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

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Presentation by Kirk Perris and Stian Haklev at the Dean's Graduate Research Conference at Ontario Institute for Studies in Education/University of Toronto, March 6th.

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

  1. 1. Open Educational Resources in India and China: Re-shaping Periphery and Core? Kirk Perris & Stian H å klev
  2. 2. Outline of Presentation <ul><li>Background & Objectives </li></ul><ul><ul><li>Personal & Professional </li></ul></ul><ul><li>Issues at hand </li></ul><ul><ul><li>The position of the university </li></ul></ul><ul><ul><li>Definitions: Creative Commons, Open Educational Resources </li></ul></ul><ul><ul><li>What is happening in the developing world? </li></ul></ul><ul><ul><ul><li>China </li></ul></ul></ul><ul><ul><ul><li>India </li></ul></ul></ul><ul><li>Conclusions </li></ul><ul><li>Q&A </li></ul>
  3. 3. <ul><li>Background & Objectives </li></ul>
  4. 4. <ul><li>Background & Objectives </li></ul>
  5. 5. <ul><li>Background & Objectives </li></ul>
  6. 6. Issues at hand
  7. 7. Issues at hand <ul><li>The globalization of the university and/or the democratization of knowledge (core-periphery model, Altbach, 2001) </li></ul><ul><li>Online learning/access is growing exponentially </li></ul><ul><li>The evolution of “open” in higher education (e.g. The Open University) </li></ul><ul><li>Open Educational Resources, OpenCourseWare </li></ul>
  8. 8. Globalization/ democratization of the university <ul><li>China’s higher education population was only 50,000 in 1976 – today it stands at 25 million </li></ul>
  9. 9. <ul><li>China – 25 million students </li></ul><ul><li>India’s higher education population has also grown; it stands at about 13 million </li></ul>The globalization of the university
  10. 10. Online learning <ul><li>China – 25 million students </li></ul><ul><li>India – 13 million students </li></ul><ul><li>Internet users: </li></ul><ul><ul><li>China 253 million </li></ul></ul><ul><ul><li>India 80 million </li></ul></ul><ul><li>Universities are increasingly embracing online learning as a means to widen access (China’s Modern Distance Education Project, Indira Gandhi National Open U) </li></ul>Open learning &
  11. 11. Online learning <ul><li>China – 25 million students </li></ul><ul><li>India – 13 million students </li></ul><ul><li>Internet users: </li></ul><ul><ul><li>China 250 million </li></ul></ul><ul><ul><li>India 70 million </li></ul></ul><ul><li>Universities, online learning and access </li></ul><ul><li>Access  Open Educational Resources </li></ul>Open learning &
  12. 12. Open Educational Resources <ul><li>History of OER </li></ul><ul><ul><li>Background in Open Source, open content, Creative Commons </li></ul></ul><ul><ul><li>OpenCourseWare as one manifestation </li></ul></ul><ul><ul><li>Began with MIT, now 30+ countries, including China </li></ul></ul>
  13. 13. Open Educational Resources <ul><li>The situation in China </li></ul><ul><ul><li>China Open Resources for Education, translates MIT courses into Chinese </li></ul></ul>
  14. 14. CORE main
  15. 15. Ex of Chin OCW
  16. 16. Open Educational Resources <ul><li>China Quality OpenCourseWare </li></ul><ul><ul><li>Run by the Chinese Ministry of Education </li></ul></ul><ul><ul><li>Selected course teams get up to $13,000 to make their course available online for free for five years </li></ul></ul><ul><ul><li>Already over 1,000 national level courses, and as many as 10,000 provincial and campus-level courses </li></ul></ul>
  17. 17. Jingpinke course
  18. 18. course 1 p1
  19. 19. OER in China <ul><li>Video </li></ul><ul><li>We need to understand the impact better. </li></ul><ul><li>Uses for Western institutions: comparative educational research, translating and making available (make the flow of knowledge two-ways) </li></ul><ul><li>A different case: India </li></ul>
  20. 20. What is happening in India
  21. 21. IGNOU - details <ul><li>Established in 1985 </li></ul><ul><li>Enrolment of 1.8 million </li></ul><ul><li>Has campuses in 35 countries </li></ul><ul><li>Headquarters in Delhi </li></ul><ul><li>Re-started online initiatives in 2008  egyankosh (holds 90% of IGNOU’s courses) </li></ul>
  22. 22. Overview of IGNOU <ul><li>Some examples from the egyankosh website: </li></ul>
  23. 23. Overview of IGNOU <ul><li>Some examples from the egyankosh YouTube channel: </li></ul>
  24. 24. Overview of IGNOU <ul><li>egyankosh </li></ul><ul><li>YouTube channel </li></ul><ul><li>(over 1000 videos </li></ul><ul><li>online) </li></ul><ul><li>Similar to the MIT OpenCourseWare YouTube channel </li></ul><ul><li>Distinct from China in that these are grassroots initiatives, no governing body, not based on MIT OCW </li></ul>
  25. 25. What might be the implications? <ul><ul><li>What is the purpose of higher learning – social, economic, political, cultural? </li></ul></ul><ul><ul><li>Who is using Open Courseware? </li></ul></ul><ul><ul><li>How might the implementation of OCW enhance teaching? Improve learning? Address accreditation? “Promote” the institution? Democratize learning? </li></ul></ul><ul><ul><li>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)? </li></ul></ul><ul><ul><li>The limitations of Web 1.0, the benefits of Web 2.0 </li></ul></ul>
  26. 26. 谢谢 धन्यवाद Thank you

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