Paper presented at the AROOC 2012 Conference on Jan 21, 2013 (http://arooc2012.thaicyberu.go.th)

1. Social Media Based Courseware for
ASEAN Open Education:
Opportunity and New Challenge
Jintavee Khlaisang, Ed.D.
Assistant Professor, Department of Educational Technology and
Communications, Chulalongkorn University, Bangkok, Thailand
Thailand Cyber University Project, Bangkok, Thailand
jintavee.m@chula.ac.th

2. Social Media Based Courseware for
ASEAN Open Education:
Opportunity and New Challenge
• Introduction
• SIMILARITY as an OPPORTUNITY!
• DIFFERENCE as a CHALLENGE!!
• Proposed of Social Media Based
Courseware for ASEAN Open Education
• Summary

3. INTRODUCTION
The viewpoints shared in this paper were based on the two research studies titled :
• “Proposed Models of Appropriate Website and Courseware for
E-Learning In Higher Education: Research Based Design Models”
• “Analysis of the Cultural Factors Affecting the Proper Design of
Website & Electronic Courseware for e-Learning in ASEAN”
which were conducted by the author of this paper in 2010 and 2012 respectively.
The two research studies were funded by Thailand University Project, Office of
Higher Education Commission, Ministry of Education.

4. SIMILARITY as an OPPORTUNITY!
1. the extensive use of various types of social
media
2. the courseware customized to the same group
of learners with similar characteristic of 21st
century learners
3. the courseware shared the commonly promise
towards the concept of open education.

5. OPPORTUNITY: Extensive use of
various types of social media
Commonly presented in
two types:
1. Social web application
for the activity based
courseware
2. Social interactive
streaming video to foster
learners’ attention and Figure 1: Example of Cambridge University
to enhance their homepage that used various types of social media
understanding
Figure 2: Social media on Cambridge University
homepage (http://www.cam.ac.uk)

6. OPPORTUNITY: Extensive use of
various types of social media
Commonly presented in
two types:
1. Social web application
for the activity based
courseware
2. Social interactive
streaming video to foster Figure 3: Sharing photos via Pinterest
learners’ attention and created by Duke University
to enhance their (https://pinterest.com/dukeuniversity)
understanding

7. OPPORTUNITY: Extensive use of
various types of social media
Commonly presented in
two types:
1. Social web application
for the activity based
courseware
2. Social interactive
streaming video to foster
learners’ attention and
Figure 4: Social Media Based Courseware
to enhance their via iTuneU of Open University
understanding (http://open.edu/itunes)

8. OPPORTUNITY: Extensive use of
various types of social media
Commonly presented in
two types:
1. Social web application
for the activity based
courseware
2. Social interactive
streaming video to foster
learners’ attention and
to enhance their Figure 5: Social Media Based Courseware
understanding using streaming video via YouTube
presenting a case study to create
learners’ cognitive skills

9. OPPORTUNITY: Same target group
(21st century learners)
• From digital generation and had
high networking skills
• The characteristics of this group
of learners :
– like technology, Internet,
communication and
interaction,
– like to do several tasks at the
same time
– were creative and good at
information searching.
• Such changing has prompted
Figure 6: 21st century skills for Learning
instructors to change their (Schrumand Levin, 2009) consisting of 4
teaching methods. outcomes: Core Subjects, Life and Career
Skills, Learning and Innovation Skills, and
Information, Media and Technology Skills

10. OPPORTUNITY: Share commonly
promise towards the Open Education
• Social media based
courseware attempted to
promote the use of
contents to wider users and
the public.
• Concept of public Figure 7: International Creative Common
knowledge which users on http://creativecommons.org
were allowed to use
contents and, sometimes,
adapted contents to their
own context.
Figure 8: Thailand’s Creative Common on
http://creativecommons.org/licenses/by/3.0/th

11. OPPORTUNITY: Share commonly
promise towards the Open Education
• Social media based
courseware attempted to
promote the use of
contents to wider users and
the public.
• Concept of public
knowledge which users
were allowed to use Figure 9: 2012 Paris OER Declaration by
contents and, sometimes, UNESCO (http://www.unescobkk.org) and
adapted contents to their was translated into Thai Language by
Office of Online Education,
own context. Sripatum University, Thailand

12. OPPORTUNITY: Share commonly
promise towards the Open Education
• Social media based
courseware attempted to
promote the use of
contents to wider users and
the public.
• Concept of public Figure 10: MIT OpenCourseware
knowledge which users (http://ocw.mit.edu/index.htm)
were allowed to use
contents and, sometimes,
adapted contents to their
own context. Figure 11: Creative Common License of MIT
OpenCourseware, meaning anyone can create a
new version of this work and you mist license
the new work under a Non-Commercial
Share Alike license

13. OPPORTUNITY: Share commonly
promise towards the Open Education
• Social media based
courseware attempted to
promote the use of
contents to wider users and
the public.
• Concept of public
knowledge which users
were allowed to use
contents and, sometimes,
adapted contents to their Figure 12: MERLOT Open Educational
own context. Resource: OER (http://www.merlot.org)

14. SIMILARITY as an
OPPORTUNITY! DIFFERENCE as a
1. the extensive use of CHALLENGE!!
various types of social
media • Diversity and difference
2. the courseware in culture in ASEAN
customized to the same learning community
group of learners with cannot be ignored.
similar characteristic of
21st century learners • The different features
3. the courseware shared focusing particularly on
the commonly promise the influenced cultural
towards the concept of factors : (1) history and
open education. ethnicity (2) languages
and (3) wisdoms

