APEC e-learning Training Program 2014

Transcription

1 2015/SOM2/HRDWG/EDNET/008 Agenda Item: 3 APEC e-learning Training Program 2014 Purpose: Information Submitted by: Korea Human Resources Development Working Group Education Network Meeting Boracay, Philippines May 2015

2 APEC Project Monitoring Report SECTION A: Project profile Project number & title: HRD S APEC e-learning Training Program Time period covered in report: January 2014~ January 2015 Date submitted: April 2014 Committee / WG / Fora: Project Overseer Name: Organization / Economy APEC Human Resources Development Working Group 1. YunKyeong JEONG Director, Ministry of Education, Korea 2. Jungchan CHA Director General, Institute of APEC Collaborative Education APEC e-learning Training Center, Korea SECTION B: Project update Briefly answer each of the questions below to a maximum of 2-3 pages. If you have submitted previous Monitoring Reports, focus on progress since the last report. 1. Current status of project: On schedule: YES On budget: YES On target to meet project objectives: YES If NO, provide details: How far off schedule, budget or objectives? What actions are being taken to resolve delays? What support is needed from your Committee or the Secretariat? 2. Implementation: Describe progress against the project work plan and proposed objectives. Were adjustments made to the scope or timing of the project? What outputs (e.g. agenda, report, workshop, tools, best practices) have been delivered? How have/are these outputs being utilised? Progress Since the last Report Entering into its 9th year of operation, the APEC e-learning Training Center continues to make every effort to enhance the quality of the curriculum used in the education of invited trainees. While retaining the outcomes of past achievements, the center strives to reflect the needs of the trainees, based on the feedback and input gathered from APEC member economies and APEC e-learning Training (AeLT) alumni. In this regard, the progress of the 2014 APEC e-learning Training Program can be characterized as follows: A. Substantializing the Final Outcome of AeLT by Changing the Formation of Teams One of the main features was materializing the final outcome of AeLT by changing the formation of training teams. In previous rounds of AeLT, a team has been composed of trainees from multiple economies. As a result, the final outcome of team's collaborative study was superficially adaptable to participating economies in general, yet not able to reflect the inherently unique situations found in an individual participating economy. After organizing a team with trainees from a single economy, trainees could prepare/ discuss/ follow-up on their project thoroughly, even in their home economy, regardless of time and space. Especially, each economy could make a report that was as specific and relatable to their economy as possible and then share its reports with other APEC economy teams. This aligned closely with the suggestion of the APEC Strategic Blueprint for Promoting Global Value Chain Development and Cooperation of the APEC Economic Leaders'

3 Declaration of "Carrying out discussions of potential cooperation in the development of practical (e-learning) policies and related projects, followed by the sharing of the results with other APEC economies which enhanced cross-border value chain resilience among participating APEC economies." In total, 22 teams comprised of 40 trainees from 12 APEC economies took part in the 3 rounds of The number of teams in each of the consecutive 2014 rounds was: 8 (29th), 9 (30th), and 5 (31st). These 3 rounds were successfully carried out with the full support of APEC member economies. The program operated from April to November 2014 and the participants were from the following member states: Brunei (5), China (3), Chile (1), the Philippines (2), Indonesia (5), Malaysia (6), Mexico (1), Papua New Guinea (2), Peru (1), Republic of Sakha in Russia (2), Thailand (5), and Viet Nam (7) (Refer to APPENDIX 1 and Figure 1). Among these, 3 economies, Malaysia, Brunei Darussalam and Indonesia, were selected by experts from Korea and by the whole of AeLT Trainees as excellent project teams for the high feasibility of their projects. B. Consolidation of Onsite Training and Experience Learning Secondly, AeLT consolidated onsite training and experience learning during the entire training schedule. Including Korea's conglomerates, the number of organizations working on expereince learning has increased from 4 to 6. Also, visiting schools, varying from elementary to high schools, provided trainees with a chance to observe the utilization of ICT and e-learning in Korean education. In total, 3 specialized schools in smart education and mechanical engineering played a role as visiting institutions during the training program. C. Improvement of the Training Support System Thirdly, the training support system has been improved. In the aspect of online support, simple and convenient access to quality resources from the official website has been provided for the trainees, allowing them to obtain necessary information and learning materials throughout the training program. In the aspect of hardware support, electronic devices (e.g. tablet computer) were utilized for the 29th and 30th trainings, which contributed to a paperless and smart based training. Also, linkage between ALCoB (APEC Learning Community Builders) and the APEC e-learning Training Program was reinforced, allowing the trainees to continue participating in the APEC education collaboration activities, even after the training had ended; which gave them invaluable and practical experience, and a powerful human network. Internally, the AeLT management manual was revised for more effective operation by the APEC e-learning Training Center, with the help of the know-how accumulated since Outputs of the Project The AeLT consists of a blended online and offline e-learning training curriculum (refer to Appendix 2 and Appendix 3). Prior to the on-site training in Korea, the trainees started pre-training in their home economies. The trainees are requested to submit a pre-training report that includes the current status of ICT utilization in education in their respective economy. They are also asked to view online lectures in order to receive background information about Korea, e-learning, APEC and APEC Learning Community Builders (ALCoB). In 2014, 39 pre-training assignments, along with 232 reflection notes were submitted to the APEC e-learning Training Center (refer to Appendix 4). The on-site training is composed of offline lectures, field training, collaborative study, workshops, experience learning, and additional materials. The offline lectures address current issues in areas such as: Understanding Smart Learning, Major Educational Issues and Trends of APEC, Ubiquitous Technology and Learning, Blended Action Learning, Understanding of Problem-based Learning, Cases of ICT Joint Projects, and New Directions in Assessment and Evaluation for the APEC e-learning Program. The lectures were developed according to the needs of the trainees and economies. For experience learning, trainees in the APEC e-learning Training Program visited key sites, including Busan City Hall, Busan Global Village, the 'ubiquitous' schools, Korea International Cooperation Agency (KOICA), and private companies. According to the satisfaction survey conducted after the on-site training in 2014, the trainees were satisfied with the field training, as it gave them a great opportunity to obtain

