CORE: Has no relation. MIT just gives you some basic information, if you want to study, you have to pay. There is no teaching process, there are no teaching teams. So we are not studying MIT, this project is based on Chinese characteristics. All Chinese universities can use material freely in non-commercial way. MIT is not like that.
CORE has no relation with TLCP. Fun Den Wang, overseas Chinese, had relationship with Beijing Jiaotong, came here, we organized some top schools, how to take advantage of MIT OCW in China? Part of the initial motivation for many of these universities, was that they would be able to collaborate directly with MIT professors, something that never materialized.
Application form to translate TLCP to English - need to do it yourself/supervise someone who can. Peer-reviewed by different university? Pay abt 1,250$ for the work. CORE.
The adaptation of MIT OCW in China, both in its English original form, and in the translated Chinese versions, is often seen as a form of internationalization. Zhu, Liu and Yuan (2005) are explicit about the potential to increase the quality and creativity of students, and “using foreign material to compensate for the weaknesses in our own country” by “learning from advanced countries”, and “borrowing foreign teaching theories, teaching methods and teaching contents”. They also hope to increase the collaboration between Chinese institutions and foreign top-level institutions. A similar desire to increase the contact between Japanese universities and MIT seems to have been part of the motivation in the creation of OCW programs in Japan as well (Makoshi, 2006). It is important to note, however, that the article cited above is from Dalian Institute of Technology, which has been one of the most active partners in working with MIT, not only on OCW but also in implementing for example iLab simulation software, and have received on-site assistance from MIT personnell (Zhu, Liu and Yuan, 2005). It is not known how many other Chinese institutions possess the technological and linguistic skills to be able to fully take advantage of the MIT OCW materials.
(here is a classic example of this misunderstanding from Carson, S. (2009). The unwalled garden: growth of the OpenCourseWare Consortium, 2001-2008. Open Learning: The Journal of Open and Distance Learning, 24(1):
In 2004 collaboration between the Chinese Ministry of Education and MIT's translation partner CORE would lead to the launch of the China Quality OpenCourseWare project, an effort to openly publish the best courses from across the Chinese higher education system. By mid-2005, materials from more than 500 Chinese courses were available through the CORE site. This collection of courseware has now grown to over 1600 total courses, some of which are now being translated into English by the CORE team.