Open Educational Resources in India and China: Reshaping Periphery and Core?

Open Educational Resources in India and China: Re-shaping Periphery and Core? Kirk Perris & Stian H å klev

Outline of Presentation
Background & Objectives
Personal & Professional
Issues at hand
The position of the university
Definitions: Creative Commons, Open Educational Resources
What is happening in the developing world?
China
India
Conclusions
Q&A

Background & Objectives

Issues at hand

Issues at hand
The globalization of the university and/or the democratization of knowledge (core-periphery model, Altbach, 2001)
Online learning/access is growing exponentially
The evolution of “open” in higher education (e.g. The Open University)
Open Educational Resources, OpenCourseWare

Globalization/ democratization of the university
China’s higher education population was only 50,000 in 1976 – today it stands at 25 million

China – 25 million students
India’s higher education population has also grown; it stands at about 13 million
The globalization of the university

Online learning
India – 13 million students
Internet users:
China 253 million
India 80 million
Universities are increasingly embracing online learning as a means to widen access (China’s Modern Distance Education Project, Indira Gandhi National Open U)
Open learning &

Online learning
India – 13 million students
Internet users:
China 250 million
India 70 million
Universities, online learning and access
Access  Open Educational Resources
Open learning &

Open Educational Resources
History of OER
Background in Open Source, open content, Creative Commons
OpenCourseWare as one manifestation
Began with MIT, now 30+ countries, including China

The situation in China
China Open Resources for Education, translates MIT courses into Chinese

CORE main

Ex of Chin OCW

China Quality OpenCourseWare
Run by the Chinese Ministry of Education
Selected course teams get up to $13,000 to make their course available online for free for five years
Already over 1,000 national level courses, and as many as 10,000 provincial and campus-level courses

Jingpinke course

course 1 p1

OER in China
Video
We need to understand the impact better.
Uses for Western institutions: comparative educational research, translating and making available (make the flow of knowledge two-ways)
A different case: India

What is happening in India

IGNOU - details
Established in 1985
Enrolment of 1.8 million
Has campuses in 35 countries
Headquarters in Delhi
Re-started online initiatives in 2008  egyankosh (holds 90% of IGNOU’s courses)

Overview of IGNOU
Some examples from the egyankosh website:

Overview of IGNOU
Some examples from the egyankosh YouTube channel:

Overview of IGNOU
egyankosh
YouTube channel
(over 1000 videos
online)
Similar to the MIT OpenCourseWare YouTube channel
Distinct from China in that these are grassroots initiatives, no governing body, not based on MIT OCW

What might be the implications?
What is the purpose of higher learning – social, economic, political, cultural?
Who is using Open Courseware?
How might the implementation of OCW enhance teaching? Improve learning? Address accreditation? “Promote” the institution? Democratize learning?
How does the use of OCW interact with core-periphery models of the university? Might OCWs enhance homogeneity of the university (institutionalism) or enable the non-western academy to widen its knowledge and presence nationally, regionally and globally (pluralism)?
The limitations of Web 1.0, the benefits of Web 2.0

谢谢 धन्यवाद Thank you

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Open Educational Resources in India and China: Reshaping Periphery and Core?

by Stian Håklev

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