The document discusses the Chinese National Top Level Courses Project, which uses Open Educational Resources (OER) to improve quality in higher education in China. It began in 2003 when Chinese universities decided to adopt the OER model inspired by MIT's OpenCourseWare initiative. The Chinese project involves selecting the best courses from universities nationwide and making them available online as open educational resources through the China Open Resources for Education (CORE) program. The goals are to encourage professors to improve their teaching methods and course materials. Over time the project has expanded, with over 1,800 courses available nationally by 2008 through the Chinese Quality OpenCourseWare program.
Why, What and How of OER. Educational trends and how Open Education can help address these. Copyright and Open Licensing. Getting Started with an OER project.
Report ICDE : Quality models in online and open education around the globe: S...eraser Juan José Calderón
The International Council for Open and Distance Education (ICDE) has published the report "Quality models in online and open education around the globe: State of the art and recommendations", a must read for any person concerned with quality in online, open and flexible higher education.
With the Global Education 2030 agenda in mind, the new ICDE report addresses new needs such as quality in MOOCs and Open Education Resources. It also shows that one size does not fit all; that improving quality of student experiences is more than ever extremely important, and it warns against implementation of quality models that restrict innovation and change.
Keynote Presentation by Professor Alan Tait (UK Open University) at the CDE’s Research and Innovation in Distance Education and eLearning conference, held at Senate House London on 1 November 2013.
This presentation is intended to put the recent U.S. movement toward Massive Open Online Courses (MOOCs) into perspective, assessing its effects on higher education in the U.S. and around the world. This presentation is informed in part by the University of California, Irvine’s (UCI) long-term involvement in the OpenCourseWare (OCW) and Open Educational Resources (OER) movements and its more recent experience in producing and offering seven MOOC courses through Coursera. This presentation goes beyond asking questions to making predictions that can guide institutional responses.
Why, What and How of OER. Educational trends and how Open Education can help address these. Copyright and Open Licensing. Getting Started with an OER project.
Report ICDE : Quality models in online and open education around the globe: S...eraser Juan José Calderón
The International Council for Open and Distance Education (ICDE) has published the report "Quality models in online and open education around the globe: State of the art and recommendations", a must read for any person concerned with quality in online, open and flexible higher education.
With the Global Education 2030 agenda in mind, the new ICDE report addresses new needs such as quality in MOOCs and Open Education Resources. It also shows that one size does not fit all; that improving quality of student experiences is more than ever extremely important, and it warns against implementation of quality models that restrict innovation and change.
Keynote Presentation by Professor Alan Tait (UK Open University) at the CDE’s Research and Innovation in Distance Education and eLearning conference, held at Senate House London on 1 November 2013.
This presentation is intended to put the recent U.S. movement toward Massive Open Online Courses (MOOCs) into perspective, assessing its effects on higher education in the U.S. and around the world. This presentation is informed in part by the University of California, Irvine’s (UCI) long-term involvement in the OpenCourseWare (OCW) and Open Educational Resources (OER) movements and its more recent experience in producing and offering seven MOOC courses through Coursera. This presentation goes beyond asking questions to making predictions that can guide institutional responses.
Presentation on: The Use & Creation of Open Educational Resources & OpenCourseWare in Teaching in South African Higher Education Institutions - HELTASA Conference (November 2012)
This presentation provides a summary of Massive Open Online Course (MOOC) research and how it’s being organized around the world. MOOCs offer research objects that have the potential to address many of the issues higher education researchers face. They present new and unique opportunities to understand how people learn across a broad spectrum of educational mediums. MOOCs cross the boundaries between formal and informal learning in an unprecedented way, with each MOOC course offering opportunities for researchers to study how people select and engage with learning resources. This presentation will identify important questions: how are these research efforts being focused? What are they trying to learn? What impact are they having? What are they revealing about higher education? It also will explore the current state of MOOC research, summarize the approaches being taken, highlight some of the results that are coming from the research, and make predictions about what we might expect in the future.
