ICT enhanced learning outcomes of core subjects • ICT enable 21st-century skills • E-safety and e-ethics

• Human & ICT • EMIS and evidence-based policy making of different • School-home-community portal Edu. ADMs • ICT for in-emergency & post-crisis edu.

Monitoring, Evaluation & Assessment

Main Criteria to Review the National ICT in Education Policies To what extent your policy targets the expected educational result?

1. Delivering equal life-long learning opportunities through ICTs 2. Defining and assessing E-Skills and E-ethics as results 3. Creating inclusive usable e-learning environments 4. Preparing ICT-qualified teachers and supporting their CPD 5. Fostering innovative ICT-pedagogy integration and e-learning 6. Institutionalizing EMIS

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3.2 Monitoring and Measuring the Impact of ICT on Education  

UNESCO UIS ICT in Education Indicators Assisting member states in developing its national ICT in Education Indicators – UNESCO has been helping China develop a set of ICT in Education Indicators

3.3 Teacher Training  ICT Competency Framework for Teachers (ICT-CFT)  Assisting member states in developing ICT Competency Standard for Teachers  Institutional capacity building for teacher education institutions

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UNESCO ICT Competency Framework for Teachers (ICT-CFT) To help Member States develop national ICT Competency Standard for Teachers and provide guidelines for planning teacher education programmes. Approach Components

TECHNOLOGY LITERACY

POLICY AND VISION

POLICY AWARENESS

KNOWLEDGE DEEPENING

KNOWLEDGE CREATION

POLICY

POLICY INNOVATIONI

UNDERSTANDING

CURRICULUM AND ASSESSMENT

BASIC KNOWLEDGE

PEDAGOGY

TECHNOLOGY INTEGRATION

COMPLEX PROBLEM SOLVING

SLEF MANAGEMENT

ICT

BASIC TOOLS

COMPLEX TOOLS

PERVASIVE TOOLS

ORGANIZATION & ADMINISTRATION

STANDARD CLASSROOMS

COLLABORATIVE GROUPS

LEARNING ORGANIZATIONS

TEACHER PROFESSIONAL DEVELOPMENT

DIGITAL LITERACY

MANAGER AND COACH

21ST CENTURY SKILLS

KNOWLEDGE APPLICATION

TEACHER AS MODEL LEARNER

Building the institutional capacity of the teacher institutions on ICT in education UNESCO has been building the institutional capacity of the teacher education institutions (TEIs) in designing and providing the training on ICT-integration for pre-service teachers: more than 60 TEIs from 30+ countries

Curriculum-Development Workshops and follow-up technical assistances

Dea ’s Foru s Curriculum Leadership

How e-ready Where TEIs are: Current situation

•Institutional evolution •Broadening to other TEIs •Scaling up to national policy

Capacity building workshops for teacher educators

•Training content •Trainers

Instructors' Capacity

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Objectives and Expected Results  Leadership: Enhance the leadership of the deans of TEIs in planning and managing effective training programmes on ICT in education I. Dea s Foru  Capacity of instructors: Build capacity of teacher educators on ICT-pedagogy integration  II. Capacity building workshop on ICT-pedagogy integration III. Peer Coaching  Training content: Catalyze the efforts of TEIs in reforming ICT-related curricula IV.Curriculum Development Workshop

I. Dea ’s Foru

Objectives

Setting vision; Building leadership, Action planning

5 Forums: 5 forums for 150 deans of 50+ TEIs from 20 countries • Thematic discussion and experience sharing National Forums • Local follow-up or inter-TEI • Institutional exchange actions • Systematic vision 1st Regional • Training on Dea ’s Foru leadership Thematic or indepth Dea ’s Forum

Institutionalization is a process of fossilizatio of est pra ti es

Example of results achievedInstitutional Policy From: Filomena Dayagbil [email protected] I am Filomena T. Dayagbil, Dean of the College of Teacher Education of Cebu Normal University (CNU). We have institutionalized our ICT training for graduating Education students in the university. For the past two years, all 4th year Education students ( 600 students every year) cannot graduate without undergoing the training on ICT integration into teaching and learning.

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II. Workshop on ICT-pedagogy Integration A 5-day workshop for teacher educators of TEIs focusing (one for each of the TEIs of the target country) on ICT-pedagogy integration • Effective (training) strategies on how to use ICT into different pedagogy: Pedagogical principles, supporting examples, appropriate tools, etc. • Hands-on practices of ICT-based unit/lesson design

Achievement: 15 national Workshops on ICT-pedagogy Integration have been organized

III. Curriculum Development Workshops  Objectives: Building capacity in ICT-related course development  Expected results: Existing training courses on ICT updated or new ones developed and authorized  Activities: Curriculum-development workshops followed by technical assistances and wrapped up by curriculum authorization

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Chinese Funded UNESCO Project on Teacher Training for Africa Thanks to the newly established Chinese Funds in Trust (CFIT), UNESCO is building the institutional capacity of key teacher colleges of 8 African countries to speed up the achievement of EFA goals.

Chinese Fund in Trust Project to Enhance Teacher Education Institutes in Sub-Saharan Africa to  Increase the supply of qualified teachers particularly through open and distance training programmes  Support teachers continuous professional development via blended learning modalities  Equip teachers with skills of using ICT to improve quality of teaching and learning  Reinforce networks of TEIs for knowledge sharing

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Cross-cutting ICT in education activities ICT1 – ODL: Open and Distance Learning Platform for Teachers ICT2 – Blended CPD: Blended media to broaden face-to-face supports for tea hers o ti uous professio al develop e t ICT3 – Online Forum: Online forum to support CPD of in-service teachers ICT4 – ICT Courses: Updating/reforming ICT-related courses of TTIs to develop teachers ICT skills needed by effective pedagogical use of ICT ICT5 – IBT: Equipping classrooms of TTIs with ICT to enhance the quality of teaching for students of TTIs ICT6 – E-Library: Digital libraries for pre-service teachers to practice ICT skills and search online materials ICT7 –Deans Forum: Deans Forum to facilitate knowledge sharing on training about ICT-pedagogy integration

. Mo ile Lear i g: UNE“CO’s Understanding and Actions Mobile Learning is learning anywhere, anytime through the use of mobile technologies, often empowered by wireless broadband connection. Scope of mobile devices: tablets, mobile phones, ereaders, etc. UNESCO s approa h: • Conducting research and disseminating knowledge • Providing guidance to member states • Pilot testing and capacity building • Convening community and building eco-systems UNESCO s ai fo us areas/a tivities: • Mobile learning policy • Mobile technologies for teachers development • Mobile literacy education for women and girls • Mobiles for reading • Mobile Learning Week

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Why Mobile Learning: Not a matter of having to use mobiles in hands Penetration of Mobile Phones (ITU or GSMA) 90% of orld’s populatio a d 80% of rural people have mobile coverage. 105 countries have more mobile phone subscriptions than inhabitants. Developing countries accounted for more than 80% of the 660 million new mobile subscriptions added in 2011. Mobile broadband subscriptions have grown 45% annually over last 4 years. Neo-PCs era is coming: Sales of tablet computers are expected to surpass sales of PCs by 2016. There will be 788 million mobile-only Internet users by 2015 (http://arstechnica.com/techpolicy/2011/03/world-mobile-data-traffic-to-explode-by-factor-of-26-by-2015/)

