Grants:Programs/Wikimedia Alliances Fund/Empowering OER Stakeholders and Educators in Indonesia/Final Report
Report Status: Accepted
Due date: 30 July 2025
Funding program: Wikimedia Alliances Fund
Report type: Final
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General information
[edit]This form is for organizations, groups, or individuals receiving Wikimedia Community Funds or Wikimedia Alliances Funds to report on their final results.
- Name of Organization: Creative Commons Indonesia
- Title of Proposal:
- Amount awarded: 67000 USD, 1000000000 IDR
- Amount spent: 1051940012 IDR
Part 1 Understanding your work
[edit]1. Briefly describe how your proposed activities and strategies were implemented.
This project builds on a previous initiative with the same impact goal: fostering a sustainable open educational resources (OER) ecosystem in Indonesia. To achieve this, we focus on empowering both OER stakeholders and educators through three main strategies:
Strategy #1: Enhancement of Support and Collaboration from Various Stakeholders in Implementing OER in Indonesia. To enhance stakeholder support and collaboration in implementing OER in Indonesia, we carried out two key activities. First, we organized the OER Collaboration Forum on September 17, 2024, attended by 27 participants from 13 institutions, agencies, organizations, and communities. The forum aimed to strengthen relationships with existing partners and engage new stakeholders. It served as a platform to share experiences, discuss copyright and open licensing, and identify opportunities for OER development. This marked our first successful effort to convene both previous and new collaborators in one shared space.
One clear outcome of the forum was the implementation of seven OER collaborative actions with 12 partners: a six-month online campaign, an illustration contest, a talk show and workshop on natural science, the development of OER training, a series of workshops and webinars, public domain day celebration and Open Indonesia Forum. These actions went beyond our initial target, highlighting the forum’s effectiveness in translating shared goals into meaningful collaboration.
Strategy #2: Increasing the Number of OER Trainers To increase the number of OER trainers from 7 to 12 individuals, this strategy was carried out through two key activities aimed at strengthening both the quantity and quality of OER trainers. The first activity involved offering CC Certificate for Educators (EduTrack) scholarships as a prerequisite for future facilitators. Initially, five scholarships were awarded to selected participants from the OER Collaboration Forum. Unexpectedly, two additional participants received scholarships directly from Creative Commons HQ, bringing the total to seven. The three-month certification was conducted online by Creative Commons HQ. Six participants successfully completed the program and subsequently served as facilitators in the next phases of OER training.
The second activity was the OER Training of Trainers, held on December 14–15, 2024. This session provided guidance on the training flow and the use of the learning management system (LMS). It also incorporated feedback from previous OER training participants—now acting as facilitators—to refine the design of OER 3.0. During this session, facilitators collaboratively developed an AI policy to guide participants' ethical use of AI throughout the training. Trainers were also introduced to Wikimedia projects such as Wikimedia Commons and Wikibooks, and worked together to understand platform-specific policies on AI use—ensuring alignment with the broader AI policy implemented during the training.
Strategy #3: Increasing Participation in OER Training and Contributing CC-Licensed Content and OER Creation in Bahasa Indonesia. The OER training was conducted from December 26, 2024 to May 31, 2025, targeting formal and informal educators across Indonesia who had previously created digital teaching materials. From a total of 1,770 applicants, 496 participants were selected to join the program. The first two phases were delivered online using a Learning Management System (LMS), covering topics such as copyright for educators, Creative Commons licensing, OER concepts, and open platforms like Wikimedia Commons and Wikibooks. The program aimed to strengthen participants’ capacity to create, license, and share open educational resources.
The training was implemented in three phases. Phase 1 (Knowledge Enhancement) used a self-paced learning approach and was joined by 496 participants. As part of this phase, participants were assigned to practice sharing their own works under a Creative Commons license, resulting in 654 knowledge-based photographs published on Wikimedia Commons. Phase 2 (Skill Enhancement) offered guided learning to 120 top-performing participants, mentored by 12 trained facilitators, and produced 126 CC-licensed collections, 12 collaboratively written open books, and 105 individual OER works. Phase 3 (Knowledge Dissemination) took place from April 14 to May 31, 2025, where 10 selected finalists organized offline sessions in their respective regions, reaching 251 new attendees. These sessions featured presentations of their OER works, introductions to Wikimedia Commons, and hands-on practice in sharing using CC licenses.