Make the difference: ICDE Featured session at the Annual Online Learning Cons...icdeslides
While education is more popular than ever, huge gaps have to be tackled to achieve quality education for all, Trends and cases in different parts of the world will be highlighted. What is the impact of Open Education Resources, OER, and ODE? And how ICDE can contribute to a future oriented, collaborative platform for global educational achievements? MOOCs is discussed as a possible enabler for a new pedagogy.
Education and learning is probably that single phenomenon that has the greatest impact on humans and societies, in particular in a long-term perspective (OECD 2014).
Grand challenge number one is to breach the trend preventing developing countries, in particular South of Sahara, taking part in the global knowledge revolution. Everyone aspiring for higher education should have the right to affordable access. This is grand challenge number two. And it cannot be met without open education and technology enhanced learning.
Three messages:
• Senior management in education needs to innovate from within to open up education.
• Governments must take firm decision on holistic policies for open and distance education.
• Stakeholders should team up meeting the two grand challenges through open education and technology enhanced learning.
Calling for an Educational Revolution: For the sustainable future we wanticdeslides
This speech will after a brief introduction of ICDE, give a rough picture on how South Africa is seen from the outside – through a number of indicators, then I will outline those trends that ICDE observes as important for educational development, in particular higher education, the next years. Next will be to summarize how the new SDGs address education as a priority for achieving the future we want, including indicating state of play, based on the recent Global Education Monitoring (GEM) Report by UNESCO. Quality education is a key for Education 2030 – and initiatives relevant for higher education that will be rolled out by UNESCO and ICDE will be discussed. Finally, the key messages based on this overview will be summarized:
A call for an Educational Revolution for the sustainable future we want
• Quality first: quality digital, open and flexible education
• Collaboration: on all levels, on content, courses programmes, methodologies, infrastructure, internationalisation….
• Take leadership for change: for the future we want – lead educational transformation
On 9 December 2013 we were very pleased to be able to welcome Professor Asha Kanwar (President & CEO of the Commonwealth of Learning) to Senate House to conduct a free lunchtime seminar “Old wine in new bottles? Exploring MOOCs”.
The special session was chaired by Professor Alan Tait (Open University, CDE Visiting Fellow), and was an opportunity to engage with one of the world’s leading advocates of learning for development.
MOOCs seem to be a natural progression in the different stages of the development of distance education. Starting with external degrees, correspondence courses, open and distance learning, and more recently OER, MOOCs are yet another phase of opening up access to education. But will MOOCs really make a difference to democratizing education? Will they transform pedagogy and positively impact learning outcomes? How will they negotiate the digital divide? Or are MOOCs simply old wine in new bottles? This presentation will address these questions and explore the ways in which MOOCs can play a positive role in transforming education.
Reflections on developing an evaluation and communications strategy for the ...ROER4D
Reflections on developing an evaluation and communications strategy for the ROER4D project
Sukaina Walji and Sarah Goodier
ROER4D Communications and Evaluation Advisors
Presentation for DECI-2 workshop
Cape Town, 4 May 2016
Developing the reflective professional: medical students' use of resources and patterns of learning
Project lead: Dr Peter Dangerfield
Researcher: Tünde Varga-Atkins
Participant student groups: 1st year
Abstract
This project builds on a previous CEDP Fellowship award (entitled 'Writing and reflecting: exploring the use of wikis and online peers assessment tools to promote the personal and professional development of undergraduate medical students') which explored how students interacted and shared their findings and resources between face-to-face PBL sessions. This presentation reports on project findings which focused on the process of how students research and evaluate their learning objectives. Through the introduction of online tools in the PBL process, the project examined the potential of a social bookmarking tool, Diigo, in supporting the development of students' reflective practice.
MOOCs offer opportunities but are also pose the danger of further exacerbating existing educational divisions and deepening the homogeneity of global knowledge systems. Like many universities globally, South African university leaders and those responsible for course, curriculum, and learning technology development are coming to grips with the implications and possibilities of online and open education for their own institutions. What opportunities do they offer to universities, especially from the point of view of research-focused campus-based institutions which have not yet
engaged with MOOCs and have little history with online courses? Given the complexities of the MOOC-scape, this paper provides a means for contextualising the
options within an institutional landscape of educational provision as possibilities for MOOC creation, use and adaptation.
