Social change and future of moocs

1

The Promotion of Digital Transformation of Higher Education with
MOOCs and Online Education in China

Dr. WANG Xiaoxiao

Director of Online Education Center, Tsinghua University
Secretary General of PRC Ministry of Education Research Center for Online Education

Secretary General of Global MOOC and Online Education Alliance

2

CONTENT

China's exploration in development and
practice of MOOCs before COVID-19

Continuous innovation in MOOCs and online
education amid COVID-19

A new stage for MOOCs and online education
in China in the future

3

China's implementation of MOOCs has triggered a learning Number of online MOOCs
revolution of new ideas and new forms
Enrolled students:
The government
provides support Students receive
MOOCs credits
Universities Social
assume main communities get
responsibility
involved

More than 30 comprehensive and
professional higher education public online

course platform technology platform

Till the end of February 2022 4

China's policies for MOOC development

5

In China, quality MOOCs are 6
widely and deeply used in the
formal education system of
universities.

Till March 2022,

The proportion of Chinese university
teachers using MOOCs to carry out
blended learning of online and
offline

has gone from 34.8%

before the pandemic

Up to 84.2%.

Advancing “MOOC to the WEST”

7

Tsinghua University Cooperates with int'l platforms

Students

1.4M

Courses

78

8

CONTENT

China's exploration in development and
practice of MOOCs before COVID-19

Continuous innovation in MOOCs and online
education amid COVID-19

A new stage for MOOCs and online education
in China in the future

9

MOOCs play an important role in ensuring the normal
teaching order of higher education in China

1.08 million university teachers offered 1.1 million
online courses, with 3.5 billion university students
learning online. 91% of the courses of all Chinese
universities have been offered online.

10

Digital Twin:
Rain Classroom “Clone Class”

In-Campus Remote
Classroom Classroom

On the basis of the Rain Classroom platform, the concept of "digital twin" is applied to 11
reconstruct the perceived teaching scenes in the digital world, forming a series of "clone
class" isolated from the initial class. In the "clone class", the new students can carry out
large-scale real-time communication and interaction.

Teachers and students' improved IT literacy lays the
foundation for more innovations in online education

In 2021 fall, Tsinghua University, together with 13 universities in
Shanghai, Zhejiang and Fujian, provided open courses for 9
universities in Xinjiang by "clone class", covering nearly 20,000
teachers and students.

Develop innovative educational technology tools

Apply technology into education deeply

Be demand-oriented

12

Exploration in the development of virtual teaching and research rooms

Offline workshop + targeted one-on-one guidance Inter-university teaching and research + teaching cooperation
WeChat groups / online peer interaction + discussion Improved teaching methods, personal growth, communication

13

China keeps exploring innovation in and
cooperation on int'l online education

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CONTENT

China's exploration in development and
practice of MOOCs before COVID-19

Continuous innovation in MOOCs and online
education amid COVID-19

A new stage for MOOCs and online education
in China in the future

15

Learn from experience of MOOC development
and keep improving course quality

1. Universities should earnestly fulfill their
responsibilities of the teaching and
management of online open courses
2. Universities should improve the
management of teachers of online open
courses
3. Universities should strictly ensure students'
online learning and examination disciplines
4. Improve self-supervision of online open
course platforms
5. Improve platform supervision systems
6. Establish a multi-departmental
coordination mechanism

16

The Ministry of Education attaches great importance to education digitalization

17

MOOCs and online teaching are an important direction Joint Capacity
for the future development of higher education teaching Building

Global MOOC and Online Education Alliance (GMA) members are GMA
world-leading universities and platforms from across the globe
（including Thai MOOC）. GMA is initiated by Tsinghua University Knowledge Public
(also elected as the inaugural chair institution and where the Sharing Advocacy
secretariat is based), and co-founded by 20 institutions in Dec. 2020.

18

CONTENT

China's exploration in development and
practice of MOOCs before COVID-19

Continuous innovation in MOOCs and online
education amid COVID-19

A new stage for MOOCs and online
education in China in the future

19

Thank you!

20



Technology-Enhanced Collaborative and
Blended-Learning.

Together, we make a difference.

Professor Ren Yi
University of Southern Queensland, Australia

CRICOS QLD 00244B, NSW 02225M | TEQSA: PRV12081

Acknowledgement of Country

UniSQ would like to acknowledge the traditional
owners on the land on which we gather.
We would also like to pay our respect to
Elders – past, present and emerging.

We’re research focused

30 areas of research
‘at’ or ‘above’ world standard

Australian Research Council’s Excellence in Research for Australia
results, 2018-2019

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UniSQ by numbers

75% of our Over 100 online degrees Students from over 100 countries
students study

online

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Why Study digital at UniSQ

• We are passionate about virtual study
• Over 20 years experience in delivering the highest quality degrees to

thousands of students online
• Ranked No. 1 in Australia for Graduate Starting Salary
• Ranked top 86 young universities worldwide

1 Good Universities Guide, 2018-2020
2 Quacquarelli Symonds, 2019
3 Good Universities Guide, 2020
4 Times Higher Education World Young
University Rankings, 2022.

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Digital First Menu

University of Southern Queensland Australia 7

CRICOS QLD 00244B, NSW 02225M | TEQSA: PRV12081

Curricular Animation

player.vimeo.com/video/524569859

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Designing online learning materials

1. Online and face-to-face student experiences are blended to meet
student, discipline and industry needs and contexts.

2. Whether our students are studying primarily online or on-campus,
they all have a digital-first learning experience, using innovative
approaches for interaction, communication and connection.

3. Online learning is part of the overall student experience,
complimented by extensive support for students and graduate
career success.

