At OE Global 2016

1. Open Education Strategy at
Universities in Hokkaido Region
Utilizing OER
Katsusuke Shigeta, Masashi Sata
Center for Open Education, Hokkaido University
JAPAN
shige@iic.hokudai.ac.jp
sata@open-ed.hokudai.ac.jp
OE Global 2016 Krakow, Poland

2. OE Strategy at Hokkaido University (1)
• Background in Japan
– Lack of non-English OER
– moderate textbook prices
• Background in Hokkaido
– Second largest island
– Least developed
• 7 public universities
– Hokkaido University
– Specialized Colleges
• Potential to leverage online learning

3. OE Strategy at Hokkaido University (2)
• Step 1: Develop OER for our university
– With open license (CC-BY-NC)
– Reuse existing OER (translation from English)
• Step 2: Use OER and improve
– On campus by supplemental learning
– On university consortium with distance learning
• Step 3: Reuse for Open MOOC
– OECx course
– Improve OER by learning data

4. Hokkaido University
Center for Open Education
• University-wide organization
– Under the Institute for the Advancement of
Higher Education
• Objectives
– Supporting teaching and learning using OER
– OER research and development
• Unification of initiatives on campus
– Hokkaido University OCW office
– E-learning efforts on several departments

5. Develop OER
• Lecture capture
– Mainly developed before, become fewer
• Structured OER
– Committed to instructional design
– Support faculty with professional staff
• Use OER in classroom
– With flipped classroom or supplemental learning
• OSCE for veterinary medicine
– English OER for international program

6. LMS
OCW
MOOC
30
Share OER with multiple platforms

7. OCW
MOOC
LMS
Developing OERs
Share OER via LMS for campus education
• ELMS
• Moodle
• Open edX (for consortium)

8. MOOC
ELMS/
MOODLE/
DVD etc.
OCW
Developing OERs
Share OER via OpenCourseWare

9. MOOC
LMS
OCW
Developing OERs
Open MOOC through reusing OER

10. Video

11. Objectives of Center for OE
• Develop OER for faculty
– For blended learning and flipped classroom
– Consultation with staff specialized for instructional
design, video production and copyright clearance
• Share OER for campus education
– In Hokkaido University
– Open to the public: via OCW and MOOC
– Share with universities around Hokkaido region:
cooperatively deliver liberal arts education

12. The Consortium of National Univerisities in
Hokkaido for Liberal Arts Education (NUCLA)
• Utilize distance learning
– Videoconferencing system
– Special classroom for active learning
• Improve student outcomes
– Overcoming challenges to increase effectiveness
of distance learning

13. Activities (1)
Create OER and repository
Develop/S
hare OER
OER
Repository
Collaborate
Flipped
Classroom
Student
Student
Instructor
OER
Hokkaido U.
HU of Education Kitami Inst. of Tech Muroran Inst. of Tech ObihiroU.ofAgr/Veterinary
Med
AsahikawaMedU
OtaruUofComm.
• Sharing OER for general education courses to bring a variety of courses into each campus
• Improving the quality of teaching and learning with flipped classroom

14. Examples of OER
• MOOC-type materials
• Committed to instructional design
• Open license（CC-BY-NC）

15. Activities (2)
• Develop OER
– Applied ethics, Earth and space science,
Digital Literacy, Environmental radioactivity
• Reuse existing OER
– Open Learning Initiative (Carnegie Mellon U.)
• Pilot courses from 2nd semester in 2014
– Flipped classroom and active learning
• Credit bearing courses starting since 2015
– Applied ethics/Digital Literacy

16. OER Repository
• Academic Commons For Education (ACE)
– Open since April 2014
• Based on Open edX platform
http://ace.iic.hokudai.ac.jp/ (Sign-in required）

17. Development of Learning Analytics Tool
• Grasping how students study at home

18. Visualization Dashboard(1)
Scores of quizzes and status of login
How many times do students submit their answers for quizzes?
Once
Twice
More than
three times
N/A

19. Visualization Dashboard(2)
Grasp access to video materials
• Overall trend and individual trend
• Show the frequency of access by shade of color
Where in videos do students frequently access?

20. Flipped classroom using MOOC with
distance learning
• Activities
– Discussions, presentations, writing papers, and
developing students’ OER

21. Flipped classroom using MOOC with
distance learning
• Connected with another university
• Staffs as TAs

22. Examples of students’ developed OER (on
Google Apps)
What is the “my number”?
1. To begin with…
Election campaign using
the Internet
Deep learning

23. Results
• Positive feedback from faculty
– Increase time that students discuss issues, write
essey and produce materials in classroom
– Benefits of learning analytics tool
• Positive comments by students
– Stimulate communication among universities
• Improve outcomes
– Quality of student developed materials

24. Open MOOC to reuse OER
• Jul. 14 – Aug. 24

25. Title : Effects of Radiation: An Introduction to Radiation and Radioactivity
Length : July 14, 2015 – August 24, 2015
Assignments : Weekly quizzes (50%), Mid-term exam (40%), Final exam (10%)
Prerequisites : None (High-school physics/chemistry is preferred)
Instructors : Eight instructors from engineering/veterinary medicine department
RADIO101x: Effects of Radiation

26. Making the MOOC “open”

27. Those who visited ：1385
Number of registrants：4342
Those who completed：380
(Completed)/(Total registrants) = 8.7%
※As of Sep. 14, 2015
(Completed)/(Visited) = 27.4%
The completion rate

28. How would they use the course materials?
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
Your own
study
Your own
teaching
Reserch Work Not
interested in
using them
Other

29. Outcomes of Hokkaido U Open Ed strategy
• Possibility
– Realize diversity of liberal arts education
– Increase student outcomes by OER and distance
learning
– Increase opportunities by Open MOOC
• Challenges
– Reduce costs for OER development
– Continue collaboration with faculty
– Sustainability

30. Thank you!
• Katsusuke Shigeta
– shige@open-ed.hokudai.ac.jp
– Twitter: shigejam
• Masashi Sata
– sata@open-ed.hokudai.ac.jp
• Slides