4 practical experience in ICT and e-learning in education. Moreover, the trainees took part in collaborative studies, implementing individual and team projects under the Problem-Based Learning approach. This led the trainees to draw their own conclusions from their self-directed learning and research using the theories and materials they have gained from the lectures. In total, 22 collaborative study and policy forum notes were developed and shared in Moreover, the post-training activities are undertaken to provide follow-up support, including the dissemination of research findings, the submission of post-training reports, and participation in international education cooperation activities, including ALCoB. The program s official website ( plays a major role in the online training component, as it is an online arena where trainees can interact with each other and share information, providing them a great convenience. With the accumulated information, data, and know-how, we could provide other trainings that share similar characteristics of the e-learning training program, which include: courses for trainees representing the African Development Bank (AfDB) and those trainees supported by KOICA. 3. Evaluation: What are the indicators developed under the project to measure progress/success? Has baseline information or evaluation results been collected? How will any potential impacts on gender be measured? If relevant please provide details. Since the establishment of the APEC e-learning Training Center in May of 2006, 37 training programs have been carried out, including 6 advanced courses, cultivating 671 next-generation leaders in HRD, with the participation of 12 member economies (see Appendix 5). The following indicators suggest that this program has been successful in accomplishing the objectives and goals of the program. Regular Evaluation for the Training Program and Trainees' Comments Following each round of training, the participants are asked to complete evaluations and provide feedback to help improve the quality of the training program (see Figure 2 and Figure 3). The result of this evaluation illustrates the learners' needs and interest more clearly, which will then be used when planning the next APEC e-learning Training Program. In the case of the year 2014, the participants have typically considered lectures to be the most useful aspect of the curriculum, as they are able to learn about current trends in e-learning by interacting with the leading authorities in the field. This is followed by collaborative study, an area which trainees have suggested be allotted additional time to allow them to broaden or deepen their research. The positive feedback submitted by the trainees included comments such as these: "The entire program was very well organized. I feel very satisfied to have had an opportunity to participate in this training program (29 th round)", "The lectures helped me to understand the effectiveness of e-learning systems. I especially liked the chance to share every participating economy's concerns on e-learning and ICT training (30 th round)", "I could find specific action plans to practice our projects through this e-learning training program. I hope all the trainees could continually contact each other in the future too (31 st round)" Promoting Follow up Activities of APEC e-learning Training Program Through post-training follow up activities, the trainees are provided with various opportunities for selfdirected follow up study. Each trainee is encouraged to submit a report 3 to 4 months after the completion of the program, describing practical results based on the trainees' final report during the APEC e-learning Training Program. These reports are intended to show how trainees have applied theoretical and practical knowledge gained during the program to their actual work. The trainees are also asked to disseminate knowledge gained from the program, along with their own findings, within their own economies. In addition, they are encouraged to build a strong human network for international education cooperation activities through such means as participating in ALCoB. After completing the program, all alumni may opt to register as an ALCoB members and develop mutual connections through both online ( and offline channels. In this way, ongoing follow up is enabled by the members' self-driven and voluntary interaction, and is sustained through their participation in diverse international education cooperation activities. In this regard, even after