USQ’s Three Online Learning
Guiding Principles

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Designing online learning materials

1. Leader

(Goals, KPIs, Milestones, Deadlines, Delivery, Evaluation, Continuous Improvement)

2. Discipline Experts

(with Industry consultation & Knowledge of Student Cohorts)

3. Minimum Requirements for a Consistent Online Learning Experience
4. Educational Designers

(Writing Curriculum, Designing Pedagogy, Digitally Innovating)

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Designing online learning materials

1. O – Open
2. N – Navigable
3. L – Learning
4. I – Interactive
5. N – Networked
6. E – Engaging

https://educationtechnologysolutions.com/2019/06/how-to-design-deliver-quality-online-education

Designing Courses for Online Delivery

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Excellent Virtual Learning Environment

USQ’s Learning Management System incorporates:

• USQ Study Desk
- Accessible on multiple devices
- 24/7 Access to course content specifically tailored for effective online study

• USQ Open Desk
- Access courses available to you

• USQ Upskill Platform
- Offers a suite of online minicourses for professional accreditation

• USQ iconnect
- Interact with peers, ask questions about study, share advice and support other
students
- Available online via Zoom, Live Chat and USQ Facebook group.

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Voted as Australia’s Best Tertiary Library

Contact Library help desk over the phone, via online chat, or
email

• Access both print and digital material
• Online consultations with Librarians/Learning Advisors
• Join Study Support Sessions

- Discussions on any study topic
- Question and answer sessions

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Learning and Teaching Resources

usq.edu.au/learning-teaching/resources

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Learning & Teaching Support

Award Winning Academic Staff

• Experts in two field – the content they teach and how it
is taught

• Keep up with industry practices and networks to pass-
on to our students

Professional Staff

• A ‘Student Relationship Officer’ to work alongside you
to:
- Keep you on tract to complete your studies
- Provide in-depth, tailored support

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The HIVE

The Hive for Immersive and Virtual Experiences
Virtual Reality
Augmented Reality
360 degree video
Lightboard
Clinical simulation
Virtual, immersive preparation for professional placements

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3D Photography

lti.usq.edu.au/photospheres/?serverID=eae4b0fc-64f4-11eb-ae93-0242ac130002

“This is incredible. This footage means that even
Industrial Technology and Design students in
remote place or other parts of the world can
have access to a real workshop to be able to do
Workplace Health and Safety audit assessments.”
Rob Cantle
“It’s like Where’s Wally in an Industrial Technology
and Design Workplace Health and Safety space”

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Community practices 18

• Programs that enable sector and wider
community outreach:
• - HIVE for Virtual and Immersive Learning
• - Open Textbooks
• - Design for equity and access: rural,
remote, regional and incarcerated students.

University of Southern Queensland Australia

Let’s connect.

unisq.edu.au/international

Find our more:
[email protected]
+61 7 4631 5543

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Approaches to designing
justice-oriented MOOCs

Thailand Cyber University International
e-Learning Conference 2022

Dr Taskeen Adam
Associate Manager at Open Development & Education
Senior Research Lead at EdTech Hub
22 July 2022

Image source:
shodan.io

Outline

Research overview Approaches to designing
justice-oriented MOOCs
Education Context in SA
Research Questions and methodology Framing MOOC production
Conceptualising the MOOC
Conceptual framework Situating the MOOC
Creating and Implementing the MOOC
Critiques of the Open Education
Movement Key Takeaways
Decolonising Education
Dimensions of Human Injustice 4 Guidelines to justice-oriented MOOCs
4 Categories of MOOCs Regarding
Injustice
3 Key Arguments

Background

South Africa

Photo by Finding Dan | Dan Grinwis on Unsplash Also, South
Africa

www.kapstadt-entdecken.de (CC BY-SA 2.0)



synchronous teaching Access to electricity
methods?
Access to devices
online Access to internet
assessments? Data costs

digital Lack of school
pedagogies? feeding
programmes
video conferencing
platform choices?

Andrew Shiva / Wikipedia / CC BY-SA 4.0

Imbalances in OER/MOOC production

89% of English Within the MOOC In 2017, only 164 of
Repositories of OER sphere, only 1.7 % the 2240 courses
come from Europe and 1.1% MOOC (7.3%) on
and North America, producers are black
with only 1% from on Coursera and Coursera were from
the Global South.
Africa. Futurelearn (Adam, 2019)
(Santos-Hermosa et respectively (Lockley,

al. 2017, p. 106)

Conceptual Frameworks

Lit Review – Three critiques of the OEM/MOOCs

The Neoliberal Critique – they can be co-opted for neoliberal agendas

• Problematises ‘openwashing’; the use of open terminology, without its underlying
tenets of free access and open licensing, for branding, marketing and commercial
interests, such as in the case of MOOC platforms (Weller 2014; Wiley 2011b).

The Social Injustice Critique – they can contribute to injustice

• Problematises the idea of ‘openness’ as good in and of itself, and asserts rather
that open educational programmes need to make a concerted effort to centre
issues of social (in)justice if they are to address educational inequalities (Bali et al.
2018; Hodgkinson-Williams and Trotter 2018; Lambert 2018; Watters 2014).

The Neo-colonial Critique - they can promote neo-colonialism

• Builds upon the social injustice critique to further emphasise the cultural-epistemic
and geopolitical imbalances within the OEM (Adam 2019; Lockley 2018; Piron et al.
2017).
▪ challenges the notion that openness is inherently and universally good.
▪ critiques the ‘skewed geo-politics of knowledge’ which ‘ironically worsened in an
open education landscape’ (Czerniewicz 2018:1).
▪ challenge the assumed superiority of Western knowledges and epistemologies.