Authors: Katsusuke Shigeta, Mayumi Sugiura
Institution: Center for Open Education, Institute for the Advancement of Higher Education, Hokkaido University
Topic: Applications of Open Education Practices/Open Pedagogy/Open Education Research
Sector: Higher Education
UNESCO Area of Focus: Building capacity
Session Format: Poster
AbstractIn response to the spread of COVID-19 across the country, Hokkaido University has developed Open Educational Resources (OERs) to support the implementation of online lectures for faculty, staff, and students. These OERs are CC-BY-NC licensed and available on the website called "Hokkaido University Online Learning Guide." This poster will provide an overview of the OERs and the analysis of the usage.
For the spread of COVID-19, Hokkaido University has delayed the start of classes by a month and is now offering all courses online. In response to this situation, the Center for Open Education (OEC), which continuously support ICT-based education and the improvement of teaching and learning utilizing OER on campus started the university-wide project to support the implementation of online lecture since the end of March. To support the introduction of online classes, OEC developed OER for this purpose and made it open to the public(https://sites.google.com/huoec.jp/onlinelecture-en/).
The purpose of this OERs is to provide the basic knowledge for conducting and participating online lectures and provide a “common language” to be used by faculty, staff, and students who are implementing online lectures. The knowledge items of OERs include the definition of the forms of online lecture - synchronous and asynchronous - and to present the advantages and disadvantages of these two types of classes. Also, the OERs provide an overview of the tools for implementing online courses and pedagogical strategies, including teaching strategies and learning assessment. Also, it includes the guidance and functions of the LMS, handling of copyrighted materials. They were published in April 2020 on the website called “Online Classroom Implementation Guide” by both Japanese and English.
We surveyed OERs usage by the analysis of the access log of the website. Approximately 148,000 pages are viewed as of June 20, and the pageviews of the site were nearly 120,000. We found that the tendency of access has changed before and after the beginning of the online class. We will present the analysis of the usage of OERs and the feedbacks and comments by the faculty and students.
Open Educational Resources, Online lecture, Development of OERs, Utilization of OERs, Analysis