Using wikis to promote the personal and professional development of undergrad...Tünde Varga-Atkins
Using wikis to promote the personal and professional development of undergraduate medical students:
a report for the CETL in Developing Professionalism.
Cite this report as:
Dangerfield, P; Varga-Atkins, T with contributions from Bunyan, N; McKinnell, S; Ralph, M; Brigden, D and Williams D (2009) Using wikis to promote the personal and professional development of undergraduate medical students: a report for the CETL in Developing Professionalism. Liverpool: University of Liverpool.
Engaging with audiences early: the role of social media and networks in deve...ROER4D
Engaging with audiences early:
the role of social media and networks in developing a communications strategy for a global research project
Association of Business Communications (ABC) Regional Conference, Cape Town,
6-8 Jan 2016
Designing a badge system to promote learningStian Håklev
Ten minute talk about design challenges with creating a badge system to promote learning (and enable assessment) in Knowledge Media and Design class (KMD1001) at University of Toronto.
Presentation on: The Use & Creation of Open Educational Resources & OpenCourseWare in Teaching in South African Higher Education Institutions - HELTASA Conference (November 2012)
This presentation provides a summary of Massive Open Online Course (MOOC) research and how it’s being organized around the world. MOOCs offer research objects that have the potential to address many of the issues higher education researchers face. They present new and unique opportunities to understand how people learn across a broad spectrum of educational mediums. MOOCs cross the boundaries between formal and informal learning in an unprecedented way, with each MOOC course offering opportunities for researchers to study how people select and engage with learning resources. This presentation will identify important questions: how are these research efforts being focused? What are they trying to learn? What impact are they having? What are they revealing about higher education? It also will explore the current state of MOOC research, summarize the approaches being taken, highlight some of the results that are coming from the research, and make predictions about what we might expect in the future.
Make the difference: ICDE Featured session at the Annual Online Learning Cons...icdeslides
While education is more popular than ever, huge gaps have to be tackled to achieve quality education for all, Trends and cases in different parts of the world will be highlighted. What is the impact of Open Education Resources, OER, and ODE? And how ICDE can contribute to a future oriented, collaborative platform for global educational achievements? MOOCs is discussed as a possible enabler for a new pedagogy.
Education and learning is probably that single phenomenon that has the greatest impact on humans and societies, in particular in a long-term perspective (OECD 2014).
Grand challenge number one is to breach the trend preventing developing countries, in particular South of Sahara, taking part in the global knowledge revolution. Everyone aspiring for higher education should have the right to affordable access. This is grand challenge number two. And it cannot be met without open education and technology enhanced learning.
Three messages:
• Senior management in education needs to innovate from within to open up education.
• Governments must take firm decision on holistic policies for open and distance education.
• Stakeholders should team up meeting the two grand challenges through open education and technology enhanced learning.
Calling for an Educational Revolution: For the sustainable future we wanticdeslides
This speech will after a brief introduction of ICDE, give a rough picture on how South Africa is seen from the outside – through a number of indicators, then I will outline those trends that ICDE observes as important for educational development, in particular higher education, the next years. Next will be to summarize how the new SDGs address education as a priority for achieving the future we want, including indicating state of play, based on the recent Global Education Monitoring (GEM) Report by UNESCO. Quality education is a key for Education 2030 – and initiatives relevant for higher education that will be rolled out by UNESCO and ICDE will be discussed. Finally, the key messages based on this overview will be summarized:
A call for an Educational Revolution for the sustainable future we want
• Quality first: quality digital, open and flexible education
• Collaboration: on all levels, on content, courses programmes, methodologies, infrastructure, internationalisation….
• Take leadership for change: for the future we want – lead educational transformation
On 9 December 2013 we were very pleased to be able to welcome Professor Asha Kanwar (President & CEO of the Commonwealth of Learning) to Senate House to conduct a free lunchtime seminar “Old wine in new bottles? Exploring MOOCs”.
The special session was chaired by Professor Alan Tait (Open University, CDE Visiting Fellow), and was an opportunity to engage with one of the world’s leading advocates of learning for development.
