The Chinese National Top Level Courses Project - using Open Educational Resources to Improve Quality in Higher Education
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The Chinese National Top Level Courses Project - using Open Educational Resources to Improve Quality in Higher Education

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Presentation as part of the CIDE seminar series, OISE, University of Toronto, 23/3//2010. Audio available here: ...

Presentation as part of the CIDE seminar series, OISE, University of Toronto, 23/3//2010. Audio available here: http://www.archive.org/details/TheChineseNationalTopLevelCoursesProject-UsingOpenEducational

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The Chinese National Top Level Courses Project - using Open Educational Resources to Improve Quality in Higher Education The Chinese National Top Level Courses Project - using Open Educational Resources to Improve Quality in Higher Education Presentation Transcript

  • The Chinese National Top Level Courses Project – Using Open Educational Resources to Improve Quality in Higher Education CC BY cmaccubbin @ flickr by Stian Håklev, Higher Ed/TPS and CIDE CC BY CIDE Seminar, 23/3/2010
  • PD Wikimedia Commons
  • Open Educational Resources Definition: OER are teaching, learning and research resources that reside in the public domain or have been released under an intellectual property license that permits their free use or re-purposing by others. Open educational resources include full courses, course materials, modules, textbooks, streaming videos, tests, software, and any other tools, materials or techniques used to support access to knowledge.
  • fhsst main 4
  • ou learninng space 5
  • nptel youtube 6
  • IIT Youtube
  • wikieducator 8
  • wikiversity main 9
  • MIT News: http://web.mit.edu/newsoffice/2001/ocwfund.html
  • mit ocw main 11
  • mit ocw course 12
  • ocwc members 13
  • universia 14
  • saudi arab ocw 15
  • tec de monter course 16
  • paris tech course 17
  • What kind of a “thing” is OCW?
  • OCW as a norm CC BY allygirl520 @ flickr
  • free software 6
  • http://fusionanomaly.net/informationwantstobefree.html
  • PD English Wikipedia
  • How can we analyze the spread of a norm?
  • How can we analyze the spread of a norm? Finnemore & Sikkink: the life-cycle of norms Women’s suffrage, land-mine ban Realist vs. constructivist view of international system Norm entrepreneurs Organizational platform Forming vocabulary, change in identity and motivation Tipping point: 1/3 of all participants (states)? Institutionalization
  • OCW as an policy innovation CC BY txd @ flickr
  • Universities working together to advance education and empower people worldwide through opencourseware. Connecting with Your University’s Goals —Recruitment • A 2005 Poll showed that 50% of incoming MIT students were aware of MIT OCW. • 35% of those students based their choice of MIT at least in part on their experience of MIT OCW • By mid OCW Consortium Toolkit http://www.ocwconsortium.org/index.php?option=com_docman&task=doc_download&gid=33&Itemid= March 15, 2010 Open Sharing, Global Benefits 25
  • Universities working together to advance education and empower people worldwide through opencourseware. Connecting with Your University’s Goals —Recruitment • Builds a prior academic relationship with bright, motivated students, their families, their teachers and their advisors • Showcases key departments, faculty and courses March 15, 2010 Open Sharing, Global Benefits 26
  • Universities working together to advance education and empower people worldwide through opencourseware. Connecting with Your University’s Goals —Reputation An OCW site can showcase areas of excellence in our university, such as name specific programs. Heightened awareness of these programs not only will attract talented students and faculty to our school but also will increase the visibility of our faculty within their disciplines. March 15, 2010 Open Sharing, Global Benefits 27
  • Universities working together to advance education and empower people worldwide through opencourseware. Connecting with Your University’s Goals —Retention An OCW site provides students with the potential for self-paced review of study materials before, during and after taking a course. Such review greatly increases a student’s chances of success in both that course and subsequent courses which build upon its teachings. March 15, 2010 Open Sharing, Global Benefits 28
  • Universities working together to advance education and empower people worldwide through opencourseware. Connecting with Your University’s Goals —Advising The ability to view OCW materials prior to enrollment allows students to make more informed choices about which courses and majors are right for them. Likewise, advisors will be able to base their recommendations on concrete information about courses, their requirements and their benefits. March 15, 2010 Open Sharing, Global Benefits 29
  • How can we analyze the spread of a policy innovation?
  • How can we analyze the spread of a policy innovation? David Phillips: policy attraction more likely to borrow in time of upheaval, change or great crisis Mintrom & Vergari: policy networks investigating policy on school choice in US states - what causes similarity? closeness of states, or similar attributes? no, attending the same conferences! The role of MIT, and MIT’s faculty, international conferences, organizations (OCW Consortium, CCLearn/CC, UNESCO IIEP)
  • OCW in East Asia
  • 32
  • ou chiaotung 33
  • chiatung course 34
  • 35
  • ou korea 36
  • 37
  • keio ocw 38
  • Institutionalism
  • Institutionalism Meyer & Ramirez: convergence Large quantitative analyses of educational systems Every aspect of education is becoming more similar, one model is becoming institutionalized.
