XXX all universities, training, control, evaluation, re-evaluation - I do it. Also participate in national evaluation.
Training, some schools that are not doing too well will come here, help them develop their proposals.
Also has a TLCP himself. Not in my name, I’m helped, younger person takes care of it, XXX, the course was designed by me, I wrote the book, I taught the course, then I trained him, now he teaches. I don’t need the recognition now that I am old, I let him do it. So I also have a TLCP.
Origin. MIT started after 2003, in 2003 we already had TLCP. Nothing to do with MIT. We started expanding education in 2000. From elite education to massification. But the problem was the quality. To expand quality, irst we started with keystone disciplines, first it was 211 project, that was very large. A university centralized on making one major, one discipline. So the national keystone disciplines were evaluated. XXX and XXX got XXX. I was a leader. But discipline is very big. Then we focus on TLCP, improve quality of individual courses. University - > discipline -> course. I was also participating in the keystone disciplines, I was responsible. We found out that discipline is not enough, we had to focus on courses.
The internet resources were not the most important, because internet wasn’t very developed at that time. Initially the application process was not so strict about the course website, that began changing in 2004, 2005.
When evaluating, there is a standard. Because the number is so high, we mostly evaluate using the website, but we’re not evaluating their web resources, but their teaching. Look at the documents, the teaching plan, etc. Questions. Then recordings. Student grades and evaluations, experts evaluations.
4: documents, educational philosophy, educational content (PPT etc - not important how it’s designed, but gives us an idea about how up-to-date the contents of the course is)
Include professors. Make people care more about undergrad teaching. The teachers needs to be a full professor, and needs to teach at least two courses over three years. 4: Care about courses, reform teaching, foster teaching teams with professors and “disciples”, composed of old, middle and young. Sharing quality resources. XXX also has a website taking the best components from each TLCP.
Want basic courses, frequently offered, with high enrollment.
Have you seen improvement in course quality since 2003? Yes, lot’s of good courses.
Impact: setting up teaching teams, that wasn’t too important before. No problem with just one person teaching. Has to be at least three people involved in a course. Good age spread. To do research on improving teaching, you can’t be just one, you need several people to help you reflect.
Second goal, lot’s of resources.
Third: Educational resources, recording etc. Some courses have material used all around China.
Three problems: They only enter the competition to get the recognition, not to continually improve, don’t follow up critique, no change in 3-4 years, the original problems are still there.
Also hard to find courses, not well advertises.
We control courses, check if they still exist, if they are updated. For example a course on food security, there have been many interesting court cases, that course should be updated.
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.
You have to give credit when using TLCP. Not infringing copyright, copyright was bought by the state and given freely to people. Only Chinese universities. Not full open.
Usefulness to students: The students of the teacher who made the material will refer to the material in class.
When you don’t register, there is a lot of material that you can’t access.
Access: The courses are not to serve society (spread access wider). Only to improve quality. Other things are up to online/distance schools (which cost money). It’s goal is to change teachers, pedagogy in higher ed, not to improve or spread knowledge more widely.
The future of TLCP? The centre just did a major research on the future of TLCP, not published yet. In the future, there would probably be more of what you just said, material that can be used by students. Right now it’s targeted at teachers, in the future it would be more targeted at students. Right now the platform for evaluation and the platform for use is the same one, but when you have been approved, how to better use this resource.
The next period starts in 2011. Right now the teachers mostly show their teaching style and the teaching philosophy, not really the teaching process (guocheng), there might be more of that in the future. Also we are going to check the courses again (复核).
Right now creating a repository of the best resources from different courses. For the province. Ready in June?