Image: http://www.flickr.com/photos/87913776@N00/305425495/sizes/o/ CC

Mobile Learning Under Different Contexts Resource- Rich Settings SMART School of Korea

Extrinsic Motivation

One Tablet per Child OLPC

Future School of Singapore MOOCS

Mobiles in Emergencies

Intrinsic Motivation

Mobile Phones for Literacy/Teachers

Resource- Poor Settings

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UNESCO Guidelines for Mobile Learning • UNESCO is advising countries on how to shape policy to better leverage mobile technologies for a better learning and better education administration. What is mobile learning? Unique benefits of mobile learning Policy guidelines Complementary resources

UNESCO Working Paper Series on Mobile Learning To illuminate the ways mobile technologies can be used to support the EFA Goal, supplement and enrich formal schooling, and make learning more accessible, equitable, personalized and flexible for students everywhere: -5 Papers on Policy, Turning on Mobile Learning in Asia, Africa, Europe, Latin America, and North America -5 Papers on Mobile Learning for Teachers in Asia, Africa, Europe, Latin America, and North America (http://www.unesco.org/new/en/unesco/themes/icts/m4ed/mobile-learning-resources/unescomobilelearningseries/)

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Using Mobile Technologies to Support Teachers Development UNESCO explores the establishment of eco-system that enable the use of mobile technologies to support teachers to do a difficult job better and reveal important information about which projects work, which ones don’t, and why.

 Innovative mobile solutions to local teacher gaps  Training programme and continuous support strategy

Mobile resources & apps – Teacher institution

Teaching & peer coaching Schools

 Effective pedagogy  School-based professional development

Social mobilization local education authority or community

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UNESCO Mobile Learning Week  UNESCO launched its first Mobile Learning Week (MLW) in November 2011, and held the Second MLW in February 2013 at its Headquarters in Paris, France.

UNESCO Mobile Learning Week 2014 Mobile Learning for Mobile Teachers UNESCO Headquarters, Paris, France 17-21 February 2014 tinyurl.com/mlw2014

Mobile Phone Literacy: Empowering Women and Girls Mobile learning provides new opportunities to expand access to learning opportunities, particularly for women and girls

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However, women and girls suffer less access to and control over mobiles and mobility In Tyers (2012) : BBC Janala Project Much fewer women accessing the mobile lessons (Male: 88%, Female: 12%) I ‐depth i ter ie s ith o e

Mobile Phone Literacy: Empowering Women and Girls Project Aims: Advocating the use of mobile technologies to empower women and girls through documenting and disseminating successful stories based on analysis of what works and how to make it work, and what does NOT work - Ten case studies, two regional reviews, and two regional consultation meetings (Africa) *Case Study 1 *Case Study 2 *Case Study 3 (Asia) *Case Study 4 *Case Study 5 *Case Study 6

(Latin America) *Case Study 9

Africa Regional Review

Asia Regional Review

(Arab States) *Case Study 10

Global Comparative Analysis

*Case Study 7 *Case Study 8

Country level cases

Regional level reviews

Global level comparison

Global Report: “Developing Literacy through Mobile Phones – Empowering Women & Girls”

Scaling-up activities for country level implementation

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Selected Case-Studies AFRICA 1. Jokko Initiative by Tostan International & UNICEF (Senegal) Mo iles for o e ’s litera y skills / 2009-2010 / several communities 2. Project ABC – Mobiles 4 Literacy, Tufts University, University of Oxford, Catholic Relief Services (Niger) Mobiles for basic literacy as a learning tool in Hausa and Zarma, with literacy classes targeting over 7’000 adults in 140 villages ARAB STATES 3. Somali Youth Livelihoods Project Souktel & EDC (Somalia) LATIN AMERICA & the CARIBBEAN 4. AlfabeTIC Celular Organization of Ibero-American States (Argentina)

Selected Case-Studies ASIA 5. Literacy by Mobile Phone Project, UNESCO (Pakistan) Mo ile for o e ’s litera y & e po er e t / 1’500 adolescent girls 6. MILLEE Project, CMU (India & China) Mobiles for literacy/language acquisition / 2011 7. Nokia Life Tools (India, China, Indonesia, Nigeria)

Mobiles for English language & education services for women / 2009, on-going 8. Pink Phone Project, Oxfam & Women for Prosperity (Cambodia) Mo iles for o e ’s e po er e t / si e 2010, ongoing 9. Mobile Literacy Program, Georgetown University & Afghan Institute for Learning (Afghanistan): Mobiles for literacy to empower girls/Nov 2011 – Feb 2012

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Mobile Phone Literacy: Empowering Women and Girls Mobile learning eco-system: The targeted barriers to the literacy education for women and girls: religious and/or social, poverty, conflicts, etc. Issues underlying literacy itself: relapse of literacy, irrelevance of literacy skills, information overloading, etc. Technological infrastructure and pre-conditions: electricity supply, access to computer and internet Mobile solutions: Phone sets, SIM cards, memory cards, cost of SMS and internet data, internet connectivity required, social media (facebook, twitter, etc.), dedicated apps (MoReading, NED, Nokia Life, MoMath, Yoza)… Mobile content: T/L themes, tips of T/L methodologies, Videos/Pics Mobile pedagogy: Communication via phones, F2F training + school based learning, self study and cooperative learning Enabling policies

Mobile Phone Literacy: Empowering Women and Girls

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3.5 UNE“CO’s Work o Ope Edu atio al Resources (OER) - The term Open Educational Resources (OER) was coined UNESCO in 2002: Open Educational Resources (OER) are teaching, learning or research materials that are in the public domain or released with an intellectual property license such as Creative Commons that allows for free use, adaptation, and distribution. - UNESCO, in cooperation with Commonwealth of Learning has developed and published Guidelines for OER in Higher Education

UNE“CO’s Work o Ope Edu atio al Resources (OER) • World Congress on OER: UNESCO, in cooperation with Commonwealth of Learning, organized a World Congress on OER in June 2012. Paris OER Declaration 2012 was released by the end of the World Congress:    

Facilitate enabling technological environment for the access to OER through the provision of universal access to internet connection and low-cost digital devices; Encourage the inter-sector policies on adopting open licensing of educational materials produced by public funds; Provide capacity building and technical supports in developing sector-wide or institution-wide OER policies; Create evidence base of, and disseminate knowledge on, effective use of OER to improve the quality of teaching & learning

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UNE“CO’s Work o Ope Edu atio al Resources (OER) Projects to operationalizing Paris OER Declaration funded by Hewlett Foundation: 

 

Policy Development: supporting Member States to develop sector-wide OER policies through the development of OER Policy Toolkit, capacity building workshops, and the provision of technical support to Member States Case studies on OER policies Open Textbook and Opening Schooling?