MOOCs seem to be a natural progression in the different stages of the development of distance education. Starting with external degrees, correspondence courses, open and distance learning, and more recently OER, MOOCs are yet another phase of opening up access to education. But will MOOCs really make a difference to democratizing education? Will they transform pedagogy and positively impact learning outcomes? How will they negotiate the digital divide? Or are MOOCs simply old wine in new bottles? This presentation will address these questions and explore the ways in which MOOCs can play a positive role in transforming education.
Reflections on developing an evaluation and communications strategy for the ...ROER4D
Reflections on developing an evaluation and communications strategy for the ROER4D project
Sukaina Walji and Sarah Goodier
ROER4D Communications and Evaluation Advisors
Presentation for DECI-2 workshop
Cape Town, 4 May 2016
Developing the reflective professional: medical students' use of resources and patterns of learning
Project lead: Dr Peter Dangerfield
Researcher: Tünde Varga-Atkins
Participant student groups: 1st year
Abstract
This project builds on a previous CEDP Fellowship award (entitled 'Writing and reflecting: exploring the use of wikis and online peers assessment tools to promote the personal and professional development of undergraduate medical students') which explored how students interacted and shared their findings and resources between face-to-face PBL sessions. This presentation reports on project findings which focused on the process of how students research and evaluate their learning objectives. Through the introduction of online tools in the PBL process, the project examined the potential of a social bookmarking tool, Diigo, in supporting the development of students' reflective practice.
MOOCs offer opportunities but are also pose the danger of further exacerbating existing educational divisions and deepening the homogeneity of global knowledge systems. Like many universities globally, South African university leaders and those responsible for course, curriculum, and learning technology development are coming to grips with the implications and possibilities of online and open education for their own institutions. What opportunities do they offer to universities, especially from the point of view of research-focused campus-based institutions which have not yet
engaged with MOOCs and have little history with online courses? Given the complexities of the MOOC-scape, this paper provides a means for contextualising the
options within an institutional landscape of educational provision as possibilities for MOOC creation, use and adaptation.
Using wikis to promote the personal and professional development of undergrad...Tünde Varga-Atkins
Using wikis to promote the personal and professional development of undergraduate medical students:
a report for the CETL in Developing Professionalism.
Cite this report as:
Dangerfield, P; Varga-Atkins, T with contributions from Bunyan, N; McKinnell, S; Ralph, M; Brigden, D and Williams D (2009) Using wikis to promote the personal and professional development of undergraduate medical students: a report for the CETL in Developing Professionalism. Liverpool: University of Liverpool.
Engaging with audiences early: the role of social media and networks in deve...ROER4D
Engaging with audiences early:
the role of social media and networks in developing a communications strategy for a global research project
Association of Business Communications (ABC) Regional Conference, Cape Town,
6-8 Jan 2016
Designing a badge system to promote learningStian Håklev
Ten minute talk about design challenges with creating a badge system to promote learning (and enable assessment) in Knowledge Media and Design class (KMD1001) at University of Toronto.
Presentation about T-Space, University of Toronto's institutional repository, by Gabriela Mircea, Scholarly Communications Publishing Coordinator, in KMD1001 class (http://1001.kmdi.utoronto.ca)
Chinese parents’ expectations of children’s learning inXiaoyu Lu
Qualitative research investigated five Chinese immigrate parents' expectations of young children's learning in early childhood centres in New Zealand. The findings show that the parents expected their children to learn social and self-care skills, languages, and to widen knowledge from diverse cultures.
The production of open courses as a transformative practice: A case study of ...Stian Håklev
Invited presentation given at OpenCourseWare Consortium Global Meeting 2011 in Cambridge, MA, in May. The whole thesis and more information can be accessed here: http://reganmian.net/top-level-courses
Seminar given at EduCause 2008 on how OpenCourseWare can help institutions meet their goals. Presentation given by Terri Bays, Dan Carchidi, and Sunnie Kim.
Open learning in higher education an institutional approachBrian Murphy
The vaue of open learning can be a conflict within higher education instituions. This presentation is the result of an instituional review and research on the open education movement in higher education, given greater impetus by the advent of the MOOC. The journey of exploring MOOCs resulted, ironically, in an enhanced apreciation of OERs and revised strategic thinking of their impact for teaching and research, especially when viewed as a vehicle of co-creation between staff and students. Once value is attached, the principle becimes embedded and accepted rarher than an additional burden of academic endeavour; and the door is opened to the business case for systems, investment and development as well as academic development, support, reward and recognition.
