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UPDATE: Please access my MA thesis about this topic at http://reganmian.net/top-level-courses. It is much more up-to-date than this presentation. This is a presentation I gave at the OpenCourseWare Consortium conference at Rice University in February 2009. I am sorry, during the first period this slidecast was up, the synchronization wasn't working. I got help from slideshare, and we fixed it. Note that the synch is not perfect, some of the slides show for so short time that the synch tool cannot deal with it, so there's a bit of delay. It catches up on the longer portions though, no biggie. The audio to this presentation is available at http://reganmian.net/files/Chinese%20OCW%20talk%20Houston.mp3. Abstract: Since the MIT OCW program was started in 2002, the OCW movement and idea have spread to many different countries and linguistic contexts. Wonderful innovation, production and research is happening in different countries, and often published in different languages. For the OCW and OER movements to progress, it is imperative that we be able to learn from each other, and bridge these linguistic barriers. China has been one of the most aggressive adopters of the OCW idea. Not only is China Open Resources for Education (CORE) coordinating efforts to translate MIT OCW into Chinese, but the Chinese Ministry of Education has since 2003 been operating a national OCW program called China Quality OpenCourseWare (精品课程). Chinese universities submit proposals, and can receive between $7,300 and $14,600 per course that is made freely available online. By 2007, there were already over 1,100 courses available online, many of these with extensive resources, and video recordings. In addition to this large-scale production OCW, the Chinese scholarly community has also been prolific in researching and publishing about the program. The China Academic Journals database, which provides the full text of over 7,000 Chinese scholarly articles, lists 2,137 articles with the term 精品课程 (China Quality OCW), of which 421 were published in 2008. In numbers, this is roughly equivalent to all the scholarly publication that mention OCW in English and other Latin languages in total - however, the story becomes even more impressive when initial sampling shows that most of the Chinese articles listed mention OCW in their title, and have OCW as their main topic, whereas many of the English language publications are writing about broader issues, and only refer to OCW in passing. I am currently conducting a research project on this wealth of literature. Initially I will try to provide a broad grouping of the Chinese articles on OCW, provide statistics on number of articles in each group (for example: articles that describe the process of producing individual OCW courses, articles that present surveys on student usage, etc), and in what kind of journals these articles appear. My ultimate objective is not only to gain a good understanding of the state of research around the Chinese Quality OCW program, but also identify specific journal articles that provide theoretical models, methodological approaches or accounts of experiences that are very relevant and useful to the North-American research on OER and OCW. In my presentation, I will give a brief overview of the history and current state of China Quality OpenCourseWare, how it is funded, produced, and used, and also how it interacts with the Chinese translations of for example MIT OCW. I will give an overview over the “state of research”, both in terms of poignant research questions, methodologies and also relevant findings, from the Chinese context. I will also argue for a more integrated research roadmap for OCWs in North America, that actively engages with researchers and the literature from around the world.
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Global Concept, Local Practices: State of the Research on OpenCourseWare in Chinese
Stian Håklev, University of [email protected]
http://reganmian.net/blog
OCWC Regional Meeting, Rice University, February 6, 2009
Creative Commons BY 3.0
Monday, February 9, 2009
OutlineMIT OCW in China
China QualityOpenCourseWare
The Research
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Acknowledgment
Wang Wenjun (王文君)
Educational researcher at Northwest Normal University
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Chinese context Massification of higher education (number of students in higher education from 850,000 in 1978 to 13 million in 2002)
Increased diversification of higher education
Good internet infrastructure
Strong position of Chinese language
Strong background in distance education
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Bringing the idea to China
MIT and IETF organized OCW conferencewith Jiaotong University in Beijing.
As a result, 12 universities wrote the government to petition for a program ofOpenCourseWare in China.
As a result: CORE and CQOCW
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MIT OCW into Chinese
China Open Resources for Education(CORE) translating MIT materials to Chinese. 245 courses by the end of2007.
(OOPS also does this in Taiwan)
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CORE main
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Ex of Chin OCW
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MotivationInternationalization
Modernization
Increase quality of teaching
Borrow foreign teaching theories, methods and content
Foreign classes have more progressive teaching, more stimulating, research based, questioning - we want to adopt that
Increase collaboration between our institutions and foreign institutions
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Issues and questions
Hundreds of MIT courses used in Chineseuniversities? Examples? What material is used, how is it used, why is it used, what are theoutcomes?