Three Pillars of Mobile Learning at Neo-PC Era Policy Open Curriculum & Assessment, OER

Mobile Learning Infrastructure Ubiquitous access to broadband

Pedagogy 1:1 Pedagogy and Open Schooling

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Tha k you…

[email protected] http://twitter.com/#!/UNESCOICTs http://www.facebook.com/UNESCOICTinEducation http://www.unesco.org/new/en/unesco/themes/icts

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2012 Paris OER Declaration Follow-up: Support for Policy Development

Outline

I. II. III. IV. V.

Expected Outcomes: National OER Policy Project Intervention: Policy Development Cycle National Workshop: Contextualizing OER Policy Implementation Strategy: Country Ownership Resources and Technical Assistances

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I. Expected Outcomes: National Policies on OER The Government of target countries will have developed and adopted national policies to encourage the open licensing of educational materials produced with public funds, and to develop master plans for the production and use of OER in education sector. 2012 PARIS OER DECLARATION c. Reinforce the development of strategies and policies on OER. j. Encourage the open licensing of educational materials produced with public funds.

II. Project Intervention: Technical Assistances to the OER Policy Cycle

Inception Meeting

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III. National Workshop: Contextualizing OER Policies  EFA challenges  Deeper learning beyond EFA

National Education Strategies ICT in Education Policy

 Institutional coordination  Legal Power of OER policy

 Integrated in education strategies vs. standalone  Well funded vs. empty promise

OER Policy Options: Inter-sectoral, Sector-wide

 Digital textbooks  Digital materials supporting teacher training, teaching, Policy Entry Point learning  National educational web portal

IV. Implementation Strategies: Ensuring Country Ownership Country ownership vs. externally driven approach: A national committee or consortium to lead the development and implementation of the OER policy to avoid externally driven approach Inside-out innovation based on outside-in knowledge transfer: International knowledge are to be transferred to national teams to foster local innovation that are to be shared in regional/international events A participatory approach to the OER policy development

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V. Resources and Technical Assistances 

UNESCO/COL Policy Development Workshops in the Caribbean



UNESCO's informal membership of the Open Policy Network



The OPEN maintains an international Registry of Open Policies



German National Commission to UNESCO translating the UNESCO/COL publications: - Basic Guide to OER

- OER Policy Guidelines

V. Resources and Technical Assistances 

The UNESCO Category 2 Centre CETIC in São Paolo, Brazil has translated the following documents into Portuguese and Spanish: - OER Policy Guidelines - OER Country Policy Template - Basis Guide to OER



OER Template – a possible Toolkit



A template to contextualize the OER policy



Researches on impact of OER

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Thank you…

[email protected] [email protected] http://twitter.com/#!/UNESCOICTs http://www.facebook.com/UNESCOICTinEducation http://www.unesco.org/new/en/unesco/themes/icts

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Development of National OER Policy Bahrain National Workshop on Developing OER Policies

Outline

1. Why to develop the OER policy 2. Where to position the OER policy 3. How to start the OER policy

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Multi-Entry Approach to Developing ICT in Education Policy Openness of curriculum & assessment Subject knowledge acquisition in fixed time & space

ICT enhanced knowledge deepening

Knowledge creation and life long learning

Teaching & Learning

ICT enhanced classroom based lectures

Extended lessons or online courses (e.g. OER MOOCs)

Coached Ulearning & project based learning

Content

Teacher/student generated resources

Public open educational resources

School devices & connection per students  1:1

Household or personal devices (BOT)

Public internet connection  Universal broadband

Inputs

ICTs

Govt. or institutional educational resources

Outputs

Learning outcomes

School Personal/Family Public Openness of schools or learning environments

What are Open Educational Resources (OERs)? UNESCO defines Open Educational Resources as: • Any type of learning materials (especially eLearning resources and tools) • Released under an open intellectual property licence or in the public domain, allowing free-of-cost and legal – Reuse – Revision – Remixing – Redistribution (4 Rs by David Wiley) “Openness as Catalyst for an Educational Reformation”, David Wiley

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1. Why OER policy  Keep public domain public - legislative framework to ensure re-use of knowledge as a human right for all, avoiding privatizing knowledge acquisition  Encourage teachers’ pedagogical inno ation and students’ kno ledge creation as key pillar of successful ICT in education initiative, avoiding passive information consumption

Three Pillars of Successful ICT in Education Initiatives at Mobile Era Result-based

Policy Open Curriculum & competency-based Assessment, OER

ICT in Edu @ Mobile Era Student Centric

Technology Universal access to connected devices

Individualized Coaching

Pedagogy 1:1 Pedagogy and Open Schooling

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Bahrain: A Regional Model of ICT in Education Policy  Model of Post-oil Economy A regional model of Post-PC ICT in Education Policy - Broadband connection for all? - All textbooks free and open licensed and accessible anytime anywhere? - One Tablet per Teachers to scale up capacities ? - Regional/Global hub of Digital OER Content in Arabic?

2. Where to position the OER Policy The OER Policy document will be developed: ( )Under the inter-sectoral programme for ICT investment ( )As one part of the overall national education strategy ( )Under the national ICT in education policy ( )As a standalone while cross-cutting policy underpinning the overall national education strategy

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3. How to start the OER policy  Contextualize the OER policy: country context and national education system  Evolution of national education strategies or ICT in education policies - one decade after the initiative of King Hamad Schools of the Future  Redefine the learning outcomes towards 2030. “Ensure equitable and inclusive quality education and lifelong learning for all by 2030”

Two approaches: Targeting existing challenges and/or developmental goals Define the educational goal or challenges that the OER policy is expected to support or address, e.g. - deeper learning or knowledge creation or - improve quality of teacher and teaching through OERsupported continuous professional development or -broadening access to higher education -…

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Key areas around which the master plan for OER will be developed The OER Policy will developed under the following subsector of education system (e.g., teacher education, higher education, secondary education, primary education; creation and dissemination of digital learning materials, open textbooks. If it is to be beyond education sector, please specify):

The OER Policy document will be developed: ( ( ( (

)Under the inter-sectoral programme for ICT investment )As one part of the overall national education strategy )Under the national ICT in education policy )As a standalone while cross-cutting policy underpinning the overall national education strategy

Expected objectives of OER Policy Main expected objectives (EO) after the OER Policy is implemented: EO1: EO2: ……

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Institutionalize the OER development Main Entity

To be involved or not

Main responsibility

Ministry of Education (if more than Ministreis for education, please specify the one(s) to be involved)

Ministry of ICT Administration for Publication Regulation, Media, etc.

Prime Minister Office Other, please specify:

Work plan and timelines Activity When Country project launch and first workshop (if any advanced country inception meeting needed, please specify and plan it)

Who to be trained or consulted         

MOE Official National Institute for Education & key Universities Key Teacher Education Institutions Teacher Unions Quality Assurance agencies Media Sector Private Sector Other governmental sectors International and Regional Development Partners

Development workshops to finalize the Policy Final review Endorsement Advocacy event

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Suggested Structure for OER Policy of Oman Policy Areas

Current status

Expected results

Responsible agency

Textbook Open Textbook

Ministry of ICT Administration for Publication Regulation, Media, etc.