Closing the Gap - flexible approaches to adult learningDiana Andone
Closing the Gap - flexible approaches to adult learning
Diana Andone, EDEN EC
Antonio Teixeira, EDEN president
Presentation for the IDEAL Workshop at the EADTU Conference, 29-30 October, 2015, Hagen
This presentation was given at the OpenCourseWare Consortium Global Meeting in May, 2011. It describes some of the results from an evaluation project initiated by Open.Michigan in September 2010. Full results can be found at tinyurl.com/omevaluation.
Guest lecture delivered to the Master of Leadership in Open Education programme at the University of Nova Gorica, Slovenia. An overiew of more than 10 years working on open education research projects is reviewed and the relation between research and policy explored. Responses are made to questions raised by students.
This presentation is licensed CC BY - any logos or other images are included under fair use or assumed public domain.
20160413 OE Global Conference Open Education Revolution or MOOCs Christian M....Christian M. Stracke
Is Open Education a Revolution or are MOOCs only marketing instruments? Paper presentation and speech at OE Global Conference 2016 in Krakow by Dr. Christian M. Stracke (OUNL)
Open Educational Resources in India and China: Reshaping Periphery and Core?Stian Håklev
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.
2018-03-05 Keynote Quality Design Online Courses OpenEd Framework Mooc Survey...Christian M. Stracke
2018-03-05 Keynote at 1st International Media Literacy Conference in Kuala Lumpur on "Quality & Design of Online Courses: The OpenEd Framework & the Global MOOC Quality Survey" by Christian M. Stracke from the OUNL
Moocs Impact in Higher Education Institution: A Pilot Study In Indian ContextIJERA Editor
Massive Open Online Courses (MOOCs) was developed in 2008 in US. Soon after that in 2011 MOOCs introduced at Stanford University. Year 2011 was a turning point in e-learning methodologies. MOOCs have given an open challenge to all current methods of higher education system such as on-line training, open learning methods, distance education system etc. MOOCs have high potential of acceptability among all kind of learners. MOOCs have become a label for many recent course initiatives from higher education institution. In the present paper the authors have made a through study on MOOCs methods and its impact on higher education institution. The authors have also tried to explore the impact of MOOCs in Indian higher education institution.
Keynote held at the International ICDE-MESI conference "Connecting the World through Open, Distance and e-Learning" in Moscow, Russia, 25 September 2014. The conference had about 200 participants from about 40 countries.
Similar to The Chinese National Top Level Courses Project - using Open Educational Resources to Improve Quality in Higher Education (20)
Open Learning Analytics panel at Open Education Conference 2014Stian Håklev
The past five years have seen a dramatic growth in interest in the emerging field of Learning Analytics (LA), and particularly in the potential the field holds to address major challenges facing education. However, much of the work in the learning analytics landscape today is closed in nature, small in scale, tool- or software-centric, and relatively disconnected from other LA initiatives. This lack of collaboration, openness, and system integration often leads to fragmentation where learning data cannot be aggregated across different sources, institutions only have the option to implement "closed" systems, and cross disciplinary research opportunities are limited. Beyond the immediate concerns this fragmentation creates for educators and learners, a closed approach dramatically limits our ability to build upon successes, learn from failures and move beyond the "pockets of excellence (and failures)? approach that typifies much of the educational technology landscape.
The potential benefits of openness as a core value within the learning analytics community are numerous. Learning initiatives could be informed by large scale research projects. Open-source software, such as dashboards and analytics engines, could be available free of licensing costs and easily enhanced by others, and OERs could become more personalized to match learners' needs. Open data sets and reproducible papers could rapidly spread understanding of analytical approaches, enabling secondary analysis and comparison across research projects. To realize this future, leaders within the learning analytics, open technologies (software, standards, etc.), open research (open data, open predictive models, etc.) and open learning (OER, MOOCs, etc.) fields have established a "network of practice" aimed at connecting subject matter experts, projects, organizations and companies working in these domains. As an initial organizing event, these leaders organized an Open Learning Analytics (OLA) Summit directly following the 2014 Learning Analytics and Knowledge (LAK) conference this past March as means to further the goal of establishing "openness' as a core value of the larger learning analytics movement. Additional details on the Summit and those involved can be found at: http://www.prweb.com/releases/2014/04/prweb11754343.htm.
