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OOPS, Turning MIT Opencourseware into Chinese: An analysis of a community of practice of global translators

TitleOOPS, Turning MIT Opencourseware into Chinese: An analysis of a community of practice of global translators
Publication TypeJournal Article
Year of Publication2007
AuthorsLee, M. M., Lin M. F. G., & Bonk C. J.
PublisherThe International Review of Research in Open and Distance Learning
Volume8
Issue3
Pagination1-21
Date Published11/2007
Secondary PublisherAthabasca University Press
Place PublishedAthabasca, Canada
Publication Languageeng
ISSN1492-3831
Keywordsasynchronous discussion threads, China, Chinese, communities of practice, global education, global translation, joint enterprise, MIT, mutual engagement, OOPS, Open Educational Resources, OpenCourseWare, Opencourseware Prototype System, Opensource, reification, shared repertoire, Taiwan, volunteer translators
Abstract

An all-volunteer organization called the Opensource Opencourseware Prototype System (OOPS), headquartered in Taiwan, was initially designed to translate open source materials from MIT OpenCourseWare (OCW) site into Chinese. Given the recent plethora of open educational resources (OER), such as the OCW, the growing use of such resources by the world community, and the emergence of online global education communities to localize resources such as the OOPS, a key goal of this research was to understand how the OOPS members negotiate meanings and form a collective identity in this cross-continent online community. To help with our explorations and analyses within the OOPS translation community, several core principles from Etienne Wenger’s concept of Communities of Practice (COP) guided our analyses, including mutual engagement, joint enterprise, shared repertoire, reification, and overall identity of the community. In this paper, we detail how each of these key components was uniquely manifested within the OOPS. Three issues appeared central to the emergence, success, and challenges of the community such as OOPS: 1) strong, stable, and fairly democratic leadership; 2) participation incentives; and 3) online storytelling or opportunities to share one’s translation successes, struggles, and advice within an asynchronous discussion forum. While an extremely high level of enthusiasm among the OOPS members underpinned the success of the OOPS, discussion continues on issues related to quality control, purpose and scope, and forms of legitimate participation. This study, therefore, provides an initial window into the emergence and functioning of an online global education COP in the OER movement. Future research directions related to online global educational communities are discussed.

URLhttp://www.irrodl.org/index.php/irrodl/article/view/463/980
Rights

http://creativecommons.org/licenses/by/3.0/

Refereed DesignationRefereed
AttachmentSize
463-3805-2-PB.pdf418.82 KB
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