Presentation of Cynthia Yuan Gao, OER Lab, Smart Learning Institute, Beijing Normal University, for the European Distance Learning Week's fifth day webinar on "International Experiences with OER" - 10 November 2017 Recordings of the discussion are available: https://eden-online.adobeconnect.com/prh2gk2m3q7b/

2. Current State of Advancement
of OER in China and SLIBNU
Cynthia Yuan Gao
OER Lab, Smart Learning Institute
Beijing Normal University
November 10, 2017

3. Content Outline
• OER in China
- Infrastructure: Technology and Repository
- Policy: Government and Institution
- Open License
- Resources
- Curriculum and pedagogy
- Outcome
- Stakeholders
- Impact
• SLI’s contribution to OER

4. Framework for OER development
Source: Open Educational Resources: Perspectives from the Belt and Road
Countries (in press)

5. OER in China

6. Internet
access
Computer-
student
ratio
China 4.8 0.5
Global
Minimum 1.6 0.1
Average 4.3 0.7
Maximum 6.5 1.9
Internet access
Data unit: Seven-point scale (1 = no access, 7 = full access)
Source: The Global Information Technology Report (WEF, 2016)
Computer-student ratio
Data Unit: Percent (amount of computer / students)
Source: PISA School Questionnaire (OECD, 2015)
Source: Huang, R., Liu, D., Gao, Y., Zhang, H., et al. (2017). ICT in education in the Belt and Road countries.
Smart Learning Institute, Beijing. Under CC-BY 4.0.
Infrastructure (1/2)
• Internet access in China is
higher than the global
average.
• Computer-student ratio in
China is a little lower than
the global average.
——technology

7. e.g.
•National Science Data Sharing Project (Chinese Academy of Science)
•National E-Learning Resource Centre (The Open University of China)
•XuetangX (Tsinghua University)
e.g.
•iCourse (Higher Education Press)
•NetEase Open Course (NetEase)
•Baidu Wenku (Baidu)
•101 Education PPT (NetDragon)
e.g.
•National Education Resources Public Service Platform (Ministry of
Education)
•National Digital Culture Network (Ministry of Culture)
University
Companies
Government
Infrastructure (2/2)
——repository

8. Ministry of
Education
Ministry of
Culture
Provincial Governments
Municipal Governments
Ministry of
Finance
Ministry of
Science and
Technology
Develop specific
educational policies and
plans for production and
use of OER
Draw up S&T
development
policies and plans
that promote the
use of OER
Create funding
policies to provide
OER grants
Draw up cultural and
arts development
policies and plans that
promote the use of
OER
Respond to and
implement
national policies
and plans
Government
Responsibility
Policy (1/4)
——Government

9. 2003
Quality courses development & improve
teaching quality; Higher education
2017年教育信息化工作要点
教学点数字教育资源全覆盖
教育部关于启动高等学校教学质量与教
学改革工程精品课程建设工作的通知
Source: Ministry of Education of the People’s Republic of China. http://www.moe.gov.cn
Improve ICT infrastructures;
Primary and secondary schools2000
2012
Improve digital educational resources;
Rural education
关于在中小学实施“校校通”工程的
通知
Development of & sharing national
high-quality open courses
2011
2017 Implementation plan: Continuing
development of ICT in education
教育部关于国家精品开放课程建设
的实施意见
2012
Call for quality resources: courses, teachers,
multimedia, virtual simulation system
教育部办公厅关于开展优秀网络课程
及资源征集活动的通知
2016 教育信息化“十三五”规划Action plan: Continuing
development of ICT in education
构建利用信息化手段扩大优质教育资
源覆盖面有效机制的实施方案
2014
Promote ICT integration & resources
sharing at all school level & areas
Policy (2/4)
——Government

10. Strategies
and policies
Enabling
environments
Strategic
alliances
Capacity
building
Open licensing
educational materials
produced with public
funds
Research
Open
licensing
Languages
and cultures
Finding,
retrieving
and sharing
Awareness
and use
Chinese government has addressed 8 out of 10 aspects recommended in Paris OER
Declaration 2016.
Policy (3/4)
——Government

11. Institution Policies
University
Chinese Academy of Science The National Science Data Sharing Project
Open University of China Five-minute course, core online courses
Tsinghua University XuetangX
Companies
NetEase NetEase open courses, NetEase cloud classroom
Baidu Baidu library, Baidu digital learning, etc.
Higher Education Press National educators network training centre
NetDragon 101 Education PPT, VR
Policy (4/4)
——Institution

12. • OER’s open licensing types in China
1. Educational resources reside in public domain, unprotected
by copyright law, permit for using and reusing freely.
2. Openly licensed (e.g., CC, GPL, GNU), allow users to use
and reuse the educational resources.
3. Educational resources authorized by the government for
free public use.
Source: UNESCO. (2011). Open education resources in People’s Republic of China: Achievements, challenges and
prospects for development.
Open license (1/2)

13. • Creative Commons (CC) China (Renmin University of
China)
 Established in 2003
• Relative laws in China
 The Constitution of the People Republic China
 Laws on education
 Copyright related laws
Open license (1/2)
• Mainstream educational platforms adopted Copyright Law of P.R.C.

