WS 82 Measures and Practices for Promoting Open Knowledge Environment (OKE) in Developing

WS 82 Measures and practices for promoting open knowledge environment (OKE) in developing countries

>: Ladies and gentlemen, good afternoon. My name is -- I'm from China, in charge of Vice-Chairman of Internet society of China. This workshop is organised by China association for Science & Technology in brief C A S T. As you know, C A S T is the largest national non-governmental organisation for scientific and technological workers C A S T has 199 members, almost all the academy institutes are members of the C A S T since 2004 CAST was granted by UN as consolidated body for ICT, so CAST established a consultative committee for using information and communication technology. In brief, CAST cc IT. I also will be member of this committee. Now CAST CCIT proposed a serial workshop during the IGF. This it is our fourth time to hold the workshop discussing on the so-called "Open knowledge environment issues". Today our afternoon session, we've honour to invited several distinguished Professors, officials and experts in this field. Let me first of all introduce our distinguished speakers this afternoon. On my left-hand is the Professor L I U, CH U A NG. He is a Professor of the institute of geography and national resources under the Chinese academy of science. On my left side is Mrs Anna N EV ES. She is director of the department information society in Ministry of the science and the education in protocol. And also on my right hand is Professor T A U X I A O F E NG. He is a Professor of Beijing university of post and telecommunication. He is a very famous Professor in China on the mobile network technology. Again, on my left side, we've a distinguished panellist, Dr. William Drake from Zurich university, Switzerland. William told me has a panel this morning already three times. Three hours. Now is the fourth workshop he join us. We're very pleased to invite him as our speaker. And again, on my right hand we've Professor ZH OU, X I A NG. He is a director of the technology department remote sensor of the China academy of science. He is also expert of the recommend Ote sensors technology and application. He is disaster relief. In this field he is also very active, very famous in China. Again, on my left side we've a very honour of inviting Professor. He is a directare o of the Internet policy and law, Beijing. He is an expert of the copyright regulations, and the laws expert. So you can see our distinguished speakers today is very, very specialised in this field. We call the O K E environment issues. Allow me to invite Professor LC. Please, Professor, you've the floor.
>: Thank you. Good afternoon ladies and gentlemen. So proud to be here again to discuss about the open knowledge environment issues. My topic is how to create an inclusive methodology of open knowledge environment. Take the geomuseum as an example. Before I present this, I would like to reveal ten years' experience of (Inaudible) in developing countries. Co-data is the international committee on data for Science & Technology. It is an International Counsel of sciences. This is 46 years this organisation was established. So could he data represents sixu, participant (Inaudible) in(Inaudible) so could he data then create a new task group focused on the developing can you know trues (Inaudible) including the scientists more than 50 countries, participate in this effort. After ten years three phases we're focus. One is focus on policy as strategies of preservation and the open access to said data in developing countries, second is the capacity building, and the support that they are making, and then we -- for most region years, we focus on the open knowledge environment. So the task group was created in 2002 in -- is focused on the policy and the strategies on the scientific data. And then what we wanted to -- the objectives of this task group is awareness of preservation of scientific data in development countries, and help developing countries to enhance their capacity building with strategy building (Inaudible) and the industry countries. And now what kind of action we're made during the last ten years? One is we hold a country series international workshops (Inaudible) Cuba, Thailand, and so on, and then we've, we host other training workshops, and then we have several cases to support decision-making. Now we're working on the open knowledge environment. This is the country series international workshops, they last for ten years. We've since the very beginning, 2003, 2004 in China, and again in Shanghai then in South African Interpreter or I cannot, and then in saw Paulo and about a, Mongolia and also, it is two years, one year, we've the international work shops, and we help these countries to recognise what could be -- is useful for these countries to make the decision-making, and what is the right national strategy. And we work on this not only by ourself, but also joint action with the CODATA, with the international panel of academies, and UN and also council of Asia Pacific networks, and the Ministry of science technology of China, and also national research foundation in South African, national research foundation of US and so on, so we got the support from these organisations focused on the -- what is the big challenges from big country, and what is the action for us on this. We're very happy to see that the fruit, and the China government, South African and the Mongolia also have help them to make scientific data policy and again, gradual change that more and more the data open available, so this is very good for us. Not only this, we've focus on the -- for the minimal development goals. We focus on three specific topics. One is the poverty reduction section, second is the disaster mitigation, and third was the public health, so we're encouraging young scientists to draw on this, and several young scientists right now already play the lead role in this area. So -- and through the training workshop we've in (Inaudible) for North Korea specific training for the North Korea, and for the development of 40 countries in the scientists and decision-makers come to China and join this, so this is really helpful, not only this, but we've serious (Inaudible) for what was the result from these actions. Besides this, we support decision-makers. This is especially for disaster, quick response to the disaster, so when they say in China earthquake, so we develop the scientific data to support the rescue and the quick response. Another use is from earthquake so we work on data mining methodology, very quick to develop basically the remote sensing data and then we develop several useful data sets. (Inaudible) in the disaster area and the campus, and also collapse the buildings and the land slides, and all this resolution is half a meter's resolution, less than half a meter's resolution. Very high resolution. Then we send this to US (Inaudible) and then we saw all this kind of data in less than one week, five days later, we send all this kind of data to the US