  • Mainland China
  • My research approach
  • My research approach participating in an international conference in Dalian in 2008
  • My research approach participating in an international conference in Dalian in 2008 participation in many international conferences, and communication with people in MIT OCW, Hewlett etc
  • My research approach participating in an international conference in Dalian in 2008 participation in many international conferences, and communication with people in MIT OCW, Hewlett etc analysis of Chinese academic papers, and government policies
  • My research approach participating in an international conference in Dalian in 2008 participation in many international conferences, and communication with people in MIT OCW, Hewlett etc analysis of Chinese academic papers, and government policies two visits - summer 2009 and winter 2009-10
  • My research approach participating in an international conference in Dalian in 2008 participation in many international conferences, and communication with people in MIT OCW, Hewlett etc analysis of Chinese academic papers, and government policies two visits - summer 2009 and winter 2009-10 formal interviews with professors and academic staff at two universities
  • My research approach participating in an international conference in Dalian in 2008 participation in many international conferences, and communication with people in MIT OCW, Hewlett etc analysis of Chinese academic papers, and government policies two visits - summer 2009 and winter 2009-10 formal interviews with professors and academic staff at two universities visits two a number of Chinese departments of education, interaction with graduate students and professors researching relevant topics
  • My research approach participating in an international conference in Dalian in 2008 participation in many international conferences, and communication with people in MIT OCW, Hewlett etc analysis of Chinese academic papers, and government policies two visits - summer 2009 and winter 2009-10 formal interviews with professors and academic staff at two universities visits two a number of Chinese departments of education, interaction with graduate students and professors researching relevant topics a number of presentations in China, including one for the Top Level National Courses resource center, testing my tentative findings
  • course 2 p2
  • So what is this thing? How does it work?
  • Features of the Chinese OER project
  • Features of the Chinese OER project selective and competitive
  • Features of the Chinese OER project selective and competitive three levels (campus, province, national)
  • Features of the Chinese OER project selective and competitive three levels (campus, province, national) teaching teams
  • Features of the Chinese OER project selective and competitive three levels (campus, province, national) teaching teams both content and method
  • Features of the Chinese OER project selective and competitive three levels (campus, province, national) teaching teams both content and method financial support, requirement to make course available online for five years
  • Features of the Chinese OER project selective and competitive three levels (campus, province, national) teaching teams both content and method financial support, requirement to make course available online for five years three kinds: undergraduate, vocational, and online courses
  • Purposes
  • Purposes induce full professors to teach undergraduate courses
  • Purposes induce full professors to teach undergraduate courses encourage professors to use more technology in their teaching
  • Purposes induce full professors to teach undergraduate courses encourage professors to use more technology in their teaching encourage formation of teaching teams, rethinking of course material and teaching methods
  • Purposes induce full professors to teach undergraduate courses encourage professors to use more technology in their teaching encourage formation of teaching teams, rethinking of course material and teaching methods courses function as “models” for other professors
  • Purposes induce full professors to teach undergraduate courses encourage professors to use more technology in their teaching encourage formation of teaching teams, rethinking of course material and teaching methods courses function as “models” for other professors (course material used directly by students?)
  • Lanzhou City University School gave certain amount of funding case study Clear philosophy: Construction of CQOCW will improve quality of Have already been evaluating best courses all courses internally since 2003. Developed system of Not just about putting old courses online, but indicators of course quality rethink content, teaching methodology, etc. Issue announcement, meeting of heads of Internal committee to evaluate courses, then departments invited 20 external experts - used online material, also sat in on classes Teaching committee to identify basic and advanced courses they could apply for In the end, 11 courses were selected for provincial CQOCW Brought teachers together with computer department ( , )
  • Honor JPKC diploma
  • Evolution over time 2003-2007, 2007-2010
  • Quality Project ( ) The OER project is a key part of the Quality Project, but it’s not the only part: The program targets 1000 universities with 10 million FT students, and will cost approximately USD $365 million. Targets: Help 3000 professors and administrators to develop peer training exchanges Select 1000 national-level teaching teams Give awards to 500 top national teachers Develop 500 experimental teaching centers 500 individual talent development and creativity areas 500 high quality bilingual classes
  • jingpinke main 52
  • jingpinke course 53
  • OK, so it’s quite different from the other OCW courses. But it’s inspired by MIT right? How did it all begin?