14. e.g., document, audio, video,
courseware
e.g., higher education, K12,
vocational education, informal
education
e.g., subject, educational
level, topics, institution,
assessment
Mainly Chinese and English
Examples
•National Education
Resources Public Service
Platform (over 7 million
videos)
•National e-Learning
Resource Centre (26,314
courses)
•Baidu Wenku (over 150
millions documents)
Resources
Abundant open educational resources in various formats, classifications, stages
have been released to public, but most of them are in Chinese and English.

15. Micro-class
Self-learner
Blended learning
Lesson
preparation
Flipped
classroom
In
Classroom
Out of
Classroom
e.g., Nanjing Audit
University
e.g.,
•Five-minute
micro-class
•Phoenix micro-
class
e.g., Curriculum Resources
Sharing Platform in
Shanghai University
e.g., 101 PPT
e.g., MOOC
Curriculum and pedagogy
OER is integrated into various pedagogical approaches.

16. • School Level
– Reduce costs
– Develop network between educators and expertise
• Classroom level
– Increase the variety of classroom activities
– Assist in providing useful learning tasks
• Educator level
– Develop school community and increase education quality
• Student level
– Increase availability of free-to-access resources for learning
– Support independent and informal learning, particularly topics not covered
by the school curriculum or courses they are not able to take
Outcome

17. • A large amount of educational policy makers, leaders, educators,
teachers, librarians, researchers, learners, parents, etc. from
governmental organizations, universities, educational institutions,
companies, funding bodies and professional associations have
involved in theoretical research and implication of OER.
Stakeholders
Source: Zheng, Q., Chen, L., Lin, S. (2016). Internet+Education: MOOCs construction and development in China
e.g. professions of OER users:
More and more stakeholders are getting involved into OER research and practice.

18. Impact
• Promoting and achieving Education Agenda 2030
• Closing the gap in education
• Working towards sustainable, inclusive, quality and
lifelong learning

19. • The need to promote public awareness
• The need for further development of open licensing system
in China
• The need for funding to support OER development
• The need for empirical studies related to OER
• The need for teacher training to use OER
Challenges

20. About Us

21. • Smart Learning Institute (SLI) is affiliated to Beijing Normal
University (BNU), and serves as an experimental platform comprising
scientific research, technology development and education. SLI is also a
joint venture between BNU and Elernity. The institute focuses on
researching the learning pattern in informatized environment,
constructing a smart learning environment and developing platform to
support, which supports the diverse, individualized and different
learning of learners of Digital Generations.
Smart Learning Institute

22. • The OER Lab of SLI
− emphasizes collaborations within international network
including, but not limited to Belt and Road countries and
the USA
− supports research in OER, ICT in education, and related
educational studies, which could provide international
perspectives for stakeholders to make informed decisions
OER Lab

23. B&R
OER
Commu
nity
B&R Countries
ICT in Education
Research
Global OER
Development
Research
B&R Countries
Educational
Research Database
B&R OER
Platform
B&R Countries
Educational Development
Research
OER lab: Projects (1/4)

24. • 1 Book:
− At a glance: education development in the Belt and Road countries
• 3 Reports:
− ICT in education in the Belt and Road countries
− Education development in the Belt and Road countries
− A global review on development of open educational resources
OER lab: Projects (2/4)

25. • Database:
− The Belt and Road educational
research database
• Repository:
− The Belt and Road open
educational resources platform
OER lab: Projects (3/4)

26. Belt and Road OER Community
OER lab: Projects (4/4)
We have established strong partnerships with
institutions and experts from over 30 countries

27. • Please join us in supporting OER from Commitment to Action.
− Using OER to achieve equal access to education
− Global collaboration
− Sharing network and knowledge
• If you have strong mission alignment with us,
• we are eager to hear from you.
Educational
institutions
Research
institutions
Enterprises
Publishing companies
Organizations
Call for Partners

28. Thank you
Website: http://sli.bnu.edu.cn/en/
Email: smartlearning@bnu.edu.cn
This document is released under CC-BY-NC 4.0.