Вы находитесь на странице: 1из 6


MITE 6335 Information Technology in Education in China within a Global Context

Thomas Chiu Email: tchiu@hku.hk Room 327, HOC Science Building

Introduction to the module

Review the module outline

Our works

Form working groups

Case I

Aims /objectives
Understand how IT is being used in different education contexts (in particular the three case scenarios- MOOCs, e-textbook and elearning business) under different education systems with an emphasis in China Investigate the role of IT in different Education contexts and different education systems Develop a comparative, analytical, and developmental perspectives on how IT can/will be used in different education contexts in China in the global context

Learning outcomes

Discuss pedagogical and policy issues about IT implementation in education in China

Recognize the potential research and practice opportunities with impact on IT in education in China

Evaluate and compare IT adoption in China with regional and major western countries from national policy and education practice perspectives.

What are our works?

peer, 10%

Problem based learning -Case studies

Case I - MOOCs (before the 4th session due)
A prestigious University in China A famous international elearning company The open university of China Schools or government Publishers IT companies
Either report or proposal

elearning bussiness, 40%

ePortfolio, 50%

Case II etextbook (before the 6 th session due)


Case III - elearning business (18 Apr. due)

Either institutions or companies


What do you have to do?

Group assignment
ePortfolio of Activities Links to Relevant Resources Level of Individual Activity Group Collaboration on Key Tasks You will lose marks if you attempt to update your portfolio at the end rather than during the module Proposal Give feed back to the case report in assessment task 1 from a peer group (1 page)

Course outline
Week 1 2 3 4 5 6 7 8 MOCCs(1) MOCCs(2) MOCCs(3) & E-textbook (1) E-textbook (2) E-textbook (3) E-learning business (1) E-learning business (2) E-learning business (3) Topics

Individual assignment

Find your partners

Form into groups of ~4 (preferably you have not work before) and set up an ePortfolio Assign a name for your group. Post your group name and member name on the moodle Finish a questionnaire on the moodle

What is MOCCs?

Massive - some have 10,000s registered. Open = free, anyone can register Online although many have a parallel blended incarnation Course - that runs at a given time with a given cohort
(but not necessarily accredited for anything)

Remember These?

New market

Informal Learning
YouTube, iTunesU

Non Formal Learning


Formal Learning

Formal Learning
Whole Programmes

Pulling Students through from the Informal to the Formal



Course Format
Many short videos
Social network

Some talking heads Some worked examples Some experiments etc.

Socialconstructive learning theory


On-line papers etc. Discussion forums On-line activities Formative assessments



Course Format
Assessment (and feedback) will need to be Objective (multiple choice etc.) Peer review Self evaluation the student as a self-motivated learner. Where will the money come from?
certification (students pay for a badge or certificate) secure assessments (students pay to have their examinations invigilated) employee recruitment (companies pay for access ) applicant screening (employers/universities pay for access to records to screen applicants)



Motivations for making MOOCs
enhance reputation boost recruitment provide a public service create more flexible routes for entry explore new markets support collaborative possibilities improve on-line capability enable us to become more agile and flexible

Udacity the first democratizing education but still for profit. Started at Stanford. Coursera for profit but business model only just emerging 2,000,000 people have taken a course, from the catalogue of around 200. Only 7-9% complete. EdX not for profit MIT, Harvard, Berkeley Futurelearn for profit Based in UK at OU aspires to include top 30-40 universities Director is Simon Nelson - responsible previously for BBC digital strategy
17 18





Demographics of Edinburghs MOOCs

(MOOCs @ Edinburgh 2013 - Report #1)

21 22

What does an university think?

The cost of a degree is rising in real terms while the value of a degree is falling Content is ubiquitous (and free) Private providers can produce cheaper qualification routes (or wish to be allowed to) The classic university is educating for 20th century skills We need to maintain the Goldstandard

What do students think?

Students are looking for so much more out of an university than just formal learning

Employers attitudes to formal qualifications are changing in favour of demonstration of skills

The best possible education is face to face with a true subject expert

The three or four year degree course is no longer standard The world distribution of wealth means that most potential students cannot afford higher education

We are signing our own death warrants

Contract Cheating shows that you need to examine face to face

Contract cheating makes current education meaningless It would not be possible to build enough universities to educate the emerging Chinese market

Disgraceful MOOC drop-out rates

Education is having its Napster moment

The unemployment statistics and rising student fees comes not from the unemployed and poor, but from the new education industry that wants to find a way into the marketplace.


MOOC completion rates

Enrolled: 53,205 Watched a video: 53%* Took a quiz: 26%* Submitted first homework: 12%* * = of those who enrolled
Completed the course: 4.8% of those who enrolled 18% of those who took a quiz. 39% of those who submitted the first project.


Learning Vs Education
Many universities now consider offering MOOCs, but they do not do it for educational reasons. There is no intention to improve society, inclusion or retention, there is no quality consideration or recognition of achievement. Its the latest marketing move, nothing more. once we see MOOCs as a way to offering learning, but not as a system to provide education, these two can happily live together and be even a part of each other.

Hong Kong
HKU edX HKUST coursea ; edX (in process) CUHK coursea Polyu, Cityu , BU, Open University of Hong Kong?


Pick a role in case I Read the article provided on the moodle or the internet Decide what you are going to do (report or proposal) Formulate the issues, e.g. feasibility, practical, policy, learning issues Distribute work After ~30 minutes, I will come to your group and discuss with you. Post what you have discussed on your eportoflio Report your current progress last 15 minutes

Suggested approach
Study current situations of MOOCs in one or two major cities Compare to China situation Make your decision with evidence.



Dolores Davison, ASCCC Area B Representative Michelle Pilati, ASCCC President Hugh Davis, The Changing Face of MOOCs Balch, T. (2013) About MOOC Completion Rates: The Importance of Student Investment [Online] The Augmented Trader blog post 06/091/13 [accessed 23/04/13] Available: http://augmentedtrader.wordpress.com/2013/01/06/about-mooc-completion-rates-the-importanceof-investment/