Prime Minister Office Other, please specify:

Contact person of the workplan

Name: Organization and title: E-mail: Office telephone: Mobile phone:

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Multi-Entry Approach to Developing ICT in Fengchun Miao Education Policy ([email protected]) Openness of curriculum & assessment Subject knowledge acquisition in fixed time & space

ICT enhanced knowledge deepening

Knowledge creation and life long learning

Teaching & Learning

ICT enhanced classroom based lectures

Extended lessons or online courses OER, MOOCs…

Coached Ulearning & project based learning

Content

Teacher/student generated resources

Public open educational resources

School devices & connection per students  1:1

Household or personal devices (BOT)

Public internet connection  Universal broadband

Inputs

ICTs

Govt. or institutional educational resources

Outputs

Learning outcomes

School Personal/Family Public Openness of schools or learning environments

Thank you…

[email protected] http://twitter.com/#!/UNESCOICTs http://www.facebook.com/UNESCOICTinEducation http://www.unesco.org/new/en/unesco/themes/icts

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LAMPIRAN 5 Presentasi dari Nizam – PUSPENDIK

13/12/2014

Indonesia OER Policy & Strategy –

BACKGROUND

UNESCO

Paris OER Declaration 2012

The Universal Declaration of Human Rights: Everyone has the right to education The International Covenant on Economic, Social and Cultural: the right of everyone to education The 1971 Berne Convention for the Protection of Literary and Artistic Works and the 1996 WIPO Copyright Treaty; The Millennium Declaration and the 2000 Dakar Framework for Action: global commitments to provide quality basic education for all children, youth and adults; The 2003 World Summit on the Information Society, Declaration of Principles, co itti g to build a people-centred, inclusive and development-oriented Information Society where everyone can create, access, utilize and share information and knowledge The 2003 UNESCO Recommendation concerning the Promotion and Use of Multilingualism and Universal Access to Cyberspace; The 2005 UNESCO Convention on the Protection and Promotion of the Diversity of Cultural Expression, The 2006 Convention on the Rights of People with Disabilities The declarations of the six International Conference on Adult Education (CONFINTEA) Conferences

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RECOMMENDATIONS

UNESCO

Recommends the states to: a. Foster awareness and use of OER. b. Facilitate enabling environments for use of Information and Communications Technologies (ICT) c. Reinforce the development of strategies and policies on OER. d. Promote the understanding and use of open licensing frameworks. e. Support capacity building for the sustainable development of quality learning materials. f. Foster strategic alliances for OER. g. Encourage the development and adaptation of OER in a variety of languages and cultural contexts. h. Encourage research on OER. i. Facilitate finding, retrieving and sharing of OER.

j. Encourage the open licensing of educational materials produced with public funds.

INDONESIA • • • • • • • • •

Paris OER Declaration 2012

Framework of ICT 4Ed development based on UU 12/2012

Equitable access to quality (higher) education [Section 6] Adult and continuing education [Section 13] Resource Sharing [Section 41 (2)] Inclusive education (education for people with disabilities and special education) [Section 32] Develop distance learning to reach the unreached [Section 31] Develop ICT for education [Section 56] Develop higher education and research network (INHERENT) [Section 79 (5)] Government (encourage and facilitate) the development of open educational resources [Section 79 (4)] Establish National Higher Education database system [Section 56]

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Berbagi: bersama untuk maju bersama • Pendidikan khusus dan pendidikan layanan khusus [Pasal 32] • Pendidikan jarak jauh untuk menjangkau 3T [Pasal 31] • Pemanfaatan TIK untuk pendidikan tinggi dan pembelajaran [Pasal 56] • Jejaring antar perguruan tinggi (INHERENT) [Pasal 79 (5)] • Akademi komunitas [Pasal 59 (7)]

• Berbagi sumber daya [Pasal 41 (2)] • Sumber pembelajaran terbuka (open educational resources) [Pasal 79 (4)]

ELEMENTS For Accessible Quality Education

ODL

Government

Universit y (HEI)

Accessible Quality Education

OER

Community

Private Sector Technology & Infrastructure

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Open Educational Resources

• Ilmu pengetahuan dan bahan pelajaran yang tersedia secara bebas untuk pendidikan dan pembelajaran • Bentuk media: – – – –

Buku teks, bahan kuliah, modul Multi media, animasi, visualisasi Life book, simulasi, media interaktif Data waktu nyata (real time data)

• Beberapa bahan dapat/boleh dimodifikasi

ENABLING Ecosystem for OER Development

GOVERNMENT AND REGULATION

TREND ON EDUCATION

PEOPLE

PROCESS

CONTENT

TOOLS

STAKEHOLDERS COMMUNITY LITERACY

EDUCATION DELIVERY PARADIGM

KNOWLEDGE ASSETS AND REPOSITORY

APPLICATIONS SPECTRUM AND ICT ROLES

INFRASTRUCTURE AND RESOURCES

VALUES AND EXPECTATION

SUPERSTRUCTURE AND POLICIES

STANDARDS AND QUALITY

By integrating the internal ecosystem and external forces, an open education ecosystem within campus can be generated to expedite the adoption of OER

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INITIATIVES

toward Open Education System

PJJ Guru Dalam Jabatan

OpenCourseWare

OpenJournals

OpenProfessors

OpenFacilities

OpenConference

OpenLibrary

OpenCreditTransfer

OpenCreditEarning

OpenEBooks

OpenLearning

OpenResearch - VL

A good number of initiatives is being introduced by education communities based on the spirit of sharing and collaborating among scholars and HEIs


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membangun kedaulatan bangsa Top 10 sites in Indonesia • • • • • • • • • •

twitter

Facebook Google.co.id Google.com Blogspot.com YouTube Yahoo! Kaskus.co.id/kaskus.com WordPress.com Twitter detik.com 12

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Skema Kuliah Daring Indonesia Langsung dari PT

Melalui Layanan Bersama Kemdikbud

CourseProducer Producer Course Course Producer Course Producer (Dosen,...) (Dosen,...) (Dosen,...) (Dosen,...)

Course Provider (PT)

User (Mahasiswa)

…………….....


....

....

Course Aggregator (Kemdikbud/Dikti)

CourseProducer Producer Course Course Producer Course Producer (Dosen,...) (Dosen,...) (Dosen,...) (Dosen,...)

OCT, OCW, OCP CourseProducer Producer Course Course Producer Course Producer (Dosen,...) (Dosen,...) (Dosen,...) (Dosen,...)

