Are you prepared to face the wave of educational reform, and of students who have grown up in the digital era? If you want to make full use of the strength of digital technology, to grow as a teacher, and to optimize the learning experience, please join us ----- in the OUC Education Technology undergraduate programme. Become an education worker with training suited to the digital era!
Enrolment in the OUC Education Technology programme began in 2009; its three orientations were Information Technology Education, Development of Teaching Resources, and Campus-based Network Development and Maintenance. High-level teaching staff has joined the programme, and high-quality resources built for it, to make use of the OUC’s advantages in terms of distance education. The benefits have been recognized by grassroots study centers and students.
I. Training of Core Capacities
Independent learning and technology in the digital era
New teaching models, methods and tools that use information technology (are oriented toward information-technology education)
Methods for developing digital-education resources
Constructing and maintaining a digital campus (oriented towards campus-based network development and maintenance)
Software and other tools to improve efficiency and strengthen communications; skills and tools for knowledge management
II. Teaching Contents
The curriculum and its emphasis on teaching practice are designed to meet the needs of teaching in the digital era. The required courses include:
Teaching Design, Design and Practice of Online Courses, Web-based Learning Tools and Applications, Design and Development of Teaching Resources, Digital-media Technology and Applications, Design and Production for Television, Uses of Online Education, and Distance Education Theory and Practice.
III. Teaching Team
Professor Huang Ronghuai, dean of the School of Education, Beijing Normal University, and a PhD supervisor
Professor Ren Youqun, vice president of East China Normal University, and a PhD supervisor
Professor Yu Shengquan, dean of the School of Education Technology, Beijing Normal University, and a PhD supervisor
Professor Wang Yining, dean of the School of Media Science, Northeast Normal University, and a PhD supervisor
Professor Li Yi of the School of Education Science and a PhD supervisor
Professor Chen Xiaohui, dean of the Department of Education Technology, Northeast Normal University
Professor Meng Qun, School of TV and Journalism, Communication University of China, and others
IV. Teaching Methods
Blended and fully online learning; assessment and evaluation based on process.
V． Feedback from tutors and students
Tang Yongfa, a 2009 spring-semester student at the Tianjin Baodi Tutorial Centre:
I am a high-school physics teacher, having received my teaching certification in 2001. Two years ago, I chose to enter the CCRTVU’s Educational Technology undergraduate programme. I have been deeply impressed with the experience, and have benefited so much!
Yu Guolin, a 2009 spring-semester student at the Tianjin Baodi Tutorial Centre:
I have learned how fantastic web 2.0 is for online learning. The blogs, podcasts, vlogs, haokanbu and others provide effective tools for implementation of reform, enhance teacher development, and make it easier to meet like-minded “learning friends”. Over the last three years, I have put my learning into practice, and have benefited a lot from educational technology.
Bai Guodong, a 2009 spring-semester student at the Tianjin Baodi Tutorial Centre:
Such courses are very useful. They were exactly what I wanted to study. Even if I had to take some of the exams more than once, it was totally worth the extra study.
Feng Zhiming, a 2009 autumn-semester student at the Tianjin Baodi Tutorial Centre:
The Educational Technology programme taught me the use of online-learning tools I had never encountered, and showed me the joy of using technology in learning. This will be of great use in my future work and studies.
Zhu Weidong, course coordinator for the Tianjin Branch:
The courses are highly practical and useful, and have been very well received. I am greatly interested in how they are taught. They are meaningful and thought-provoking, and enable me to see the potential of online teaching.
VI． Learner Support
Online tutoring: online learning activities, assignment tutoring, and review instruction
Real-time services: telephone, email, and online consulting
Credit transfers: recognition of prior credits, and exemptions from classes and examinations
Digitised learning services: a digital library, and a specialized exchange community