2. Were there any strategies or approaches that you felt were effective in achieving your goals?
- Empowering OER Stakeholders through Strengthened Multi-Stakeholder Collaboration in Indonesia
One of the most effective strategies in achieving the goal of empowering OER stakeholders in Indonesia was the implementation of the OER Collaboration Forum. By bringing together both long-standing and new stakeholders, the forum successfully surfaced shared visions, uncovered collaboration opportunities, and fostered mutual understanding. This strengthened rapport significantly eased the process of designing and implementing collaborative OER actions, while also reducing bureaucratic barriers that often hinder cross-sectoral initiatives.
To complement these offline efforts, we also collaborated with stakeholders for a six-month digital campaign using Instagram’s collaboration feature. This public-facing outreach—shaped by lessons from our previous project—proved effective in increasing digital reach and engagement around OER. A total of 11 stakeholders co-published 13 OER-themed posts, generating 7,217 engagements. The average campaign engagement rate—nearly 12%—significantly exceeds the industry standard of 1–5%, underscoring the strong relevance of the content to its target audience. This campaign extended the collaborative spirit of the forum to a broader audience, promoting awareness and gradually embedding OER practices into the daily habits of sharing and learning within digital communities.
In addition, the forum facilitated meaningful exchanges of knowledge and opened up new networking opportunities. A tangible result was our support for Wikimedia Indonesia (WMID) in establishing connections with collaborators—who were participants in the OER Collaboration Forum—some of whom later took part in Open Indonesia Forum, a national event uniting open knowledge movements, held in June 2025. This further underscores the forum’s concrete role in activating and sustaining cross-sector collaboration within the OER ecosystem.
- Empowering Educators through Capacity Building and Open Content Contribution:
To effectively empower OER educators in Indonesia, we focused on strengthening training infrastructure, growing participant engagement, and promoting content contributions in Bahasa Indonesia to open platforms.
The training was designed in three phases—Knowledge, Skills, and Dissemination—which allowed for a gradual expansion of reach. Phases 2 were completed by 104 participants, while Phase 3 reached 251 new educators through offline dissemination sessions facilitated by the 10 top-performing alumni.
The addition of OER trainers proved particularly helpful during the second phase (skill enhancement), where participants received guided support that improved their understanding of the material and the quality of their outputs.
Training materials developed in the previous project, such as the OER booklet and module, were reused as reference tools by facilitators in Phase 3. These resources effectively supported their presentations on OER. In addition, the OER Training Alumni Mini Competition successfully re-engaged 23 alumni (from the 2020–2025 cohorts) to contribute again by developing and sharing 23 lesson plans on the Indonesian Wikibooks.
3. Would you say that your project had any innovations? Are there things that you did very differently than you have seen them done by others?
This project introduced three key innovations to support the OER ecosystem in Indonesia. These approaches strengthened participants' capacity to create and share OER and encouraged the production of open-licensed content relevant to educators’ needs.
- Ethical Use of AI in OER Training
To ensure responsible AI usage during training, we collaboratively developed an AI policy with facilitators. We also modified the OER Canvas to include a declaration of AI use, which participants were required to complete for their final assignments.
- Three-Phase OER Training Structure
The training was organized in three phases—Knowledge, Skill, and Dissemination—allowing participants to gradually build capacity from understanding concepts to practicing content sharing. This structure also contributed to a significant increase in open-licensed contributions to Wikimedia Commons and Wikibooks.
- Connecting Educators with Wikimedia Platforms
We encourage educators to contribute and utilize open content on Wikimedia platforms using engaging approaches such as assignments, curation & competitions tailored to their needs.
On Wikimedia Commons, we conducted a survey to identify the types of illustrations needed by primary school teachers & used the findings as the theme for an Illustration Contest for Educational Materials (KIBA). The winning illustrations were used in OER training and campaigns. Some participants even uploaded their own original illustrations. In addition, junior & senior high school science teachers helped curate science illustrations for classroom use.
On Wikibooks, we organized a mini-competition for SPT alumni (2020–2025) to share lesson plans. To facilitate contributions, we created a template and user guide. A total of 23 alumni participated, contributing 23 lesson plans to the Indonesian Wikibooks. During the training’s second phase, participants were also grouped and produced 12 open textbooks covering topics such as local wisdom, lesson planning, & best teaching practices.