User (Masyarakat)


OPEN EDUCATIONAL RESOURCES (OER) PARADIGM AND PRINCIPLES GUIDELINE OPEN COURSEWARE (OCW)

modules

tools

Personal Development

INDIVIDUALS

journals

reports

…..

articles

Knowledge Reference

INSTITUTIONS

KNOWLEDGE OBJECTS

Universities Colleges Schools Research Centers Companies

a

b

b

c

c

d

d

course

course

Knowledge Enhancement

INDIVIDUALS

INDIVIDUALS

E-Course Development

• • • • •

Professors Lecturers Teachers Practitioners Experts

a

materials

animations

• • • • •

INSTITUTIONS

INSTITUTIONS

• Professors • Lecturers • Teachers

• Universities • Colleges • Schools

Test/Quiz Evaluation

Test/Quiz Evaluation

a

…..

a

b

b c

c

d

d

course

course

Learning Enrichment

INSTITUTIONS

COURSE MATERIALS

Policies and Standards

presentation s

Universities Colleges Schools Research Centers Companies Government Organisations

Knowledge Aggregator

• • • • • • •

Professors Lecturers Teachers Researchers Practitioners Experts Students

INDIVIDUALS

Principles and Rules

• • • • • • •

INSTITUTIONS

Proficiency Certification

INDIVIDUALS

…..

a b c d

Synchronous Session Asynchronous Study

BENEFICARIES

INDIVIDUALS

OPEN CAMPUS (OCP)

Synchronous Session Asynchronous Study

Online Digital REPOSITORIES

CONTRIBUTORS

OPEN CONTENT (OCT)

course

Transferred Credit

INSTITUTIONS

LEARNING CREDITS

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Contoh: APTIKOM NEXSUS™ ARCHITECTURE AND STAKEHOLDERS STRUCTURE Register

Administer/Enroll

PUBLIC

MEMBERS

SCHOLARS

as providers and beneficiaries



CAMPUS NETWORK APTIKOM ORGANISATION AND INFORMATION TECHNOLOGY ARCHITECTURE KNOWLEDGE CENTER NETWORK

OPEN CONTENT

OPEN COURSEWARE

OPEN CAMPUS

as providers and users (credit transfer) Acknowledge Evaluate

Contribute License STRATEGIC PARTNERS NETWORK

OER-Indonesia.com Indonesa-OER.org Garuda.kemdiknas.go.id IlmuKomputer.com

Content.e-aptikom.com OCWConsortium.org Open.edu – Open.uk apple.com - itunes-u

PJJ.Aptikom.biz EDX.org Phoenix.edu Online.Stanford.edu

APTIKOM POWER HOUSE

Monitor

APTIKOM CLEARNING HOUSE

INDUSTRY NETWORK

Support

SERVICE PROVIDERS

as quality assurance and control Recognise

TECHNOLOG Y PROVIDERS

INDONESIA GOVERNMEN T

Industry Network

Association Network

Community Network

Campus Network

Expert Network

Government Network

International Network

as certificate providers (credit earning)

APTIKOM MEMBERS, PARTNERS, AND COMMUNITIES

Kebutuhan Operasional Kuliah Daring Indonesia • Perkuliahan • Pengadministrasian • Penilaian

• Modul mata kuliah lengkap dengan tugas, kuis dan ujian online

TELAH TERSEDIA BEBERAPA CONTOH

TELAH TERSEDIA BEBERAPA CONTOH

MOOC (KDIT) • Standar KDIT • Kewenangan menyelenggarakan kuliah terbuka bagi perguruan tinggi yang memenuhi syarat SEBAGIAN TELAH TERSEDIA

• Komputasi • Penyimpanan • Komunikasi TELAH TERSEDIA BEBERAPA CONTOH

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Contoh Pembelajaran Daring Oleh Konsorsium Ilmu Komputer (Asosiasi Perguruan Tinggi Informatika dan Komputer - APTIKOM)

National Education Exchange for Undergraduate Study (NEXUS)

1. Mendefinisikan kebutuhan bersama dan menyerahkan solusi secara kolektif

2. Membuat panduan detail mengenai usulan solusi Kerjasama secara nasional Untuk dilaporkan dan Dimintai persetujuan

APTIKOM TEKNIK EKONOMI KESEHATAN PERTANIAN Dll.

3. Mendukung dan mengawasi Pelaksanaan inisiatif atau Gagasan kerjasamadan terkait 4. Menunjuk memonitor

DGHE

pembangunan, implementasi, dan Pengembangan manajemen operasional program yang dicanangkan INDUSTRY

UNIVERSITIES & INSTITUTES

5. Menyediakan infrastruktur dan jasa yang dibutuhkan oleh seluruh komunitas

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WARNING!! OER is NOT ONLY ONLINE MATERIALS!!!

Bersama untuk Maju Bersama Together we Progress

20

10

LAMPIRAN 6 Presentasi dari Ari Juliano – Creative Commons

13/12/2014

Hak Cipta

Ari Juliano Gema | @arijuliano

ide 1

13/12/2014

Perwujudan Ide

Hak Kekayaan Intelektual 2

13/12/2014

apakah hak kekayaan intelektual itu?

hak yang timbul dari karya-karya yang lahir karena kemampuan intelektual manusia

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HAK CIPTA

MEREK

HAK KEKAYAAN INTELEKTUAL

RAHASIA DAGANG

PATEN

DISAIN INDUSTRI

DTLST

Hak Cipta

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hak eksklusif bagi pencipta atau pemegang hak cipta, yang terdiri dari hak moral dan hak ekonomi, berupa karya seni, sastra dan ilmu pengetahuan, yang timbul secara otomatis setelah suatu ciptaan dilahirkan tanpa mengurangi pembatasan menurut peraturan perundang-undangan yang berlaku

Hak moral merupakan hak yang melekat secara abadi pada diri Pencipta untuk :     

Hak ekonomi :  Hak untuk melakukan : penerbitan Ciptaan;  Penggandaan Ciptaan dalam segala bentuknya;  Pengadaptasian, pengaransemenan, atau pentransformasian Ciptaan;  Pendistribusian Ciptaan atau salinannya;  Pertunjukan Ciptaan;  Pengumuman Ciptaan;  Komunikasi Ciptaan; dan  Penyewaan Ciptaan.

Tetap mencantumkan atau tidak mencantumkan namanya; Menggunakan nama aliasnya atau samarannya; Mengubah Ciptaannya Mengubah judul dan anak judul Ciptaan; dan Mempertahankan haknya dalam hal terjadi distorsi Ciptaan, mutilasi Ciptaan, modifikasi Ciptaan, atau hal yang bersifat merugikan kehormatan diri atau reputasinya.

Untuk melindungi hak moral, Pencipta dapat memiliki manajemen Hak Cipta; dan/atau informasi elektronik Hak Cipta.

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Pengomunikasian Kepada Publik adalah pentransmisian melalui kabel atau tanpa kabel suatu Ciptaan, penunjukan, Fonogram, atau Penyiaran dengan cara sedemikian rupa, sehingga dapat diterima oleh semua orang di lokasi yang jauh dari tempat transmisi berasal, termasuk penyediaan suatu Ciptaan atau karya lain, agar dapat diakses oleh Publik dari tempat dan waktu yang mereka pilih.

Fiksasi adalah perekaman suara, gambar, atau keduanya, yang dapat dilihat, didengar, diperbanyak atau dikomunikasikan melalui suatu alat.

Beberapa Terminologi baru dalam UU Hak Cipta baru Pendistribusian Kepada Publik adalah pengedaran Ciptaan asli atau salinannya, fiksasi pertunjukan atau Fonogram, melalui penjualan atau pengalihan kepemilikan, dengan tujuan mengedarkan, menjual pengalihan kepemiliknya.