  • [...] It was in September 2003 at the International OpenCourseWare Forum in Beijing that a group of attendees including Prof Dick K.P. Yue, Ms Ann Margulies, Dr Catherine Casserly, Dr Marshall Smith, representatives of 26 IET member universities, presidents of 67 pilot universities for long-distance education and administrators from 44 China Radio and TV Universities decided that they could meet the opportunity and the challenge presented with a powerful movement, which would promote closer interaction and open sharing of educational resources between China and the world. This movement was called China Open Resources for Education (CORE) and it was inspired, initiated and supported by the Massachusetts Institute of Technology (MIT), the William and Flora Hewlett Foundation, the Chinese Ministry of Education (MOE) and all the member universities in China and abroad. http://olnet.org/node/190
  • CORE's objective is to introduce high-quality courseware from top-ranked universities around the world employing innovative technologies, methodologies and content for teaching and learning. Its mission focuses on providing a framework for Chinese-speaking universities to participate in the shared, global network of courseware with leading universities for all over the world and to assist in making the use of open educational resources more global and mainstream. In 2008, the total number of Chinese Quality OpenCourseWare (CQOCW) made available online exceed 1,800 at the national level, 5,000 at the provincial level and 10,000 at the university level. The CQOCW includes course notes, syllabus, assignments, lectures in audio or video format among others. The courses are translated into Mandarin with the help of expert translators for use by Chinese universitie http://olnet.org/node/190
  • 2004 would witness further adoption of the OCW concept, primarily in Japan, France and China, with some early adopter institutions emerging in the United States. [...] In 2004 collaboration between the Chinese Ministry of Education and MIT's translation partner CORE would lead to the launch of the China Quality OpenCourseWare project, an effort to openly publish the best courses from across the Chinese higher education system. By mid-2005, materials from more than 500 Chinese courses were available through the CORE site. This collection of courseware has now grown to over 1600 total courses, some of which are now being translated into English by the CORE team. Carson, S. (2009). The unwalled garden: growth of the OpenCourseWare Consortium, 2001-2008. Open Learning: The Journal of Open and Distance Learning, 24(1):
  • There are active OER initiatives at colleges and universities around the world: Over 150 universities in China participate in the China Open Resources for Education initiative, with over 450 courses online. http://www.core.org.cn/cn/ jpkc/index_en.html [...] http://www.oecd.org/dataoecd/19/26/36224377.pdf
  • 59
  • core main 60
  • mit zh couse 61
  • 62
  • T e x t http://www.core.org.cn/en/conferences/beijing_2003.htm
  • http:// www.jpkcnet.com/ new/zhengce/ Announces_detail.as p?Announces_ID=13
  • http:// www.jpkcnet.com/ new/zhengce/ Announces_detail.as p?Announces_ID=13
  • So, it wasn’t MIT... Then how did they get the idea?
  • http://www.sciencemuseum.org.uk/onlinestuff/snot/~/media/818B16FC66D44386927D789A9280BA5D.ashx?db=master
  • Not quite like lightning from a blue sky
  • Not quite like lightning from a blue sky course teams, course evaluations go way back, from the Soviet Union?
  • Not quite like lightning from a blue sky course teams, course evaluations go way back, from the Soviet Union? 985 - evaluate the best universities (peer-review)
  • Not quite like lightning from a blue sky course teams, course evaluations go way back, from the Soviet Union? 985 - evaluate the best universities (peer-review) and the key disciplines
  • Not quite like lightning from a blue sky course teams, course evaluations go way back, from the Soviet Union? 985 - evaluate the best universities (peer-review) and the key disciplines evaluating best courses: natural next step
  • Not quite like lightning from a blue sky course teams, course evaluations go way back, from the Soviet Union? 985 - evaluate the best universities (peer-review) and the key disciplines evaluating best courses: natural next step push for increase in use of computers in higher ed already from early 1990’s
  • Not quite like lightning from a blue sky course teams, course evaluations go way back, from the Soviet Union? 985 - evaluate the best universities (peer-review) and the key disciplines evaluating best courses: natural next step push for increase in use of computers in higher ed already from early 1990’s (evidence from interviews)
  • http://news.tsinghua.edu.cn/new/news.php?id=12868
  • To conclude
  • To conclude something that has a very different purpose, organizational model, than MIT OCW
  • To conclude something that has a very different purpose, organizational model, than MIT OCW but happens at around the same time
  • To conclude something that has a very different purpose, organizational model, than MIT OCW but happens at around the same time the output looks quite similar
  • To conclude something that has a very different purpose, organizational model, than MIT OCW but happens at around the same time the output looks quite similar no official information in English
  • To conclude something that has a very different purpose, organizational model, than MIT OCW but happens at around the same time the output looks quite similar no official information in English but a Chinese organization working with MIT, and the misunderstanding that it’s the same thing
  • 70
  • 71
  • Lending and borrowing
  • Lending and borrowing Steiner-Khamsi: the discourse of borrowing
  • Lending and borrowing Steiner-Khamsi: the discourse of borrowing Jürgen Schriewer: Ausland als Argument
  • Lending and borrowing Steiner-Khamsi: the discourse of borrowing Jürgen Schriewer: Ausland als Argument In the Chinese example?
  • What does the future hold?
  • What does the future hold? New cycle in 2011?
  • What does the future hold? New cycle in 2011? Education Plan 2010-2020: less focus on distance ed for
  • What does the future hold? New cycle in 2011? Education Plan 2010-2020: less focus on distance ed for degrees, more focus on life-long learning and continuing ed.
  • What does the future hold? New cycle in 2011? Education Plan 2010-2020: less focus on distance ed for degrees, more focus on life-long learning and continuing ed. Encouraging reuse of the resources
  • Thank you! shaklev@gmail.com http://reganmian.net/blog CC BY