4. Please describe how different communities participated and/or were informed about your work.
This project involved stakeholders from gov, education, NGOs, communities, & international organizations actively engaged in developing and promoting CC-licensed/OER content in Indonesia. Through collaboration, training, & targeted publications, the project’s information & outcomes reached a wide & diverse audience, fostering deeper engagement & understanding of OER across multiple societal sectors.
- Stakeholders
The OER Forum included 13 representatives that came from government, educational institutions, NGOs, FOSS & ed communities, as well as gov & non-gov international organizations. They actively engaged in online OER campaigns & invited CCID to present on OER and CC licenses to their partners & staff. Beyond the forum, we presented at approximately 7 webinars & workshops hosted by art galleries, media communities, gov agencies, universities & other organizations nationwide.
- International Engagement
At the international level, project representatives will be participating in major events such as Wikimania in Nairobi & the Open Education Conference in Denver, attending remotely. We were also invited to present in various international webinars, including those organized by CC certification alumni, extending the project’s global reach.
- Educators
About 496 OER training participants & facilitators came from over 218 cities & regencies in Indonesia, including Karo, Palembang, Bandung, Kupang, & Jayapura. During dissemination, 10 finalists collaborated with educator communities, local gov, universities, & schools in their areas, including local education offices & ministries, expanding the training impact.
- Publication & Outreach
Project activities were shared through various channels such as newsletters, official websites, and social media. Our social media received 13,000 engagements per July 24th 2025. This broad outreach enhanced awareness & understanding of OER across diverse Indonesian communities.
5. Documentation of your impact. Please use the two spaces below to share files and links that help tell your story and impact. This can be documentation that shows your results through testimonies, videos, sound files, images (photos and infographics, etc.) social media posts, dashboards, etc.
- Upload Documents and Files
- Here is an additional field to type in URLs.
- Impact documentation: https://docs.google.com/document/d/1wAclx1AHQ8svuBsTb80sLbsvr6qaJDopxcRavI4QMNc/edit?usp=sharing
6. To what extent do you agree with the following statements regarding the work carried out with the support of this Fund? You can choose “not applicable” if your work does not relate to these goals.
| A. Bring in participants from underrepresented groups | Agree |
| B. Create a more inclusive and connected culture in our community | Strongly agree |
| C. Develop content about underrepresented topics/groups | Agree |
| D. Develop content from underrepresented perspectives | Agree |
| E. Encourage the retention of editors | Strongly agree |
| F. Encourage the retention of organizers | Strongly agree |
| G. Increased participants' feelings of belonging and connection to the movement. | Strongly agree |
7. Is there anything else you would like to share about how your efforts helped to bring in participants and/or build out content, particularly for underrepresented groups?
This project specifically targeted educators from various regions in Indonesia, with a focus on ensuring representation from the eastern region. We aimed for geographic diversity in our OER training selection process, reflecting the varied educational contexts across the country. This diversity enriched the open content produced—especially when participants created tasks related to local wisdom—broadening cultural and local knowledge representation in open digital spaces. Out of 747 educators reached, 492 were first-time contributors to Wikimedia Commons, highlighting the project's success in expanding access and encouraging new contributors.
Participants were asked to upload content that reflected their regional heritage. To support them, we provided account setup guides, content policies, and an introduction to Wikimedia Commons’ mission. We also collaborated with science teachers to curate educational illustrations, addressing usability barriers for new users. In Wikibooks, participants created open books on local wisdom, lesson plans, and good practices. We supported this through tutorials, group facilitators, and templates. A mini lesson plan competition was also held for alumni (2020–2025) to further encourage independent contributions.
Part 2: Your main learning
[edit]8. In your application, you outlined your learning priorities. What did you learn about these areas during this period?
Throughout the project, we learned that sustaining participant contributions and building an active OER community requires a gradual approach and ongoing support. Several strategies worked well: collaborative forums were established, CC certification was successfully delivered, training participants were recruited as facilitators, and the lesson plan competition effectively encouraged continued contributions.
We also found that several OER training participants—despite being members of local Wikimedia communities—were not yet familiar with Open Educational Resources (OER), as indicated by a 36% increase in knowledge on the OER topic. This finding highlights that our training served as an entry point for understanding open knowledge.