More than 150 comparative book-lengthstudies published comparing MIT curriculum with Chinese curriculum.Availability? Findings?
“Before, we received foreign learning material, and we could only find out what they were teaching. Now, with OCW, we can also see how they are teaching, and get an understanding of the entire process of teaching, and this is very valuable to our educational research.”
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Chinese Quality OpenCourseWare
(精品课程)
Centrally funded and promotedby Chinese Ministry of Education
Three levels - national, provincial/city, university
First round from 2003-2007, second round just started
More than thousand national level courses, as many as 10,000courses in total.
A large amount of research published.
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MOE JPKC
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Quality Project(质量工程)
CQOCW 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
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zhiliang gongcheng
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Purpose of CQOCWExpanding access to higher education never mentioned in the literature.
The purpose is to increase the quality ofundergraduate courses, with new pedagogics, new technology and updated, cutting-edge content.
Course teams - seniorsubject experts, junior facultyand web designers
University-level awards forgood courses
Effectson local teamtrickle down effect on local universityon peers
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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)Monday, February 9, 2009
meeting jpkc
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JPKC diplomaHonor
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so what does that look like So what does it
look like?
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CORE JPKC Chinese
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Jingpinke main
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Jingpinke course
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course 3 from p
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course 1 p1
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course 1 p2
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course 1 p3
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course 1 p4
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course 1 p5
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course 4 intro
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course 2 p2
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course 5 extensive
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course 5 p2
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JPKC textbook
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course 5 discforum
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course 5 discforum2
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CORE translatingCQOCW to English
Application form to translate JPKC to EnglishYou need to do it yourself or supervise someone who can. It is peer reviewed by a different institution.CORE subsidizes about $1,250 for the work..
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CORE english
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CORE law
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Research
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Journals
Large number of educational journals, especially within distance education and onlinelearning - even one specialized on open education.
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CAJ 1
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CAJ 2
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CAJ numbers big
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ApproachesClassification of different ways of collaborating with MIT.
Comparison 14 CQOCWs and 22 MIT OCWs in biology. Results: more classroom activity in MIT. MIT materials tied better together.
Analysis of all CQOCW courses as representatives of university courses in China to see how many embed practical components. Results: in 2007 new criteria around practical components were introduced, which increased practical components a lot
Beijing City CQOCW evaluation with external evaluators, through questionnaires, site visits and case studies. Results: educators use it to prepare for class, students: 40% related to current studies, but also high school prepare for/choose university, and interest.
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Evaluation ofnew courses
A study of the evaluation criteria over the five years.
5 primary and 15 secondary indicators. Weighted, totalling 100 points:
responsible person and main lecturer the composition and quality of teaching teameducational reform and educational researchthe course contentthe organization and planning of the course contentthe practical componentsteaching material and other resources
conditions for practical componentsonline education environmentinstructional design instructional approachinstructional practice instructional outcomes - evaluation by peers, by university supervisor, by students, evaluation of recorded materials
Added more focus on instructional design, pedagogy, use of technology, impact and sharing. and building local guidance teams
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student eval
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jpkc meeting
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Criticisms
Name doesn’treflect content
Top professorswon’t sharecontent
Courses chosen basedon professors, notquality
Too much spent on design - “going throughthe motions”
Needs to be long-term andsustainable
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Issues andquestions
No common technical platform
Doesn’t use Creative Commons or otheropen license
Not much known about reuse and adaptation
Many servers unavailable (as many as half, accordingto one report)
How is it used by students?
What are the plans going forward?
Does it really have an impact of teaching? On who? On the initial creator? On the creator’s campus?On peers?
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Thank you
Please contact me for information/questions. This is an ongoing project.
[email protected]://reganmian.net/blog
Monday, February 9, 2009
Image credits
• Flickr: Brian Jeffery Beggerly (Great Wall), Arthur Tsao (picture; outline), MK Media Productions (Lord of the Rings Tower in Shanghai), shonk (Studying...), アラン (Growing
China), Andreanna (Question Mark- Day 35/365), aussiegal (Exclamation Mark), kevindooley (Reflections), alexandralee (back when i studied chinese), tomt6788 (Abstract Colorful Universe Wallpaper - TTdesign), woodleywonderworks (cosmic soap bubbles (God takes a bath)), Wonderlane (The Road to Perdition), jlcwalker (Binoculars - a working collection) and katinalynn (nuclear slide)!
Monday, February 9, 2009