5 finishing the APEC e-learning Training Program, the trainees continue to contact the APEC e- Learning Training Center, seeking consultations and cooperation through additional collaborative projects. Gender Consideration 22nd APEC Economic Leaders' Declaration recommended member economies to expand participation of women in the economy by implementing concrete policies and innovative measures to further enhance women's access to ICT technology, eliminating all the barriers that hinder women's participation, and ensure women's equal opportunities. This also aligns with the APEC 2013 tasking statement assigning this responsibility of the Human Resources Development Working Group. Over the entire training history from 2006 to 2014, the average male-to-female ratio of participants has been 1:1.04, 49:03:50.97(%). This clearly indicates that the APEC e-learning Training Program provides gender-equal opportunity. 4. Challenges: If not covered in Q1, describe any issues which impacted (or might still impact) on the effective delivery of the project. How have these affected the objectives, deliverables, timeline or budget? What are the risk management strategies in place to manage potential or real risks 1st Phase of the AeLT (from 2006~2009) The center underwent the 1st phase of the APEC e-learning Training Program from 2006 to During this time, the program provided a customized and high value training program, in order to equip the trainees with necessary information and sufficient knowledge through a holistic and systematic approach, which integrated a PBL-based training program with a community and an international human network. Moreover, the program achieved a qualitative improvement in the training curriculum by carrying out differentiated advanced courses, specially targeting policymaking level officials. Significantly, during the 1st phase of the AeLT program, the 2007 APEC e-learning Seminar was proposed and held in order to recognize and share the achievements and outcomes of the training program. Approximately, 220 participants from 15 APEC member economies were in attendance. 2nd Phase of the AeLT (from 2010~2013) The center entered its 2nd phase with its re-organization in Since then, there has been continuous effort to further develop the training program. A qualitative curriculum has been developed to accommodate the needs of the APEC member economies participating in the AeLT Program, and the expert pool has been expanded in order to enable trainees and APEC member economies to receive one-on-one consultations with international education experts, pertaining to e-learning issues in their economies. In addition, during this time, the training program has served a major role as a bridge among APEC member economies by increasing cooperation on e-learning projects. Furthermore, the APEC e-learning Training Program has established and strengthened its collaborative study system to facilitate continuous ongoing support for the trainees. 3rd Phase of the AeLT (from 2014~) The AeLT program stepped into the 1st year of its 3rd phase in This year, 40 trainees from 12 member economies participated in and successfully completed the 29th, 30th, and 31st rounds of APEC e-learning Training Program. Consequently, the AeLT program is now well organized and will be elevated as a global-level reservoir of creativity in e-hrd, which welcomes joint participation by all APEC member economies. Future Challenges In the future, the APEC e-learning Training Center plans to continue reforming the program as a future-oriented, high-valued, and effective program, that will reflect the needs and specific requests of APEC member economies, and which will contribute to resolving issues faced by APEC member