Fonogram adalah fiksasi suarasuara pertunjukan atau suarasuara lain, atau representasi suarasuara, dan tidak termasuk bentuk fiksasi yang tergabung dalam sinematografi atau Ciptaan audiovisual lain

SENI, SASTRA, ILMU PENGETAHUAN : a) b) c) d) e) f) g) h) i) j) k) l) m) n) o) p) q) r) s)

Buku, pamflet, perwajahan karya tulis yang diterbitkan, dan semua hasil karya tulis lainnya; Ceramah, kuliah, pidato, dan ciptaan sejenis lainnya; Alat peraga yang dibuat untuk kepentingan pendidikan dan ilmu pengetahuan; Lagu dan/atau alat musik dengan atau tanpa teks; Drama, drama musikal, tari, koreografi, pewayangan, dan pantomim; Karya seni rupa dalam segala bentuk seperti lukisan, gambar, ukiran, kaligrafi, seni pahat, patung, atau kolase; Karya seni terapan; Karya arsitektur; Peta; Karya seni batik atau seni motif lain; Karya fotografi; Potret; Karya sinematografi; Terjemahan, tafsir, saduran, bunga rampai, basis data, adaptasi, aransemen, modifikasi dan karya lain dari hasil transformasi; Terjemahan, adaptasi, aransemen, transformasi, atau modifikasi ekspresi budaya tradisional; Kompilasi Ciptaan atau data, baik dalam format yang dapat dibaca dengan Program Komputer maupun media lainnya; Kompilasi ekspresi budaya tradisional selama kompilasi tersebut merupakan karya yang asli; Permainan video; dan Program Komputer.

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Hak Cipta atas Potret

Setiap Orang dilarang menggunakan, melakukan Pengumuman, Pendistribusian, dan/atau Komunikasi atas Potret yang dibuatnya guna kepentingan reklame atau periklanan secara komersial tanpa persetujuan tertulis dari orang yang dipotret atau ahli warisnya

PEMBATASAN HAK CIPTA ANTARA LAIN :

o Penggunaan, pengambilan, Penggandaan, dan/atau pengubahan suatu Ciptaan dan/atau produk hak Terkait secara seluruh atau sebagian yang substansial tidak dianggap sebagai pelanggaran Hak Cipta jika sumbernya disebutkan atau dicantumkan secara lengkap untuk keperluan :  Pendidikan, penelitian, penulisan karya ilmiah, penyusunan laporan, penulisan kritik atau tinjauan suatu masalah dengan tidak merugikan kepentingan yang wajar dari Pencipta atau Pemegang Hak Cipta;  Keamanan serta penyelenggaraan pemerintahan, legislatif, dan peradilan;  Ceramah yang hanya untuk tujuan pendidikan dan ilmu pengetahuan; atau  Pertunjukan atau pementasan yang tidak dipungut bayaran dengan ketentuan tidak merugikan kepentingan yang wajar dari Pencipta. o Penggandaan sebanyak 1 (satu) salinan atau adaptasi Program Komputer yang dilakukan oleh pengguna yang sah dapat dilakukan tanpa izin Pencipta atau Pemegang Hak Cipta jika salinan tersebut digunakan untuk:  Penelitian dan pengembangan Program Komputer tersebut; dan  Arsip atau cadangan atas program Komputer yang diperoleh secara sah untuk mencegah kehilangan, kerusakan, atau tidak dapat dioperasikan. o Penggandaan untuk kepentingan pribadi atas Ciptaan yang telah dilakukan Pengumuman hanya dapat dibuat sebanyak 1 (satu) salinan dan dapat dilakukan tanpa izin Pencipta atau Pemegang Hak Cipta.

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Pengalihan Hak Cipta Hak ekonomi atas Ciptaan berupa buku, lagu dan/atau musik yang dijual putus (Sold Flat) dengan akibat beralihnya seluruh hak ekonomi dari Pencipta kepada pembeli, setelah jangka waktu 25 (dua puluh lima) tahun beralih kembali kepada Pencipta.

Penambahan ketentuan baru tentang CMO (Collective Management Organization) Lembaga Manajemen Kolektif (LKM)

 Operasional LMK 20% dan 30% di 5 tahun pertama  Pengadministrasian, Evaluasi, Pengawasan LMK dan Pencabutan Ijin LMK oleh Pemerintah, antara lain mencakup : Syarat Pendirian Lembaga Manajemen Kolektif  Tata Cara diatur dalam Peraturan Menteri

 Organisasi non pemerintah yang berbentuk badan hukum yang diberi kuasa oleh Pencipta, Pemegang Hak Cipta, atau Pemilik Hak terkait guna mengelola sebagian hak ekonominya untuk menghimpun dan mendistribusikan royalti

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PERLINDUNGAN Jangka Waktu Perlindungan Hak Cipta :  Perlindungan Hak Cipta  Seumur Hidup Pencipta + 70 Tahun  Program Komputer  50 tahun sejak pertama kali dipublikasikan  Pelaku  50 tahun sejak pertama kali di pertunjukkan  Prosedur Rekaman  50 tahun sejak Ciptaan difiksasikan  Lembaga Penyiaran  20 tahun sejak pertama kali disiarkan.

Ketentuan UU Hak Cipta terkait pemblokiran situs di Internet yang menyediakan konten hasil pelanggaran hak cipta

 Setiap Orang yang mengetahui pelanggaran hak Cipta dan Hak yang Berkaitan dengan Hak Cipta melalui sistem elektronik dapat melaporkan kepada Menteri Hukum dan HAM RI cq Ditjen HKI.  Setelah itu Menteri Hukum dan HAM R.I. cq Ditjen HKI memverifikasi laporan.  Apabila ditemukan bukti yang cukup berdasarkan hasil verifikasi laporan tersebut Menteri Hukum dan HAM R.T. cq Ditjen HKI merekomendasikan kepada menteri yang menyelenggarakan urusan pemerintahan di bidang telekomunikasi dan informatika untuk dapat menutup konten, dan/atau hak akses pengguna yang melanggar Hak Cipta dan/atau Hak terkait dalam sistem elektronik dan menjadikan layanan sistem elektronik tidak dapat diakses.

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Pasal 95 ayat 4 Selain pelanggaran Hak Cipta dan/atau hak terkait dalam bentuk pembajakan, sepanjang para pihak yang bersengketa diketahui keberadaannya dan/atau berada di wilayah Negara Kesatuan Republik Indonesia harus menempuh terlebih dahulu penyelesaian sengketa melalui mediasi sebelum melakukan tuntutan pidana.

Tindak Pidana sebagaimana dimaksud dalam UU Hak Cipta yang baru merupakan

DELIK ADUAN

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www.creativecommons.org

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Creative Commons (CC) is a non-profit organization, founded in 2001, headquartered in Mountain View, California, United States devoted to expanding the range of creative works available for others to build upon legally and to share.

CC offers a model of license agreement to copy and distribute

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Status for

your works Spektrum Pilihan

(by) Attribution Atribusi

(sa) Share Alike Berbagi Serupa

(nc) Noncommercial Non-komersial

(nd) No derivatives Tanpa turunan

Anda mengizinkan orang lain untuk menyalin, mendistribusikan, menampilkan, dan mempertunjukkan karya dan turunannya asal memberikan kredit sesuai yang diminta.

