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2015-04-21 1
OER in Teacher’s Eyes---OUC staff teacher’s role and quality in OER
Jin Zhu朱 瑾
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Framework （ research topic ）
Research Topic Key Concepts Methodology
1.OER IN CHINA OER Literature Interview
2.OUC staff teachers’ role and quality in OER
Role & quality;Teacher’s role & quality in distance education;OUC teacher’s role & quality
Questionnaire Interview
3. Case study: “5-minutes”
5-minute(micro )courses and platform
Questionnaire;Qualitative research : (observation, interview) ; Participatory action research ( self- ethnography )
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Ⅰ.OER IN CHINA
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Key concept ： OER
UNESCO launched the concept of OER in 2002, the year after the Massachusetts Institute of Technology (MIT USA) had released substantial resources open courses (courseware) .
OER describes in its simplest form any educational, learning or
research materials that are freely available for use by teachers and students without a need to pay royalties or licenses . OER can be freely reused, adapted and distributed. (Open Courseware Consortium and UNESCO) .
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Research topic ： OER in China
Trend: open→close →open
Large amount of video speeches(by the most famous professors in China) had been made available on TV to all the public for free in the form of OUC since the early 1980’s.
Currently, OER in China appears in the form of MOOC and micro courses. It usually takes for form of large public online platforms, such as, （ http://open.163.com/ ） initiated by ISPs and （ http://www.xuetangx.com/ ） initiated by educational institutions. Most of the platforms were supported by smart phone APPs 。
• Methodology ：
• History: Literature Historical documents, relevant papers, books , OUC and
other important open educational institutions
• Current situation ： Literature, interview
Annual data collection, academic papers, interview some top OER websites/platforms
(pilot study)
Ⅱ . OUC teachers’ role and quality in OER
• Key Concept :• 1. teacher’s role and quality
• Teachers’ role ： Role comes from drama. The work as teachers came from social division of labor in complex social relations, such relations make provisions for teacher’ performance expectations
• The role of teacher is assumed by an individual. The individual plays the role of a good teacher, or makes the appropriate social behavior in accordance with the provisions of teacher. The need to poses a specific psychological or physiological characteristics is quality.
• Role and quality are dynamic. They will change under different social conditions.
2.OUC teacher’s role and quality in OER
OUC:The Open University of China is newly established on the basis of Radio and Television Universities. It boasts an educational network crossing industries, provinces (cities), and regions. The network covers both urban and rural areas, including one headquarter, some branch schools, colleges and study centers.
Relying on various social strengths, the Open University of China has built supported and cooperative alliances with universities at home and abroad, industries and ministries, leading enterprises, and major municipals.
At present, an enrollment of students amounts to 3.59 million including 1.09 million undergraduate students and 2.5 million associate-degree students. Among the above numbers, these are 200,000 farmer students, 100,000 military personnel and more than 6,000 disabled students.
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STAFF TEACHER IN OUC SYSTEM
• Duty of OUC staff teachers:• （ 1 ） Establish (professors’ assistant or be the keynote
themselves )and maintain study resources• Required materials for compulsory courses ：
– Textbooks, references ， video courses– Online courses
• （ 2 ） Design the corriculum and testing standard
• （ 3 ） Teacher training and exchange
Research topic ： OUC teachers’ role and quality in OER
Methodology ： Questionnaire , interview
Expected outcomes ：• 1.How many OUC staff teachers know/don’t know about OER. Demographics of each
group.
→ 2. group of “know”: → Group A : have experiences of working on OER
● Why?(pay/reputation/teaching/curiousity/….)
● their opinions to their role&qulities in OER:have lack of
→Group B : don’t have any experience Why?(no time/pay/think useless/don’t want to share/lack of qualitites….)
→3.group of “don’t know”
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Expected outcomes:
Table 1 :OUC staff teacher’s attitudes in OER(Demographics)
Table 2: reasons of group A&B
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Reason 1
Reason 2
Reason 3
Reason 4
Reason …
group
of
“know”
Group A : have experiences on OER
--- --- --- --- ---
Reason 1
Reason 2
Reason 3
Reason 4
Reason …
Group B:don’t have
--- --- --- --- ---
Table 3 : types of role and quality of OUC staff teachers
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TYPE A TYPE B TYPE C TYPE D… …
Need andHave
--% --% --% --% … …
Lack of --% --% --% --% … …
Ⅲ. Case study—— “ 5-minutes” ： OUC teachers’ role and quality in OER
• KEY CONCEPT: “5 minutes” courses and platform
• 5 minutes course:micro courese,new name by OUC.(the definition from manager Shan Congkai) : • 5-15 minutes long micro course,• concentrates on one topic, with a clear teaching objective, teaching
strategies(progress) and teaching evaluation.
• “We will develop massive number of 5 minute courses with clear objectives and high practicality to serve degree education and non-degree education.”
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• 5 minutes course platform:
The effort initiated in 2012, led by the learning resource center of OUC. The center has 100 staff members which includes a 20-person development
team.
• It offers massive micro courses by OUC through multi-terminal system. The system sets the micro- class management, statistics , display , study , evaluation, push as a whole, providing a data interface with OUC platform.
http://www.5minutes.com.cn/Default.aspx
• By now,they have developed more than15,000 micro courses.• Peak click per micro course: 25,000• Total click:1,000,000
• “The largest online micro course repository in the world”.
• Resources from: 1.OUC resources on hand with edition, 2.imported outside resources, 3.newly developed contents.
Future development ——micro course “1350”Model (from manager Cunkai Shan )
A compulsory course will be mainly composed of:
• 1 ： 1 representative of the academic standards of quality online course
• 3 ： Instantly generate 3 IP courses , by 3 best teachers in OUC system and instantly putting on the Internet
• 50: 50 micro courses. Focus on 50 key concepts. Each of them is independent, complete and easy for students to approach from different angles.
• Future development ——micro course platform(from manager Cunkai Shan)
• Micro Course→ Micro Course MOOC platform• → Mobile MOOC learning platform• → Micro- credit and micro- class certification system, interface OUC
“Credit Bank”• →Transformation from non-degree to degree. merger of all kinds of
recourses.
The reason of “5-minutes” for case study:
•1. a typical、 large-scale and mature OER
•2. will merge with MOOC in the future
•3.The potential transition from non-degree to degree will require OUC staff teachers to participate in the development of 5-minutes in large-scale. This work will also become mandatory.
•4.Near by and convenient
• Research & Methodology 1: the information about OUC staff teachers involved in 5-minutes:
• Percentage of all OUC staff teachers; • their demographics;• time-consumption; • Motivations;• emotions during the construction process;• necessary role and qualities they have• necessary role and qualities they are lack of
correct table 3:types of role and quality of OUC staff teachers →new table 3
Methodology :Questionnaire
• Research topic 2:
• Select some teachers who will develop 5-minute courses as samples for case study.
• Observe their role and qualities (they have/lack of) during their entire development processes.
(based on new table 3)
• Methodology : observation , interview
• Research topic 3:
• Track self performance during the construction of 2 5-minute courses and observe the role and qualities( I have & lack of)
• Methodology :observation (based on new table 3) • Self Ethnography
Expected outcomes•1.Correct new table 3new-new table 3:types of role and quality of OUC staff teachers
•2.reasons
→Conclusions
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