This panel session will bring together several thought leaders from the Open Learning Analytics community who participated in the Summit to facilitate an interactive dialog with attendees on the intersection of learning analytics and open learning, open technologies, open data, and open research. The presenters represent a broad range of experience with institutional analytics projects, an open source development consortium, the sharing of open learner data, and academic research on open learning environments.
Talk at IgniteAlberta at University of Alberta in Edmonton, February 22, 2013, on a panel with Cable Green. Recording at http://www.youtube.com/watch?v=ekdAqaiL7-U
What can scholarly communication learn from open source? Publish early, publi...Stian Håklev
Talk given about researchr (http://reganmian.net/wiki/researchr:start) at the bi-weekly FOSS colloquium hosted at the University of Toronto iSchool, during Open Access Week 2011.
See screencast of Researchr in action here: http://vimeo.com/25295002
Recording of presentation: http://www.youtube.com/watch?v=k8uybWYbiL8
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The Chinese Top Level Courses: Improving the quality of online courses in a n...Stian Håklev
Since 2003, the Chinese Ministry of Education has supported the creation of more than 12,000 open courses with the purpose of improving the quality of undergraduate teaching in the rapidly expanding Chinese university sector. This project, called the Top Level Courses Project, includes both traditional undergraduate courses, vocational courses, and online courses.
Based on interviews with Chinese professors, administrators and bureaucrats, this study situates the project within the history of higher education in China, and examines how the curriculum design process and course evaluations have developed very differently from what is common in North American universities. Drawing examples from the role of the online courses offered, the presentation will also discuss a number of current and future trends in Chinese distance education policy.
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The United World College of the Adriatic is an intensely international and multicultural place, however the IB program is firmly Western in its outlook on knowledge. Can students access open educational resources in their own languages to supplement their classroom learning -- and bring new perspectives into the discussion? And can open educational resources provide a path for students to give back to their national communities.
View extensive blog post about this presentation here: http://reganmian.net/blog/2010/12/07/oer-for-a-multicultural-classroom-student-as-user-and-producer/
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The Chinese National Top Level Courses Project - using Open Educational Resources to Improve Quality in Higher Education
1. 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
3. 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.
24. 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
26. 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
27. 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
28. 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
29. 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
30. 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
31. How can we analyze the spread of a policy innovation?
32. 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)
42. Institutionalism
Meyer & Ramirez: convergence
Large quantitative analyses of educational systems
Every aspect of education is becoming more similar,
one model is becoming institutionalized.
46. 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
47. 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
48. 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
49. 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
50. 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
51. 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
57. Features of the Chinese OER project
selective and competitive
58. Features of the Chinese OER project
selective and competitive
three levels (campus, province, national)
59. Features of the Chinese OER project
selective and competitive
three levels (campus, province, national)
teaching teams
60. Features of the Chinese OER project
selective and competitive
three levels (campus, province, national)
teaching teams
both content and method
61. 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
62. 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
65. Purposes
induce full professors to teach undergraduate courses
encourage professors to use more technology in their teaching
66. 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
67. 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
68. 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?)
69. 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 ( , )
72. 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
75. OK, so it’s quite different from the other OCW
courses. But it’s inspired by MIT right?
How did it all begin?
76. [...]
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
77. 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
78. 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):
79. 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
90. Not quite like lightning from a blue sky
course teams, course evaluations go way back, from the Soviet Union?
91. 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)
92. 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
93. 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
94. 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
95. 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)
99. To conclude
something that has a very different purpose, organizational model, than
MIT OCW
but happens at around the same time
100. 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
101. 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
102. 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
111. What does the future hold?
New cycle in 2011?
Education Plan 2010-2020: less focus on distance ed for
112. 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.
113. 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