Anda mengizinkan orang lain untuk mendistribusikan karya turunan asal dilisensikan dengan suatu lisensi yang identik dengan karya orisinal.

Anda mengizinkan orang lain untuk menyalin, mendistribusikan, menampilkan, dan mempertunjukkan karya dan turunannya asal bukan untuk tujuan komersial.

Anda mengizinkan orang lain untuk menyalin, mendistribusikan, menampilkan, dan mempertunjukkan hanya karya orisinal dan bukan turunannya.

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with a CC license, you keep your copyright but allow people to copy and distribute your

works 19

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100 affiliates

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>300 Mio Photos

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>34 Mio Articles in Many Languages

>300.000 articles in bahasa Indonesia

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>10.000.000 videos

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How about Indonesia?

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Promoting CC License. City by City

.

. . . . ... . ...

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Portal Open Data dengan Lisensi CCBY diluncurkan 5 September 2014

Situs User Generated Content lokal yang memberi pilihan lisensi CC

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What Next?

Rumah Belajar (House of Learn) is one stop Indonesia’s open educational resources developed by the Pustekkom

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THAT’S IT.

Ingat! Lisensi CC memberikan kemudahan kepada pencipta untuk menyatakan apa yang boleh dan tidak boleh dilakukan oleh orang terhadap karyanya

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Terima kasih!

Case Studies http://creativecommons.org/projects/casestudies Metrics http://creativecommons.org/projects/metrics LicenseChooser.js http://creativecommons.org/projects/LicenseChooser.js liblicense http://creativecommons.org/projects/liblicense

36

LAMPIRAN 7 Presentasi dari Daryono – Universitas Terbuka

12/13/2014

UNIVERSITAS TERBUKA

OER - Universitas Terbuka: Building the Culture of Knowledge Sharing

Established in 1984 • single mode Open and Distance Learning (ODL) university, • the only tertiary institution in Indonesia using exclusively distance education mode of delivery. Main mission: • to open access to a quality higher education service through ODL;

Except where otherwise noted, content on this presentation is licensed under

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OPERATIONAL SCALE

ISSUES

PROSPECTS AND CHALLANGES

Access DR

 Ranging from none to considerably high

OER and OER Policy

The knowledge about OER is still limited Collaboration and cooperation is limited  Budgetary allocation for development of OER initiatives is unclear  The intention to make OER publicly available is low The policy is still fragmented The development of OER is still in the initital stage

Copyright

 The understanding of copyright law is somewhat confident  Knowledge about CC is limited Rarely committed to CR infringement

 To a great extent DR have been used and practiced in various learning activities.

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UT’s OER Development Phases

OER AS A PART OF UT’s COMMUNITY SERVICES

2002

1. Provide free quality educational materials 2. Promote lifelong learning 3. Promote a culture of knowledge sharing

•

Learning Object Material (LOM)

• •

Guru Pintar Online Internet TV-UT

2008-2010

2011 - Now PERPUSTAKAAN DIGITAL • Virtual • eBook (non LM) • eJournal (12 ejournal) • Course Syllabi and Outline • Thesis

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Adoption of Creative Commons License • RECTOR Decree No.1255/UN31/KEP/2012 Concerning UT Policy on Open License of UT Educational Materials – Enhancement of Use of OER by faculty members – The open license of UT educational material aims at protecting the creator and preventing the misuse of UT educational materials.

Adoption of Creative Commons • Attribution, Non Commercial and Share Alike (CC BY-NC-SA) for: – Video Program stored in UT Internet TV – Prudent Teacher Online Portal (Portal Guru Pintar Online) – Internet based learning materials (open coursewares) • Attribution, Non Commercial and No Derivatives (CC BY-NC-ND) for: – Dissertation, thesis, research reports, conference proceedings, course outlines, summaries, and previews stored in UT digital library. – E-journals, books, abstract compilations, and training resources stored in UT Research and Community Services website – Curriculum and course descriptions stored in Faculty websites – UT Catalog.

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The integration of Various UT OERs into Single Portal in 2012 660 Collections

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E-Journals

220 Open Courseware

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Digital Library

Guru Pintar Online http://www.gurupintar.ut.ac.id/

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Total visitors of UT-OER 2011-2013: 1.249.385 AVERAGE OER VISITOR PER YEAR

OER VISITOR AGE DISTRIBUTION

TYPES OF OER 700.000 616.438

600.000 500.000 400.000

SUAKA UT’s VISITOR

GPO

1.999

25.000

ITV-UT

18.378

20.000

TV Broadcast Learning program (Sky LBS)

15.000

UT Open Course Ware

FKIP

NON-FKIP

111.300

398.612 10.000

300.000 283.097

5.000

200.000 0

2012

2013

2014

> 24

25-34

35-44

> 45

OER DIGITAL LIBRARY (Feb 2014) • RBV (Learning Material: Course Syllabi and Outline) • Thesis, eJournal, eBook, Research Paper. • Seminar Proceeding

648.755 491.409 109.221

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□

OER integration into Online Tutorial 8 month: July 2013 – Feb 2014 50000

46992

45000 38835

40000 35000 29152

30000 25000 18225

20000

18194

15000 10000

8674 5742

5000 0 2007

2008

2009

2010

2011

2012

2013

17

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FUTURE CHALLENGES and ISSUES

• • • •

Quality Assurance of OER Lecturer’s Awareness and Willingness Common OER repository A business model of OER

OER DEVELOPMENT FOCUS 1. Development and publication of OER 2. Adoption (UKOU, OER Asia, OEC, OER Commons, etc) 3. Networking (Globe and Ariadne) – OER Repository Platform Developing

Adoption

Networking

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UT’s MOOCs • Launched in March 2014 • 2 May – 2 July 2014 • 5 Courses: – Public Speaking – English for Children – Food Processing – Distance Education – Marketing Management • 3,240 enrollments

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LAMPIRAN 8 Presentasi dari Nyoman Rudi K – LPPKS

13/12/2014

BY INYOMAN RUDI K. SEKSI PENINGKATAN KOMPETENSI LPPKS

KNOWLEDGE SPIRAL

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KAPASITAS MAKSIMUM PESERTA PPCKS TAHUN 2012 SSQ=79 KAB/KOTA X 30 CALON = 2370 ORANG APBN = 96 KAB/KOTA X 25 ORANG = 2400 ORANG JUMLAH = 4770 ORANG ASUMSI DITAMBAH APBD TOTAL = 5000 ORANG

DIKERJAKAN BERSAMA LPPKS DAN 30 LPMP DI INDONESIA

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KEPALA TK 69.533 ORANG KEPALA SEKOLAH SD 145.601 ORANG KEPALA SEKOLAH SMP 33.905 ORANG KEPALA SEKOLAH SMA 11.709 ORANG KEPALA SEKOLAH SMK 10.596 ORANG

JUMLAH KEPALA SEKOLAH INDUK PER 5 NOPEMBER 2014, SEBANYAK 271.344 ORANG

*SUMBER SIAP PADAMU NEGERI

MARI BERHITUNG! JUMLAH KEPALA SEKOLAH 271.344 ORANG JUMLAH MAKSIMUM PESERTA PPCKS = 5000 ORANG PER TAHUN BILA SETIAP TAHUN DILAKSANAKAN, MAKA AKAN MEMERLUKAN WAKTU = 271.344 ORANG DIBAGI 5000 ORANG/TAHUN = 54,2688 TAHUN !!!

