Incentive

XXX: The dept of XXX began from 2008 to put more emphasis on TLCP development, before teachers thought that as long as I do a good course, it’s OK, didn’t think about going for these kind of badges. But then the department began to emphasize it. This university is also trying to become an international first class university, we have to expand our influence, so that’s why the department and everyone began to pay more attention. Pay attention to how they could take their own experience, and offer it to the world.

XXX: Then MoE came out with TLCP, and the stuff we had improved in our course was compatible with the requirements for TLCP, I realized they were even more specific and detailed than for youxiu ke, so we began to develop the course further, and then applied for TLCP. We applied for uni level, then for national level.

XXX: In 2004, the school started applying for TLCP, asked who had materials, I happened to have them ready.

History of course

XXX: Last year we proposed 4 province-based courses and 2 national level courses. Our course is an important obligatory course in the major and a zhugan basic course for the whole school. We developed it for many years, I always taught this course. It developed very rapidly. We put a lot of weight on developing teaching materials and the course contents. Constantly improving. Initially our course was completely lecture-based, in 2007 we began with an internship where students could put what they had learnt into practice (design chip).

XXX: How did you get the idea of applying to TLCP? We had youxiu courses and hege courses before TLCP. We didn’t apply improve our course according to youxiue course guidelines to get the youxiu badge, but because we wanted our students to be able to study better. So we began growing the quality, after a long time it will be come hege, and youxiu course. I began teaching this course in 1991, I developed it, First it was a voluntary course, then it became an obligatory course. Then it became MoE 主办课:

XXX: XXX. When the university started, we set up a XXX department, then we started this course. There was a professor called XXX, he is very famous in XXX in China, he edited a text book, until last year it had been published continually for 50 years. Had a huge impact nationally. Some of his disciples spread XXX very widely. The course had his characteristics, very determined by his thinking. It’s very important to connect theory to practice. I am one of the students that he trained, many of the teachers in this department today are his students. We all continue his heritage. So continually in developing teaching teams, teaching materials, developing courses, we all worked.

We also applied for the school’s excellent course. His book was judged to be national top level teaching material.

XXX: I began teaching this class in 1997. In 2004, 2005 I began to prepare this website, because it was needed for teaching, by the students. By request of the students, we slowly started putting up recordings, and other material, discussion forums.

Web resources

XXX: Before applying to TLCP, we didn’t have our web site (like some XXX profs did) but we did put some material on the campus LMS to share with students.

XXX: In 2004, 2005 I began to prepare this website, because it was needed for teaching, by the students. By request of the students, we slowly started putting up recordings, and other material, discussion forums.

At first, the reason for building the site had nothing to do with TLCP, which had not yet launched. It was the request of these outside students who came to listen to classes, and wanted something to connect to while they were away.

XXX: We started to develop a website in 2001. We put the courseware, questions, experimental descripition, teaching materials etc on the web. We also developed a resource database for the province. In the resource base we put lot’s of resources from the course, so we started with this quite early. We also had exchanges with other universities, especially because we are so well known for the publishing of his textbook.

Before we became TLCP, all the resources were for our own students, we also shared some courseware and some recordings with other campuses. In 2005, our campus did an evlauation, XXX published it.

Legacy

XXX: I was retiring in XXX, so anyway I was planning to make recordings and leave a memory of my teaching here.

XXX: I am XXX, can work to 65, PhD supervisor. I need to find a replacement, a young professors, train him or her to continue this course, become PhD supervisor. Need to improve pedagogical research. Publishing a bi-lingual book to help teachers do bilingual courses. Have to update video material in course.

Applying:

XXX: Part of the reason we applied was that our course had this innovation. We applied for TLCP in 2008. We also developed teaching materials, I used a book for several decades that I had written. We developed a new book which one a national TLCP price in 2007. After that, we decided to apply for TLCP.

XXX: We applied for campus level TLCP in 2005, and for national level in 2008. We were the first national level TLCP on XXX, Now there are two.

XXX: We applied for TLCP in 2005, and got it. With the guidance from MoE and specifically from the academic affairs office here’s guidance, we have made some improvements.

XXX: In 2007, we got provincial TLCP, in 2005 campus TLCP.

