Seminar GO-GN 20-21 April 2015 @ Banff, Canada. Global Meeting Open Education Consortium By Jin Zhu, The Open University of China

1. 2015-04-21 1
OER in Teacher’s Eyes
---OUC staff teacher’s role and quality in OER
Jin Zhu
朱 瑾

2. 2
Framework （ research
topic ）

3. 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 )

4. 4
Ⅰ.OER IN CHINA

5. 5
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) .

6. 6
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 。

7. • 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Historical documents, relevant papers, books , OUC and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)

8. Ⅱ . OUC teachers’ role and quality
in OER

9. • 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.

10. 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.
04/28/15
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12. 12
STAFF TEACHER IN OUC SYSTEM

13. • 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

14. 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”

15. 04/28/15
15
Expected outcomes:
Table 1 :OUC staff teacher’s attitudes in OER(Demographics)

16. Table 2: reasons of group A&B
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16
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
--- --- --- --- ---

17. Table 3 : types of role and quality of OUC staff teachers
04/28/15
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TYPE A TYPE B TYPE C TYPE D
… …
Need
and
Have
--% --% --% --% … …
Lack of --% --% --% --% … …

18. Ⅲ. Case study—— “ 5-minutes” ：
OUC teachers’ role and quality in OER

19. • 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.”
04/28/15
19

20. • 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

21. • 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.

22. Future development ——micro course
“1350”Model (from manager Cunkai Shan )
A compulsory course will be mainly composed of:

23. • 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.

24. • 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.

25. 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

26. • 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

27. • 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

28. • 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

29. Expected outcomes
•1.Correct new table 3
new-new table 3:types of role and quality of OUC staff teachers
•2.reasons
→Conclusions
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30. Thank you!
zhujin@crtvu.edu.cn
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