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ASUMSI TERBAIK LPPKS DAN LPMP (LP3CKS) HANYA MENGERJAKAN PPCKS SAJA. PROYEKSI KEBUTUHAN SETIAP KABUPATEN/KOTA SELAMA DUA TAHUN TERANGKAT SELURUHNYA. MASA JABATAN KEPALA SEKOLAH DIASUMSIKAN 2 PERIODE = 8 TAHUN. BILA DIHITUNG AWAL PENGANGKATAN TAHUN NOL, MAKA DELAPAN TAHUN KEMUDIAN, KABUPATEN KOTA TERSEBUT AKAN KEMBALI MENGADAKAN PPCKS.

EFEK PENAMBAHAN TAHUN KE 0 SAMPAI KE-7, PESERTA PPCKS SEBANYAK 5000 ORANG PERTAHUNNYA. TAHUN KE 8-SAMPAI KE-15, PESERTA PPCKS SEBANYAK 10000 ORANG PERTAHUNNYA. TAHUN KE-16 SAMPAI KE-23, PESERTA PPCKS SEBANYAK 15000 ORANG PERTAHUNNYA. TAHUN KE-24 SAMPAI KE-32, PESERTA PPCKS SEBANYAK 20000 ORANG PERTAHUNNYA.

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EFEK PENAMBAHAN (2) TAHUN KE-33 SAMPAI KE-40, PESERTA PPCKS SEBANYAK 25000 PERTAHUNNYA. TOTAL PESERTA PPCKS SELAMA 54 TAHUN SEBANYAK 1.085.000 ORANG!!!

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LPPKS MILIK KITA SEMUA LPPKS MILIK BANGSA INDONESIA DICIPTAKAN UNTUK KEMASLAHATAN PENDIDIKAN INDONESIA

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LAMPIRAN 9 Presentasi dari Joko Ahmad Julifan – P4TK TK dan PLB

13/12/2014

PROSES PELAKSANAAN E-TRAINING DAN KTI ONLINE PPPPTK TK DAN PLB

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1. Persiapan Diklat

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2. Pelaksanaan Diklat

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3. Evaluasi dan Sertifikasi

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4. Pelaporan Diklat

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www.etraining.tkplb.org

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7

LAMPIRAN 10 Presentasi dari Sri Hargyanto Suryoprayudo – PUSTEKKOM

13/12/2014

OER Development Using Portal Rumah Belajar

Sri Hargyanto Suryoprayudo PUSTEKKOM

OER National Policy  ICT competency Framework for Teacher;  Ministrial Regulation for Implementation Open School in High School Level ;  Developing Education Portal “ Rumah Belajar “  TOT Integration ICT on Education for Teacher;  Developing “ School Hub” as a model implementation ICT on Education;  Enhance development school cluster ‘

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PORTAL RUMAH BELAJAR

The engine of OER

Objectives

LMS

Teaching and Training Ecosystem

HRD Ecosystem

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Design Rumah Belajar PUSTEKKOM Private Cloud Pustekkom Client Organization

Server Virtual Org 1



Server Virtual Org 4 Infrastructure

Organisation 1

Organisation 3

Organisation 2

Organisation 4

Infrastructure as a Services Rumah Belajar Multi User Application Pusat Pengembangan Professional Guru Kegiatan Pembelajaran Kelas Maya

Referensi Belajar Nasional Online Referensi Belajar Nasional Online

Portofolio Online Guru Portofolio Online Siswa

Sistem Komunikasi Terintegrasi Sistem Komunikasi Terintegrasi

Manajemen SDM Pendidikan Manajemen Profil Siswa

Virtualisasi Aplikasi Platform C& C

ERP DB

EP M Management

CR M

U C

Mai l Securit y Server Operating System Identity

Integration WF

DE V

Contact Center

Virtualisasi Platform Infrastructure

Rak server Own by Clients Backup Virtualisasi Hardware

Backup

Technical Supports @ PUSTEKKOM

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SLA, Privacy and Security Services 7

Murid Guru

Dokter Perawat

Praktisi

Orang Tua

Ahli Farmasi

xxxx User 2 - Kementerian Kesehatan

User 1- Kemdikbud Organisation can manage thier own business

Client Supports

SERVICES CATALOG

Stadarisation and Management support Pustekkom

User

Access Catalog Services

Services Design

Approval

Procces Automation

Services Delevery

*CMDB = Configuration Management Data Base = all information save in the ICT system

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LEVEL of Services Pustekkom Discover Finding application Aplication dependencies independency

End User Monitor Monitoring end user and Aplication application Component components

Isolate root Finding cause Problem

Solve Problem

Monitoring All Components

OER Cycle of Rumah Belajar Design

Procces

Procces

Continuing Professional Development

Out Classroom Procces : Observing, Organising Practising

OPEN EDUCATION RESOURCES

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Lets Discussion ...

Sri Hargyanto Suryoprayudo PUSTEKKOM. Kemendikbud +628179988868. [email protected]

PROFIL; Sri Hargyanto Suryoprayudo Posisi saat ini sebagai Kepala Bidang Radio, Tv dan Film, Pusat Teknologi Informasi dan Komunikasi Pendidikan, sejak Oktober 2014. Mengawali karir sebagai PNS di Kementerian Pendidikan dan Kebudayaan pada tahun1987, sebagai seorang Sarjana Teknik Sipil, dimana selama lebih dari 10 tahun diberi tanggungjawab dan tugas dalam urusan pengadaan barang dan jasa dan urusan yang terkait dengan proyek, kemudian pindah mengurus kerjasama internasional dan pada tahun 2002 – 2011 bekerja sebagai Sekretaris Komisi Nasional Indonesia untuk UNESCO. Sejak 2011 – 2014 memegang posisi di Bidang Pengembangan Teknologi Pembelajaran berbasis Multimedia dan Web Pusat Teknologi Informasi dan Komunikasi Pendidikan, dan mendapatkan tugas mengembangkan Portal Belajar atau yang dikenal dengan Portal Rumah Belajar. Pendidikan terakhir S3 dibidang Project Management, merupakan menjalankan tugas dimanapun yang diberikan oleh Kementerian.

bekal

dalam

6

Komisi Nasional Indonesia untuk UNESCO Kementerian Pendidikan dan Kebudayaan Gedung C Lantai 17 Jl. Jenderal Sudirman - Senayan Jakarta 10270

Phone. (+62-21) 5709425 Fax. (+62-21) 5733127 Email: [email protected] Website: kniu.kemdikbud.go.id www.aspnetind.org

Laporan Indonesia OER Policy Review Workshop Jakarta, 4 Desember 2014

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