Importance/outcome:

XXX: Before teaching wasn’t that important for being a PhD supervisor, now they will take a TLCP into consideration.

XXX: We began to notice that a lot of courses in this topic, even that applied to be TLCP, had used our thinking, even our direct expressions sometimes. Some told us, some didn’t.

These last years, because of TLCP, we’re continually improving, the teaching materials. We’re not using that book anymore, it’s a series. Actually the course has been expanded to a series of courses. We got very good results in last years teaching evaluation. We got first price in XXX Educational Achievement first class. We also applied for national TLCP, but didn’t get it.

XXX: At that time students needed a password, not anymore.

We are a teaching team, 5 teachers. Before, it was just me teaching the class, but TLCP rquired a teaching team. That’s part of the goal, to train young teachers to continue teaching the class, and involve older teachers in undergraduate teaching. There is a difference in China between normal universities, which focus a lot on teaching, and research universities, which focus a lot on research. So normal universities produce more TLCPs.

XXX:

We would still have done the big reorganization of courses even if it hadn’t been for TLCP. The impact of TLCP was not very big, it was just a badge. We weren’t planning to apply for TLCP, just wanted to improve our class, but because the department put a lot of weight on it, wanted this honor. It took us some time.

XXX:

My biggest outcome was becoming more aware of course construction, clearer about the goal of course development, This also pushed the development of our other courses forwards.

We always had a teaching team even before we did TLCP.

The process of developing the course has given me more awareness, constantly improving according to certain guidelines, very systematical. Otherwise I might just do things randomly, without considering why I am doing them.

XXX:

Since we began with TLCP, it has opened our eyes a bit, before we just used the teaching material we had and taught to the local studnets. Because of the “five first-class” required by the government, we have to continously explore, and improve our course, it is a motivation for us to improve, and it also tied the teachers int he course closer together. This is also how we started with experimental teaching reform. For example, we might allot a whole day for experiments, students have to set it up themselves, much better than having it all set up already, and just asking you to move two things to do the experiment. More inquiry based, trains initiative. Only by doing it themselves, do students understand that doing experiments is so interesting.

Now that there are much more educatioanl resources online, that the students can visit, that also changed they way they can learn, makes it more flexxible. We can’t just lecture after the book anymore. This year we had a class which was entirely recorded, and a number of colleagues helped lecture, I also lectured. Lecturing there is very different from what we do normally, it’s more inspiring. Reflects the developments of the field, brings problems and theories into the classroom. If you don’t give the students anything interesitng to respond to, they won’t respond .

XXX:

Without TLCP, we wouldn’t have such a fancy website. We need recordings of every lecture for national level TLCP. Student evaluations are very important, and they are published. We often visit other sites from other disciplines to see how they do it. Received a lot of inspiration from seeing other classes.

Received 100,000 yuan. Buying some equipment, camera, making website. Also some money on excursions. TLCP has not changed my way of teaching. A colleague asked me if we should find someone to help us “polish” the class, because we use a very oral and informal language. I said there is no point, it’s just a reflection of reality, if students interrupt and ask a question, it’s because they want to know something. We shouldn’t make it too fake.

It’s an honour to get the prize.

XXX:

TLCP has made us all focus much more on quality. There is no doubt that TLCP has brought online courses to a new level of quality.

D16

16 实施质量工程全面提高教育教学质量

article about improving courses on electricity (东北电力大学). after moving from elite education to massified higher ed, we have to focus on quality. campus has a number of national, provincial and campus 精品课程 since 2004. these have spurred the improvement in pedagogics of all courses. teaching teams: they had 10 famous old profs team up with 10 young profs, to better guide them in pedagogics etc. each term, 2 young teachers hold open lectures for the whole school, are vigorously criticized, this leads to improved teaching among the young, and an increase in the pedagogical discourse. one of their teaching teams were selected as "provincial top quality teaching team". producing new teaching materials, government wants 10,000 new teaching materials. They do mention the 精品课程, and how they provide this quality material free to all (广大) students and teachers. Practical teaching: they have labs, software development etc, got prizes from province. Evaluation: describes a comprehensive system of evaluation of teaching, listening on classes etc. From results based management to process based management?