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Neil Anderson， Carolyn Timms and Karim Hajhashemi
The paper reports on a component of a larger on-going national Australian study funded by the Australian Office for Learning and Teaching， which is currently examining the use of design thinking strategies and steps in Australian universities across multiple discipline areas and in various modes， including online and face-to-face subjects. One illustrative case study is presented that outlines how design thinking was used in an online subject， and examines the perceptions of the university staff in relation to design thinking. The academic staff used design thinking strategies when planning the course and the students’ main assessment piece involved the use of design thinking to create an innovative， web-based learning activity for their school-based students. The key findings were that university students could successfully use design thinking strategies to improve their design of online learning activities for school-based students and that university instructors could successfully use design thinking to improve online university subject design. Instructors had varying， but compatible perceptions regarding the concept of design thinking and its usefulness.
Keywords： Design Thinking； online learning； e-learning； higher education； distance education； ICT
Learning Credit Bank Systems： Three Meta-Questions
Jiang Ying
Learning credit bank systems have become one of the buzz words in recent years. Nevertheless， many research studies focused more on the “how” rather than the “what” and “why” about constructing learning credit bank systems. This study draws attention to such fundamental issues as the classification of learning outcomes， the relationship between learning credits and learning credit bank systems， and credit dimensions. Learning outcomes are classified according to cognitive styles， areas of study and education levels. In terms of the relationship between learning credits and learning credit bank systems， differences in connotations， standards and target groups are to be examined. As to credit dimensions， learning outcomes are to be measured according to learning hours， learning objectives， difficulty levels and abilities. These arguments are to serve as practical principles for learning credit bank systems construction.
Keywords： learning credit bank； meta-questions； correlation test
Campus Culture in Open Education： A Tree Theory
Chen Xuexiong Campus culture is the soul of a university， the value system the university adheres to and operates in. Without a physical wall， the open education campus consists of the distance online campus where all ODE activities happen （including online spaces， mobile learning campus， etc.） and the actual campuses where all the local learning centers and practice base locate. It is the inherent requirement for open education to strengthen campus culture in order to improve quality and build brand names. The Tree Theory of campus culture in open education is formulated through practice in “ODE culture” brand-building. It aims to promote the core value as the “root culture”， the characteristic connotations as the “trunk culture”， the ITC support as the “brunch culture”， and the variety of manifestations as the “leave culture”.
Keywords： open education； online learning； campus culture； Tree Theory
ITC Efficiency in Primary and Middle School Education： Investigation
in Five Provincial Capitals in China
Zuo Xiaomei
In this study， ITC efficiency and influencing factors are surveyed， by means of stratified random sampling， in primary and middle schools in 5 provincial capitals in China. The result shows that most of the teachers and students think highly of the ITC efficiency but that differences exist among different teacher and student groups in terms of knowledge and use of ITC. It is argued that use of ITC needs to be enhanced and that factors influencing the use of ITC are multi-layered and multi-dimensional. Therefore， a constant improvement in ITC efficiency in primary and middle schools needs both active involvement from students’ part and virtuous cycle of ITC development from the schools.
Keywords： ITC efficiency in education； subjective perception survey； developed regions
Learner Analysis in Non-Degree Continuing Education： A Study Based
on Tianjin Public Service Platform for Lifelong Learning
Liu Lina， Ping Fan and Yang Shunqi
With the publication of National Outline for Medium and Long-term Education Reform and Development （2010-2020）， vigorously developing non-degree continuing education （NDCE） has been one of the key tasks of higher education. The NDCE development strategies and measures will quicken the steps of learning cities and learning society. This study， taking Tianjin Open University’s non-degree programs as an example， analyses the learners’ characteristics， as well as the status quo of NDCE. It puts forward counter measures against the current issues， and also new thinking for developing learning cities.
Keywords： learning cities； non-degree； continuing education； distance learner
Canvas Supported Flipped Classroom： the Case of the Course
FLASH Animation Design
Hu Jianping
Indispensible of the support of online environment， flipped classroom is an effective pedagogical model for learning improvement. Based on analysis of the most frequently used learning management systems （LMS）， their strengths and weaknesses， this study focuses on Canvas platform and its strengths and features. A Canvas based flipped classroom project-based teaching mode is analyzed， taking the Course FLASH Animation Design as an example， with its pre-， while-， and post-classroom activities and their effectiveness evaluation. It is found that flipped classroom supported by Canvas platform can improve classroom efficiency and provide opportunities for teacher-student interaction.