An unexpected outcome was the initiative taken by a facilitator who is an alumni of the CC Certification program. With support from CCHQ, they organized OER dissemination activities in their region. This experience showed that sustainable contributions require real-world opportunities and follow-up interventions, even beyond the original scope of the project. We realized that building a community cannot rely on one-off training—strategic support and meaningful engagement are essential to maintain momentum after the project ends.
9. Did anything unexpected or surprising happen when implementing your activities?
Several unexpected developments, beyond our initial plans, occurred during and after the implementation of the project. Outside the OER Collaboration Forum, we were invited to speak at various webinars and workshops, including those organized by universities, schools, and creative and arts communities. We were also invited by Creative Commons HQ to share our experience in a global webinar for new CC Certification participants—recognition we didn’t anticipate at the beginning. One of the most remarkable surprises came from CC Certification scholarship recipients who independently organized five local workshops, replicating our approach to introducing CC licenses and guiding participants to publish content on Wikimedia Commons.
We also shared lessons from this project with Wikimedia communities that requested support in preparing proposals. These exchanges allowed us to share practical insights on engaging educators and using Wikimedia projects effectively. Additionally, we supported Wikimedia Indonesia in launching the Open Indonesia Forum by connecting networks and sharing best practices from the OER Forum.
Our plan to participate in WikiNusantara 2025 was canceled as the event did not take place. Originally intended as a learning platform for three top participants, we instead connected them with local Wikimedia communities to continue their engagement. These experiences show how open collaboration & grassroots energy can expand a project’s impact beyond its initial scope.
10. How do you hope to use this learning? For instance, do you have any new priorities, ideas for activities, or goals for the future?
This learning reinforced our understanding that sustained contributions from participants do not occur automatically. Moving forward, we hope to adopt a more layered and long-term programmatic approach (multi-year) to allow adequate follow-up after training. Although no specific new project is currently planned, this experience has encouraged us to begin exploring small-scale interventions to maintain alumni engagement -- whether through community activities, follow-up training, or opening new collaboration spaces based on successful past experiences, such as support from CCHQ.
We also recognize the importance of supporting alumni who demonstrate local initiative. If there is a future OER training program, we plan to focus our support on emerging facilitators—particularly alumni from the third phase of the SPT training—who have shown potential and possess relevant networks.
Additionally, we are considering offering scholarships for selected participants to join the Creative Commons (CC) Certification program, as a way to deepen their understanding of open knowledge and better prepare them to become empowered and independent facilitators. With more certified facilitators who understand the principles of OER and open licensing, we hope to build a strong support network for educators across regions—ultimately contributing to the development of a sustainable open training (SPT) ecosystem in Indonesia.
11. If you were sitting with a friend to tell them one thing about your work during this fund, what would it be (think of inspiring or fascinating moments, tough challenges, interesting anecdotes, or anything that feels important to you)?
One of the most memorable parts of this project was organizing 496 educators from across Indonesia while ensuring they produced learning materials aligned with OER principles. One unexpected challenge was integrating AI use—so we created our own training rules around it. It was inspiring to see the top 10 participants re-deliver materials with local approaches, and to witness sustained enthusiasm: some were invited to speak at events, continued contributing to Wikibooks and Commons, or, like one teacher, created her thesis using her own photos and open platforms. This deepened our sense of purpose and learning.
12. Please share resources that would be useful to share with other Wikimedia organizations so that they can learn from, adapt or build upon your work. For instance, guides, training material, presentations, work processes, or any other material the team has created to document and transfer knowledge about your work and can be useful for others. Please share any specific resources that you are creating, adapting/contextualizing in ways that are unique to your context (i.e. training material).
- Upload Documents and Files
- Here is an additional field to type in URLs.
