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

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

Background & Objectives

Background & Objectives

Background & Objectives

Background & Objectives

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

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’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

China – 25 million students

India’s higher education population has also grown; it stands at about 13 million

Online learning China – 25 million students 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 &

China – 25 million students

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)

Online learning China – 25 million students India – 13 million students Internet users: China 250 million India 70 million Universities, online learning and access Access  Open Educational Resources Open learning &

China – 25 million students

India – 13 million students

Internet users:

China 250 million

India 70 million

Universities, online learning and access

Access  Open Educational Resources

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

History of OER

Background in Open Source, open content, Creative Commons

OpenCourseWare as one manifestation

Began with MIT, now 30+ countries, including China

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

The situation in China

China Open Resources for Education, translates MIT courses into Chinese

CORE main

Ex of Chin OCW

Open Educational Resources 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

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

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)

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:

Some examples from the egyankosh website:

Overview of IGNOU Some examples from the egyankosh YouTube channel:

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

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

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