6 economies in the areas of education projects or policies. The following 3 aspects will be considered as future challenges: Strengthening the Project Connectivity (Project Proposal) Currently, the center plans to consolidate connectivity within the rounds of trainees, aligned with the key issues of APEC. The original Project Proposal, which is a part of pre-training, will be developed by the 32nd trainees of AeLT as a blueprint, followed by the evaluation and development from 33rd and 34th program managers and senior education policymakers. With such arrangements the sustainability of pre-training and post-training will be secured as well as the dissemination of the training that will be achieved. After going through an evaluation by domestic experts and the consideration of a trainee's national circumstances, the feasibility of the Project Proposal will be highly increased. Substantializing the Connectivity of the Trainees In the case of the training of senior education policymakers (34th round), trainings will be organized in concert with the ICT symposium of KERIS: Korea Education and Research Information Service, organized by the Ministry of Education, Republic of Korea. Also, the official webpage of the AeLT will consolidate connectivity between the trainees by means of the utilization of online blogs where they can upload their discussion files, Project Proposals as well as the final outcome of their collaborative study. The final outcome of the training round will be shared in the designated blog of each training round. Enforcing Crisis Management of Potential Risks To prepare for an emergency, it is mandatory for all the trainees to submit a Health Statement, so that the organizer may check the trainee s physical or mental status in advance. An emergency contact number, as well as the location of the hospitals near the accommodation and training centers, must be shared in the Administrative Circular that is distributed to the trainees before the training starts. 5. Engagement: Describe the engagement and roles of stakeholders in the implementation of the project, including other APEC fora, experts and participants. The program is closely aligned with promotion of connectivity, which includes physical connectivity, indicated in the APEC Connectivity Blueprint for of 2014 APEC Leaders' Declaration. In order to reduce the disparity in access to quality information and communication technology (ICT) infrastructure throughout the APEC region, the program aims to design more customized and highvalue training methodologies by inviting specialists in e-learning and organizing associated support groups, based on a PPP (Public Private Partnership) structure. Thus, AeLT program revolves closely around not only academies and institutions, but also around both public and private sectors. This is in accordance with ANNEX D Action Agenda on Promoting Infrastructure Investment through Public Private Partnership No. 2, 8, and 9: share good policies and practices, and build interests among APEC economies in applying PPP modality and identify capacity building needs., to promote collaboration among regional academia by exploring the potential for establishment of an APEC network of study bases, continue APEC efforts to identify actions and best practices to develop a policy environment. In addition, on the basis of need analysis and survey results from each APEC member economy, it provides blended learning for on-the-job training, consisting of online and offline e-learning lectures, field trainings, collaborative study, workshops and international conferences and seminars. Particularly in collaborative study, the trainees carry out individual and team projects under the guidance of experts using a PBL (Problem-based Learning) approach, which makes the APEC e- Learning Training Program unique. Thus, it cultivates an expert group to organize and improve the APEC e-learning Training curriculum to meet specified needs and interests of participants through an interactive process, drawing on applicants' input. It leads the trainees to draw their own conclusions through their voluntary research and activities as they apply the methods learned from the lecturers.

7 FOR APEC SECRETARIAT USE ONLY APEC comments: Is the project management effective? How could it be improved? Are APEC guidelines being followed?

8 Appendix 1. Composition of Participants in 2014 by Member Economies No. Economy Total Trainee s Gender Education Occupation* M F Ph. D MA BA A L R 1 Brunei Chile China Indonesia Malaysia Mexico PNG Peru Philippine s Russia (Rep. of Sakha) Thailand Viet Nam Total * Occupation codes: A: Administrator, L: Lecturer or Professor, R: Researcher Figure 1. Composition of Participants in 2014 by Gender, Education and Occupation

9 Appendix 2. Online Activities of APEC e-learning Training Program ( [Registration] [Pre-training - Online Lectures] [Pre-training - Test] [On-site Training Reflection Note] [On-site Training Alumni List] [Post-training Satisfaction Survey]

10 Appendix 3. General Curriculum On-Site Training Team Experienc Lecture Project e Post Section Pre-training Orientatio Training n Learning Sharing PBL, Field Basic and Training Knowledge Feedback Method Online Offline On / Offline Online Basic Educational Project (Understanding of Collaborati Informatizati Presentati APEC, ALCoB & ve Study on Policy on AeLT) Contents Learning Outcome s Advanced (Future Education and Edutainment Park, Understanding of International Cooperation, Technology Changes and Education in Korea, Understanding of Smart Learning) Cultural (A New Era of Hope, General information about Korea, Real Life & Real Dream Busan, e- Learning Korea) Training Proposals Appendix 4. Outcomes in 2014 Introductio n of Training Course e-learning Research on Using ICT Case Workshop Case Study on e-learning Solutions Field Trip to excellent Institutes and Schools Advisory Professor's Feedback Reflection Note, Team Paper, Peer Networking Evaluation (instructor, procedure), Final report Category Items Main Topics Pre-Training Assignments Collaborative Study and Policy Forum Note Reflection Note 39 items 22 items 232 notes - Current ICT statues, Major ICT policies in each Economy - Ongoing ICT projects in each Economy Submission of Post Report, Disseminati on of Training APEC International Educational Cooperative Activities Satisfaction survey, post-report - Education innovation through digital textbooks - A study on realization of publicizing e-learning system in university education and e-platform strategies - Dissolving regional gaps through MOCCs development - Magnifying effectiveness on government leading e-learning system - Solution to utilization of ICT with theoretical study and teacher training - Review of daily activities - Summary of the outcomes of on-site activities and collaborative study - Discussion and dissemination of training program - Daily evaluation of training curriculum and activities - Suggestions and opinions

11 Figure 2. Evaluation Results in th Training 30th Training 31st Training Figure 3. Overall Evaluation Results from 2006 to 2014 Appendix 5. Number of Trainees by Year Year Total Short Training term Progra Long m term Total Brunei Econom y Chile China Indonesi a Malaysia Mexico Peru Philippin es PNG Russia (Rep. of Sakha)

12 Thailand Viet Nam Total