- N/A
Part 3: Metrics
[edit]13a. Open and additional metrics data
| Open Metrics | Description | Target | Results | Comments | Methodology |
|---|---|---|---|---|---|
| Number of partnerships formed or action plan developed to further raising awareness of OER | By counting the total number of collaborating stakeholder, any expression of interest or commitments to collaborate in which includes documents with clear role and responsibilities of each partner, and documented plans outlining specific activities and objectives for OER awareness initiatives. | 5 | N/A | N/A | N/A |
| Number of participants completed the self-learning LMS | By calculating the number of participants who have fully complete the modules, pass the quizzes or assessments, and upload photo to Wikimedia Commons. | 150 | N/A | N/A | N/A |
| Percentage of stakeholder satisfy with the program | Our target: 80 percent. By calculating the proportion of stakeholder who indicate satisfaction (e.g., those selecting "satisfied" or "very satisfied" on likert scale) out of the total number of stakeholder involved. Feedback items consist of overall program implementation, effective communication, stakeholder needs alignment, time management, etc. | 80 | N/A | N/A | N/A |
| Percentage of participants satisfy with the program | Our target: 80 percent. By calculating the proportion of participants who indicate satisfaction (e.g., those selecting "satisfied" or "very satisfied" on likert scale) out of the total number of participants involved in the program. The attributes will be overall program implementation, trainer or mentor delivery, content quality and other feedback items. | 80 | N/A | N/A | N/A |
| N/A | N/A | N/A | N/A | N/A | N/A |
| Additional Metrics | Description | Target | Results | Comments | Methodology |
|---|---|---|---|---|---|
| Number of editors that continue to participate/retained after activities | N/A | N/A | N/A | N/A | N/A |
| Number of organizers that continue to participate/retained after activities | N/A | N/A | N/A | N/A | N/A |
| Number of strategic partnerships that contribute to longer term growth, diversity and sustainability | N/A | N/A | N/A | N/A | N/A |
| Feedback from participants on effective strategies for attracting and retaining contributors | N/A | N/A | N/A | N/A | N/A |
| Diversity of participants brought in by grantees | N/A | N/A | N/A | N/A | N/A |
| Number of people reached through social media publications | N/A | N/A | N/A | N/A | N/A |
| Number of activities developed | N/A | N/A | N/A | N/A | N/A |
| Number of volunteer hours | N/A | N/A | N/A | N/A | N/A |
13b. Additional core metrics data.
| Core metrics | Description | Target | Results | Comments | Methodology |
|---|---|---|---|---|---|
| Number of participants | Existing participants:
New participants:
|
675 | 879 | Eventmetrics and manual count | |
| Number of editors | Existing editors:
New editors:
Retained editors:
|
521 | 619 | Manual count and eventmetrics | |
| Number of organizers | 50 | 65 | Manual count |
| Wikimedia Project | Description | Target | Results | Comments | Methodology |
|---|---|---|---|---|---|
| N/A | N/A | N/A | 1244 | Wikimedia Commons | Eventmetrics |
| N/A | N/A | N/A | 35 | Indonesian Wikibooks | Manual count |
| N/A | N/A | N/A | N/A | N/A | N/A |
| N/A | N/A | N/A | N/A | N/A | N/A |
| N/A | N/A | N/A | N/A | N/A | N/A |
14. Were there any metrics in your proposal that you could not collect or that you had to change?
Yes
15. If you have any difficulties collecting data to measure your results, please describe and add any recommendations on how to address them in the future.
We encountered challenges in collecting data for the OER training, primarily because participants often changed their email addresses, making it difficult to track attendance and assignments. Out of 1,770 registrants, 496 participants were selected for Phase 1, and 120 advanced to Phase 2.
On the other hand, Event Metrics does not yet support tracking contributions on Wikibooks, even though this is one of the key indicators. Therefore, it is necessary to develop Event Metrics further so it can cover all Wikimedia projects.
16. Use this space to link or upload any additional documents that would be useful to understand your data collection (e.g., dashboards, surveys you have carried out, communications material, training material, etc).
- Upload Documents and Files
- Here is an additional field to type in URLs.
- N/A
Part 4: Organizational capacities & partnerships
[edit]17. Organizational Capacity
| A. Financial capacity and management | This has grown over the last year, the capacity is high |
| B. Conflict management or transformation | This capacity has grown but it should be further developed |
| C. Leadership (i.e growing in potential leaders, leadership that fit organizational needs and values) | This capacity has grown but it should be further developed |
| D. Partnership building | This capacity has grown but it should be further developed |
| E. Strategic planning | This has grown over the last year, the capacity is high |
| F. Program design, implementation, and management | This has grown over the last year, the capacity is high |
| G. Scoping and testing new approaches, innovation | This has grown over the last year, the capacity is high |
| H. Recruiting new contributors (volunteer) | This has grown over the last year, the capacity is high |
| I. Support and growth path for different types of contributors (volunteers) | This has grown over the last year, the capacity is high |
| J. Governance | This capacity has grown but it should be further developed |
| K. Communications, marketing, and social media | This has grown over the last year, the capacity is high |
| L. Staffing - hiring, monitoring, supporting in the areas needed for program implementation and sustainability | This has grown over the last year, the capacity is high |
| M. On-wiki technical skills | This has grown over the last year, the capacity is high |
| N. Accessing and using data | This has grown over the last year, the capacity is high |
| O. Evaluating and learning from our work | This has grown over the last year, the capacity is high |
| P. Communicating and sharing what we learn with our peers and other stakeholders | This has grown over the last year, the capacity is high |
| N/A | |
| N/A |
17a. Which of the following factors most helped you to build capacities? Please pick a MAXIMUM of the three most relevant factors.
