The Chinese Jingpin Kecheng project - a story of lending and borrowing, or international misunderstanding?

The Chinese Jingpin Kecheng project – a story of lending and borrowing, or international misunderstanding? CC BY cmaccubbin @ ﬂickr by Stian Håklev, OISE, University of Toronto CC BY @ SJTU E-Learning Lab, Shanghai, 16/3/2010 Tuesday, March 16, 2010

PD Wikimedia Commons Tuesday, March 16, 2010

http://catspahamas1.chainreactionweb.com/catalog Tuesday, March 16, 2010

fhsst main 4 Tuesday, March 16, 2010

memorable cases 5 Tuesday, March 16, 2010

OLI CMU mainpage Tuesday, March 16, 2010

openlearn 7 Tuesday, March 16, 2010

ou learninng space 8 Tuesday, March 16, 2010

nptel youtube 9 Tuesday, March 16, 2010

IIT Youtube Tuesday, March 16, 2010

egyankosh yt 11 Tuesday, March 16, 2010

egyan tsp list 12 Tuesday, March 16, 2010

egyan tsp course 13 Tuesday, March 16, 2010

egyan book 14 Tuesday, March 16, 2010

wikieducator 15 Tuesday, March 16, 2010

wikiversity main 16 Tuesday, March 16, 2010

wikipedia 17 Tuesday, March 16, 2010

doaj 18 Tuesday, March 16, 2010

OpenLib frontpage Tuesday, March 16, 2010

20 Tuesday, March 16, 2010

How do we understand the spread of Open Educational Resource projects? Tuesday, March 16, 2010

Narrowing the focus: focusing on institutional projects using OCW as a case Tuesday, March 16, 2010

MIT News: http://web.mit.edu/newsofﬁce/2001/ocwfund.html Tuesday, March 16, 2010

mit ocw main 24 Tuesday, March 16, 2010

mit ocw course 25 Tuesday, March 16, 2010

dscribe 26 Tuesday, March 16, 2010

ocwc members 27 Tuesday, March 16, 2010

universia 28 Tuesday, March 16, 2010

saudi arab ocw 29 Tuesday, March 16, 2010

saudi arabia textbook 30 Tuesday, March 16, 2010

tec de monter course 31 Tuesday, March 16, 2010

paris tech course 32 Tuesday, March 16, 2010

ou netherland 33 Tuesday, March 16, 2010

ou salamanca 34 Tuesday, March 16, 2010

So why did it spread to certain countries, and not to others? Tuesday, March 16, 2010

What kind of a “thing” is OCW? Tuesday, March 16, 2010

OCW as a norm CC BY allygirl520 @ ﬂickr Tuesday, March 16, 2010

free software 6 Tuesday, March 16, 2010

http://fusionanomaly.net/informationwantstobefree.html Tuesday, March 16, 2010

PD English Wikipedia Tuesday, March 16, 2010

How can we analyze the spread of a norm? Tuesday, March 16, 2010

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 Tuesday, March 16, 2010

OCW as an policy innovation CC BY txd @ ﬂickr Tuesday, March 16, 2010

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 43 Tuesday, March 16, 2010

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 44 Tuesday, March 16, 2010

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 45 Tuesday, March 16, 2010

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 46 Tuesday, March 16, 2010

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 47 Tuesday, March 16, 2010

How can we analyze the spread of a policy innovation? Tuesday, March 16, 2010

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) Tuesday, March 16, 2010

OCW in East Asia Tuesday, March 16, 2010

ou chiaotung 51 Tuesday, March 16, 2010

chiatung course 52 Tuesday, March 16, 2010

ou korea 54 Tuesday, March 16, 2010

keio ocw 56 Tuesday, March 16, 2010

Institutionalism Tuesday, March 16, 2010

Institutionalism Meyer & Ramirez: convergence Large quantitative analyses of educational systems Every aspect of education is becoming more similar, one model is becoming institutionalized. Tuesday, March 16, 2010

Mainland China Tuesday, March 16, 2010

course 2 p2 Tuesday, March 16, 2010

Tuesday, March 16, 2010

So what is this thing? How does it work? Tuesday, March 16, 2010

Features of the Chinese OER project Tuesday, March 16, 2010

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 Tuesday, March 16, 2010

Purposes Tuesday, March 16, 2010

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?) Tuesday, March 16, 2010

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 ( , ) Tuesday, March 16, 2010

Honor JPKC diploma Tuesday, March 16, 2010

Evolution over time 2003-2007, 2007-2010 Tuesday, March 16, 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 Tuesday, March 16, 2010

jingpinke main 69 Tuesday, March 16, 2010

jingpinke course 70 Tuesday, March 16, 2010

OK, so it’s quite different from the other OCW courses. But it’s inspired by MIT right? How did it all begin? Tuesday, March 16, 2010

[...] 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 Tuesday, March 16, 2010

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 Tuesday, March 16, 2010

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): Tuesday, March 16, 2010

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 Tuesday, March 16, 2010

core main 77 Tuesday, March 16, 2010

mit zh couse 78 Tuesday, March 16, 2010

T e x t http://www.core.org.cn/en/conferences/beijing_2003.htm Tuesday, March 16, 2010

http:// www.jpkcnet.com/ new/zhengce/ Announces_detail.as p?Announces_ID=13 Tuesday, March 16, 2010

So, it wasn’t MIT... Then how did they get the idea? Tuesday, March 16, 2010

http://www.sciencemuseum.org.uk/onlinestuff/snot/~/media/818B16FC66D44386927D789A9280BA5D.ashx?db=master Tuesday, March 16, 2010

Not quite like lightning from a blue sky Tuesday, March 16, 2010

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) Tuesday, March 16, 2010

http://news.tsinghua.edu.cn/new/news.php?id=12868 Tuesday, March 16, 2010

To conclude Tuesday, March 16, 2010

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 Tuesday, March 16, 2010

Lending and borrowing Tuesday, March 16, 2010

Lending and borrowing Steiner-Khamsi: the discourse of borrowing Jürgen Schriewer: Ausland als Argument In the Chinese example? Tuesday, March 16, 2010

What does the future hold? Tuesday, March 16, 2010

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 Tuesday, March 16, 2010

The Peer2Peer University Tuesday, March 16, 2010

Courses - March 2010 Tuesday, March 16, 2010

Courses - March 2010 Introduction to Finance & Economics Cidadania e Redes Digitais Civic Hacking Climate Resilient Cities Copyright for Educators, Cycle 2 Creative Nonﬁction Writing V2.0: Exploring Conﬂict through Open Writing - Mar Green Action: Creating Sustainable Communities Intro ao Pensamento de Paulo Freire Intro to Concepts in Behavioral Economics and Decision Making Introduction to Cyberpunk Literature Kitchen Science Managing Election Campaigns Mashing Up The Open Web Music Theory 1 Solve Anything! Building Ideas through Design Transformational Art; The Mural Project Tuesday, March 16, 2010

Research possibilities Tuesday, March 16, 2010

Research possibilities Motivation, retention rates Actual learning happening Accessibility to different learners Link between iterations of courses Pathways to formal accreditation Alternative ways of demonstrating learning Tuesday, March 16, 2010

Thank you! shaklev@gmail.com http://reganmian.net/blog CC BY Tuesday, March 16, 2010

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The Chinese Jingpin Kecheng project - a story of lending and borrowing, or international misunderstanding?

by Stian Håklev

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The Chinese Jingpin Kecheng project - a story of lending and borrowing, or international misunderstanding? Presentation Transcript