15. CHALLENGE: History and Ethnicity
Based on the study titled "Analysis of the Cultural Factors Affecting the Proper Design of
Website and Electronic Courseware for e-Learning in ASEAN" , 13 variables in the
historical and ethnic differences, including
1. Emphasize on the cultural uniqueness and reflection of each country in ASEAN
2. Consider relation between different cultural contents in each country
3. Have the design that enables learners to access the diversity of culture of each country
4. Present original story but modify the presentation to be more interesting
5. Present native fiction and folklore
6. Present contents related to local information of countries in ASEAN
7. Present traditional art of countries in ASEAN
“Unity in Diversity
8. Combine local historical contents of each country
through the
9. Present the uniqueness of each country’s local culture
“Diversity
ASEAN Way of
10. Present the history of the precious heritage, historic sites, and artifacts
Life” towards
11. Combine a variety of media to present each country’s culture
Strengthen
12. Present the lifestyle of living of each country
ing”
13. Present the history of the race

16. CHALLENGE: Languages
Based on the study titled "Analysis of the Cultural Factors Affecting the
Proper Design of Website and Electronic Courseware for e-Learning in
ASEAN" , 3 variables in language elements, including
1. Have official language subtitle
2. Have English subtitle
3. Have dialect subtitle. “Unity in Diversity
through the ASEAN
Way of Life” “Diversity
towards
Strengthenin
g”

17. CHALLENGE: Wisdoms
Based on the study titled "Analysis of the Cultural Factors Affecting the
Proper Design of Website and Electronic Courseware for e-Learning in
ASEAN" , 3 variables in wisdom elements, including
• Design course content to be according to education level in different
countries in ASEAN
• Include information on the local knowledge management of countries
in ASEAN “Unity in Diversity
• Link similar or related information of each through the ASEAN
country Way of Life” “Diversity
towards
Strengthenin
g”

18. Proposed of Social Media Based
Courseware for ASEAN Open Education
• DF 1 = History and Ethnicity
(direct factor 13 variables
• DF 2 = Language (direct factor
3 variables
• DF 3 = Wisdoms (direct factor
3 variables
• DF 4 = Religion (direct factor
2 variables
• DF 5 = Law (direct factor 6
variables
• IF 1 = Screen design (indirect
factor 6 variables
• IF 2 = Content design (indirect
factor 25 variables Figure 13: Proper design of electronic courseware for
e-Learning in ASEAN and the cultural factors
• IF 3 = Multimedia (indirect
affecting the design of courseware
factor 5 variables

19. Proposed of Social Media Based
Courseware for ASEAN Open Education
• The design of electronic courseware
should emphasize on using open
educational resources (OER)
• The OER content which was used in the
courseware should emphasize on
Virtual Lab, Virtual Museum, or videos
that showed that the culture of each
country in ASEAN.
• The courseware should focus on the
use of social media to exchange
knowledge, while learners should be
both recipients and providers. DF 1 = History &Ethnicity (direct factor 13 variables
• The courseware will change the design DF 2 = Language (direct factor 3 variables
DF 3 = Wisdoms (direct factor 3 variables
of multimedia to share more DF 4 = Religion (direct factor 2 variables
information and become more simple DF 5 = Law (direct factor 6 variables
design. IF 1 = Screen design (indirect factor 6 variables
IF 2 = Content design (indirect factor 25 variables
IF 3 = Multimedia (indirect factor 5 variables

20. Solution for ASEAN Learning Environment,
OCW, and Open Education

21. SUMMARY
• The viewpoints on social media based courseware for ASEAN Open Education:
Opportunity and New Challenge by integrating the similar
features and challenging the different features to be a
guideline for designing and developing courseware that can
respond to open education and challenges of learning society in ASEAN community.
• Regarding the similarity, the design of social media based courseware, groups of
learners, and the idea of extending knowledge to the public which will help strengthen
open education are considered.
• As for the difference, understanding the social and cultural context, including
history, ethnicity, language ​and wisdoms are considered.
• Lastly, the model of social media based courseware is proposed as
guideline to promote further implementation when considering the design & development
of courseware used in open education particularly for ASEAN learning community which
should to be all set by 2015.

22. • Khlaisang, J. (
REFERENCES
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23. REFERENCES (continued)
WEBSITES
• Cambridge University (http://www.cam.ac.uk)
• Creative Commons (http://creativecommons.org)
• Duke University's Pinterest (https://pinterest.com/dukeuniversity)
• MERLOT (http://www.merlot.org)
• MIT Open Courseware (http://ocw.mit.edu)
• Open University's iTuneU (http://open.edu/itunes)
• Thailand’s Creative Common (http://creativecommons.org/licenses/by/3.0/th)
• YouTube (http://www.youtube.com)
• 21st century skills for learning (http://www.p21.org)

24. Social Media Based Courseware for
ASEAN Open Education:
Opportunity and New Challenge
Jintavee Khlaisang, Ed.D.
Assistant Professor, Department of Educational Technology and
Communications, Chulalongkorn University, Bangkok, Thailand
Thailand Cyber University Project, Bangkok, Thailand
jintavee.m@chula.ac.th