Formal training provided by a Wikimedia Movement organizing group (i.e., Affiliates, Grantees, Regional or Thematic Hub, etc.), Formal training provided from outside the Wikimedia Movement, Using capacity building/training resources onlinee from sources OUTSIDE the Wikimedia Movement
17b. Which of the following factors hindered your ability to build capacities? Please pick a MAXIMUM of the three most relevant factors.
Lack of staff time to participate in capacity building/training
18. Is there anything else you would like to share about how your organizational capacity has grown, and areas where you require support?
During this project, our organizational capacity grew, especially in understanding the MEL Plan and Theory of Change thanks to the initial training. This understanding supported us throughout implementation and reporting. At the end of the project, we also proposed and received approval for a project management training, which proved valuable in coordinating the team and activities. Moving forward, we still need support to deepen both aspects more systematically. In addition, we hope to offer CC Certification opportunities to CCID members who have not yet participated, to further strengthen our team’s capacity in open licensing advocacy.
19. Partnerships over the funding period.
| A. We built strategic partnerships with other institutions or groups that will help us grow in the medium term (3 year time frame) | Strongly agree |
| B. The partnerships we built with other institutions or groups helped to bring in more contributors from underrepresented groups | Strongly agree |
| C. The partnerships we built with other institutions or groups helped to build out more content on underrepresented topics/groups | Agree |
19a. Which of the following factors most helped you to build partnerships? Please pick a MAXIMUM of the three most relevant factors.
Staff hired through the fund, Volunteers from our communities
19b. Which of the following factors hindered your ability to build partnerships? Please pick a MAXIMUM of the three most relevant factors.
Lack of interest from partners, Limited funding period, Lack of knowledge or capacities to reach out to strategic partners
20. Please share your learning about strategies to build partnerships with other institutions and groups and any other learning about working with partners?
Before starting collaborations, we mapped out relevant stakeholders and conducted personal meetings to understand their needs and identify potential for collaboration. Within the OER Forum, we encouraged partnerships that were lightweight yet impactful, ensuring mutual benefit. We maintained communication and good relations with partners, even supporting their initiatives beyond our original plans. Each action was documented and reported, such as sharing engagement data from online campaigns for their use. Finally, we always expressed appreciation for their contributions, reinforcing the relationship and mutual respect.
Part 5: Sense of belonging and collaboration
[edit]21. What would it mean for your organization to feel a sense of belonging to the Wikimedia or free knowledge movement?
Being part of the free knowledge movement deeply resonates with our mission and values. Our work in developing and promoting Open Educational Resources (OER) aligns closely with Wikimedia’s goal to make knowledge freely accessible for everyone. This alignment makes us feel that we’re not only collaborators, but truly part of a larger, global movement working toward the same vision.
This sense of shared purpose has made collaboration with Wikimedia Indonesia feel natural and meaningful. We feel supported and welcomed as part of a community that values openness, contribution, and inclusivity. Whenever we explain about open platforms or repositories, we always refer to Wikimedia projects.
Using Wikimedia Commons to archive our outputs—whether produced by us or by participants—has not only expanded our reach, but also strengthened our sense of connection to the global free knowledge ecosystem. We’re proud to contribute to a platform where everyone can benefit from each other’s work.
22. How has your (for individual grantees) or your group/organization’s (for organizational grantees) sense of belonging to the Wikimedia or free knowledge movement changed over the fund period?
