the chinese jingpin kecheng project - a story of lending and borrowing, or international...

The Chinese Jingpin Kecheng project– a story of lending and borrowing, or international

misunderstanding?

by Stian Håklev, OISE, University of Toronto@ SJTU E-Learning Lab, Shanghai, 16/3/2010

Creative Commons BY 3.0

CC BY cmaccubbin @ flickr

Tuesday, March 16, 2010

PD Wikimedia Commons

http://catspahamas1.chainreactionweb.com/catalog

fhsst main

memorable cases

OLI CMU mainpage

openlearn

ou learninng space

nptel youtube

IIT Youtube

egyankosh yt

egyan tsp list

egyan tsp course

egyan book

wikieducator

wikiversity main

wikipedia

OpenLib frontpage

How do we understand the spread of Open Educational Resource projects?

Narrowing the focus:focusing on institutional projectsusing OCW as a case

MIT News: http://web.mit.edu/newsoffice/2001/ocwfund.html

mit ocw main

mit ocw course

dscribe

ocwc members

universia

saudi arab ocw

saudi arabia textbook

tec de monter course

paris tech course

ou netherland

ou salamanca

So why did it spread to certain countries, and not to others?

What kind of a “thing” is OCW?

CC BY allygirl520 @ flickr

OCW as a norm

free software

http://fusionanomaly.net/informationwantstobefree.html

PD English Wikipedia

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 @ flickrTuesday, March 16, 2010

March 15, 2010 Open Sharing, Global Benefits

Universities working together to advance education andempower 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-October of their first year, 95% of those students had visited the OCW site.

OCW Consortium Toolkit http://www.ocwconsortium.org/index.php?option=com_docman&task=doc_download&gid=33&Itemid=

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

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.

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.

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.

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

ou chiaotung

chiatung course

ou korea

keio ocw

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

course 2 p2

So what is this thing? How does it work?

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

induce full professors to teach undergraduate courses

encourage professors to use more technology in their teaching

encourage formation of teaching teams, rethinking of course materialand teaching methods

courses function as “models” for other professors

(course material used directly by students?)

Lanzhou City Universitycase study

Have already been evaluating best coursesinternally since 2003. Developed system of indicators of course quality

Issue announcement, meeting of heads ofdepartments

Teaching committee to identify basic andadvanced courses they could apply for

Brought teachers together with computerdepartment

School gave certain amount of funding

Clear philosophy: Construction of CQOCW will improve quality of all coursesNot just about putting old courses online, but rethink content, teaching methodology, etc.

Internal committee to evaluate courses, then invited 20 external experts - used online material, also sat in on classes

In the end, 11 courses were selected for provincial CQOCW

(浅议精品课程在教学工作中的作用, 王雪引)

JPKC diplomaHonor

Evolution over time2003-2007, 2007-2010

Quality Project(质量工程)

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 exchangesSelect 1000 national-level teaching teamsGive awards to 500 top national teachersDevelop 500 experimental teaching centers500 individual talent development and creativity areas500 high quality bilingual classes

jingpinke main

jingpinke course

OK, so it’s quite different from the other OCWcourses. 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

Carson, S. (2009). The unwalled garden: growth of the OpenCourseWare Consortium, 2001-2008. Open Learning: The Journal of Open and Distance Learning, 24(1):

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.

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

core main

mit zh couse

http://www.core.org.cn/en/conferences/beijing_2003.htm

http://www.jpkcnet.com/new/zhengce/Announces_detail.asp?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

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

something that has a very different purpose, organizational model, thanMIT 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 misunderstandingthat it’s the same thing

Lending and borrowing

Steiner-Khamsi: the discourse of borrowing

Jürgen Schriewer: Ausland als Argument

In the Chinese example?

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

The Peer2Peer University

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

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

Thank you!

shaklev@gmail.comhttp://reganmian.net/blogCC BY

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