provider. And we got a good response for the US provider who is the head of the office in the US provider office and this is agreed. He said we just need this, and I talk to him, and now he said this is really, we need this time, and then we send more information again, and then we keep contact very frequently. Also we send this kind of information to the UN centre for the decision-making, for the UN assessment, so that the head of the UN centre public administration, the development, and Ms. HY E N, she send a message to us, and she said really you need this. Besides this country series workshops, training work shops, capacity building and to support the decision-making, we now focus on the environment and we've several cases for the diversity in China and also in the disaster-related, now the environment, earth science environment and the more priority society, this is a geomuseum. This geomuseum, this is a drawing effort from the international geography union data, international commission for science technology and the geography society of China, and then this geomuseum formally launch last year in China and in the end very high levels participants, this lunch meeting, and we create an inclusive environment for the open knowledge environment. In here I think there is a file, key stamps. One is how to collect the information, and the archives, not only information but the things are in the archives, and we announced this, keep all of this in a full, open, and a non-profit policy. All this public is available for all, everybody, so this could benefit earth science, education, and the broader society. So when we collect all this valuable archives, then another critical point is cureation. So how to make a knowledge input. So we've world class scientists and together with all the archives and put the knowledge-related in the earth science, the environment, socio science and the art. So then we integrate the science and the art, not only science but art, and make them beautiful and interactively to people to understand, easily to understand the science. So we call this the creation stamp 2. Then we hasten them, including contributor hall, we entered them online for servicing. Each one begin with certificate. Now, what halls are already on line now? One is open knowledge environment for international collaboration programme. For example, now is international product year. It issue the programmes so this is to hold, it is 1882 to 1883. Second, is 1932 to 1933, third one is IT Y, is 1957-158 and the most recent one is 2007 to 2008. So more than 2,000 stamps from the -- more than six countries, so during the last 80 years on this topic already also related with the knowledge, scientific knowledge and the art-related knowledge input online.
Another one is that this is a -- we've got a first effort on a three poll -- it is ant arc particular, arc particular and tib et. From this we understand the geographers and the scientists for kids and for even for university students, they understand how they can dedicate them self into the science so we take several halls, one of them is (Inaudible) hall. The last one is 150 years birthday and Amazon is the 1 00 years to reach the south pole. Both of them from (inaudible) so this we've, more than 1,000 stamps and the related archives from 40 countries (Inaudible) and the record of whole history of this record another one is the (Inaudible) maybe few of us can reach this so high plateau mountain area so we set up this knowledge environment for knowing the special readers, for especially understanding the global change in this area so we've more than a thousand stamps in this last 100 years, and also remote sensing satellites related, there is a knowledge, and there are stamps there. We also, next month we've set up the contributor hall. Now we've more than 160 contributors to a donation and contribute to include the museum so there are more than 24 -- from 24 countries, these people, to dedicate them to the hall. So I think this is, from this example we can understand this is how to include -- how this mechanism is an inclusive mechanism, everybody can be participant, and everybody will have fun yourself in your museum in you contribute. Thank you. Thank you very much.
>: Thank you Professor L. Professor L is also the director of this digital geomuseum. She has made a lot of efforts to use the mechanism open knowledge environment in the process of establishing this digital museum. This case I think is variable for us and very helpful to learn. Thank you again. Now I would like to invite the second speaker is Professor (Inaudible) he will present the case study of open courses, what we call the open university practiced in China. Now T, please.
>: Thank you Professor, thank you all. Today cases on open courses from Chinese university. First locate the outline. Background of open courses. Open courses revolution in China and open courses characteristically in China. There are especially on M IT, there are also open courses, there are open courses presented from the year 2000. You can see that there are three stages, and the first stage in the year 2000, second stage, the year 2005, the third stage, the year 20 12. In the year 2000 about 12 years ago MIT launched open courses where at that time the main reason for them is to advance knowledge and to educate the student. By the end of 2000, the year of 2000, at that time, just part of our P PT materials could be used, fully presented at that time. In the year 2005MIT set up open courses where consortium OCOOC, nowadays OCOOC is a worldwide community of hundreds of higher education institutions. There is very much impact on global education. From the year 2005, several years established now here now since 2012, totally more than 200 universities involved, and more than 14,000 courses are established. It is a worldwide use. Very importantly free of charge for everybody, but forbidden for commercial applications. From this light I will show you courses evolution China. Nowadays there are so many universities that do open courses but why China still established the open courses, I think at least three reasons. The first one is language difference. Nowadays although many people study English but I don't think -- I think most of them can speak very well, so language is very important for open courses. Second one is defence. For example if you learn about the museum, it is very difficult to get this kind of open courses from web server. And the third one is technical problems. Nowadays especially in the west part of China there are -- the Internet speed is still very slow. Sometimes less than 1 mega bite per second, so if you are downloading a video, 1 is very slow so you waste much time, so this is why it is also very important, that's why I said especially for west part of China. In the year 2003 Ministry of education in China launched a project named high quality curriculum construction project FCC. At that time, mainly it aimed to improve the educational quality in China's universities, mainly for some quality major courses.