Increased significantly
23. If you would like to, please share why it has changed in this way.
Over the course of this project, our sense of belonging to the free knowledge movement has significantly deepened. At the beginning, we aligned with the mission in principle through our OER work. But as the project progressed, our engagement became more active and concrete—we collaborated with Wikimedia Indonesia, and supported local Wikimedia communities. Being invited by Creative Commons HQ to speak globally and being asked by other communities for guidance made us feel that our local efforts were recognized and valued within the broader movement.
24. How has your group/organization’s sense of personal investment in the Wikimedia or free knowledge movement changed over the fund period?
Somewhat increased
25. If you would like to, please share why it has changed in this way.
During the funding period, our sense of engagement with the free knowledge movement grew stronger. After the project ended, we continued to receive invitations to workshops and webinars, participated in internal capacity building for project management, and are scheduled to attend international conferences in August and October 2025. We also continue to support and take part in follow-up activities of Open Indonesia. All of this demonstrates that our engagement did not end with the project.
26. Are there other movements besides the Wikimedia or free knowledge movement that play a central role in your motivation to contribute to Wikimedia projects? (for example, Black Lives Matter, Feminist movement, Climate Justice, or other activism spaces) If so, please describe it below.
None
Supporting Peer Learning and Collaboration
[edit]We are interested in better supporting peer learning and collaboration in the movement.
27. Have you shared these results with Wikimedia affiliates or community members?
Yes
27a. Please describe how you have already shared them. Would you like to do more sharing, and if so how?
We actively share mutual learning with other grantees by collaborating and providing peer support. Our experience establishing the OER Forum inspired us to support Wikimedia Indonesia in initiating the Open Indonesia Forum. We reviewed and provided feedback on proposals from other Wikimedia communities, such as WikiAdat Mandailing and Wiki Cagar Budaya Bandung. Individually, one of our team members contributed to reviewing a Rapid Fund proposal from another CC grantee. These collaborations reflect our ongoing commitment to peer learning and ecosystem building.
28. How often do you currently share what you have learned with other Wikimedia Foundation grantees, and learn from them?
We do this occasionally (less than once a month)
29. How does your organization currently share mutual learning with other grantees?
We regularly update activities on our website (https://creativecommons.or.id/). We published two articles on Diff: 1. We share our experiences in building collaborations with various institutions to develop OER (https://diff.wikimedia.org/2025/03/09/empowering-open-educational-resources-in-indonesia-a-collaborative-effort/), and 2. our efforts in opening learning materials that can be utilized by the public. (https://diff.wikimedia.org/2024/12/21/kontes-ilustrasi-bahan-ajar-creating-openly-licensed-assets-for-educators/).
We will be presenting on two topics at Wikimania: “Scaling OER Implementation: Strengthening Collaboration and Empowering Educators in Indonesia” (offline in Nairobi), and “From Needs to Art: Developing an Open Illustrations Contest for Education in Indonesia” (online).
Part 6: Financial reporting and compliance
[edit]30. Please state the total amount spent in your local currency.
1051940012
31. Local currency type
IDR
32. Please report the funds received and spending in the currency of your fund.
- Upload Documents, Templates, and Files.
- Report funds received and spent, if template not used.
33. If you have not already done so in your budget report, please provide information on changes in the budget in relation to your original proposal.
N/A
34. Do you have any unspent funds from the Fund?
34a. Please list the amount and currency you did not use and explain why.
The unspent amount is IDR 42,607,513 (~USD 2,602), as of 30th June 2025. Most of unspent funds came from surplus funds unused.
34b. What are you planning to do with the underspent funds?
C. I am planning to send them back to the WMF
34c. Please provide details of hope to spend these funds.
N/A
35. Are you in compliance with the terms outlined in the fund agreement?
As required in the fund agreement, please report any deviations from your fund proposal here. Note that, among other things, any changes must be consistent with our WMF mission, must be for charitable purposes as defined in the grant agreement, and must otherwise comply with the grant agreement.
36. Are you in compliance with all applicable laws and regulations as outlined in the grant agreement?
Yes
37. Are you in compliance with provisions of the United States Internal Revenue Code (“Code”), and with relevant tax laws and regulations restricting the use of the Funds as outlined in the grant agreement? In summary, this is to confirm that the funds were used in alignment with the WMF mission and for charitable/nonprofit/educational purposes.
Yes
38. If you have additional recommendations or reflections that don’t fit into the above sections, please write them here.