Keywords： Canvas； flipped classroom； project based teaching
The paper reports on a component of a larger on-going national Australian study funded by the Australian Office for Learning and Teaching， which is currently examining the use of design thinking strategies and steps in Australian universities across multiple discipline areas and in various modes， including online and face-to-face subjects. One illustrative case study is presented that outlines how design thinking was used in an online subject， and examines the perceptions of the university staff in relation to design thinking. The academic staff used design thinking strategies when planning the course and the students’ main assessment piece involved the use of design thinking to create an innovative， web-based learning activity for their school-based students. The key findings were that university students could successfully use design thinking strategies to improve their design of online learning activities for school-based students and that university instructors could successfully use design thinking to improve online university subject design. Instructors had varying， but compatible perceptions regarding the concept of design thinking and its usefulness.
Keywords： Design Thinking； online learning； e-learning； higher education； distance education； ICT
Learning Credit Bank Systems： Three Meta-Questions
Jiang Ying
Learning credit bank systems have become one of the buzz words in recent years. Nevertheless， many research studies focused more on the “how” rather than the “what” and “why” about constructing learning credit bank systems. This study draws attention to such fundamental issues as the classification of learning outcomes， the relationship between learning credits and learning credit bank systems， and credit dimensions. Learning outcomes are classified according to cognitive styles， areas of study and education levels. In terms of the relationship between learning credits and learning credit bank systems， differences in connotations， standards and target groups are to be examined. As to credit dimensions， learning outcomes are to be measured according to learning hours， learning objectives， difficulty levels and abilities. These arguments are to serve as practical principles for learning credit bank systems construction.
Keywords： learning credit bank； meta-questions； correlation test
Campus Culture in Open Education： A Tree Theory
Chen Xuexiong Campus culture is the soul of a university， the value system the university adheres to and operates in. Without a physical wall， the open education campus consists of the distance online campus where all ODE activities happen （including online spaces， mobile learning campus， etc.） and the actual campuses where all the local learning centers and practice base locate. It is the inherent requirement for open education to strengthen campus culture in order to improve quality and build brand names. The Tree Theory of campus culture in open education is formulated through practice in “ODE culture” brand-building. It aims to promote the core value as the “root culture”， the characteristic connotations as the “trunk culture”， the ITC support as the “brunch culture”， and the variety of manifestations as the “leave culture”.
Keywords： open education； online learning； campus culture； Tree Theory
ITC Efficiency in Primary and Middle School Education： Investigation
in Five Provincial Capitals in China
Zuo Xiaomei
In this study， ITC efficiency and influencing factors are surveyed， by means of stratified random sampling， in primary and middle schools in 5 provincial capitals in China. The result shows that most of the teachers and students think highly of the ITC efficiency but that differences exist among different teacher and student groups in terms of knowledge and use of ITC. It is argued that use of ITC needs to be enhanced and that factors influencing the use of ITC are multi-layered and multi-dimensional. Therefore， a constant improvement in ITC efficiency in primary and middle schools needs both active involvement from students’ part and virtuous cycle of ITC development from the schools.
Keywords： ITC efficiency in education； subjective perception survey； developed regions
Learner Analysis in Non-Degree Continuing Education： A Study Based
on Tianjin Public Service Platform for Lifelong Learning
Liu Lina， Ping Fan and Yang Shunqi
With the publication of National Outline for Medium and Long-term Education Reform and Development （2010-2020）， vigorously developing non-degree continuing education （NDCE） has been one of the key tasks of higher education. The NDCE development strategies and measures will quicken the steps of learning cities and learning society. This study， taking Tianjin Open University’s non-degree programs as an example， analyses the learners’ characteristics， as well as the status quo of NDCE. It puts forward counter measures against the current issues， and also new thinking for developing learning cities.
Keywords： learning cities； non-degree； continuing education； distance learner
Canvas Supported Flipped Classroom： the Case of the Course
FLASH Animation Design
Hu Jianping
Indispensible of the support of online environment， flipped classroom is an effective pedagogical model for learning improvement. Based on analysis of the most frequently used learning management systems （LMS）， their strengths and weaknesses， this study focuses on Canvas platform and its strengths and features. A Canvas based flipped classroom project-based teaching mode is analyzed， taking the Course FLASH Animation Design as an example， with its pre-， while-， and post-classroom activities and their effectiveness evaluation. It is found that flipped classroom supported by Canvas platform can improve classroom efficiency and provide opportunities for teacher-student interaction.
Keywords： Canvas； flipped classroom； project based teaching