October 2014

Challenge the future

DelftUniversity ofTechnology

MOOCs & Blended LearningJanine Kiers & Merle de Kreuk

Foto

CC

BY Janin

e K

iers

Unless indicated otherwise, this presentation is

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• Reach• Research• Residentia

l

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Next Generation Infrastructures 2

Drinking Water Treatment

Functional Programming

Delft DesignApproach

Technology for Bioproducts

Solving Complex Problems

ResponsibleInnovation

Treatment of Urban Sewage

Introduction to

Water & Climate

Introduction to

Solar Energy

Aeronautical Engineering

Credit Risk Management

Pre-University Calculus

Economics of Cybersecurity

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Reverse evolution: 1. On-campus, 2. Blended, 3. MOOC

DelftX material in Residential Teaching

MOOC material on edX is preparation for face-to-face sessions and labs

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Finishing the MOOC is required to take the on-campus course (more a split than a flipped classroom)

Functional Programming

Introduction to Water & Climate

DelftX material in Residential Teaching

MOOC material used in on-campus course, on Blackboard

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MOOC material is additional, not obligatory

MOOC is a relevant part of the on-campus course

Aeronautical Engineering

Credit Risk Management

DelftX material in Residential Teaching

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Plans to use currently developed material

DelftX material in Residential Teaching

Technology for Bioproducts

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DelftX material in Residential Teaching

Merle will share her hands-on experience

Treatment of Urban Sewage

October 2014

Challenge the future

DelftUniversity ofTechnology

Formative testing in CTB3365 Merle de Kreuk

Experiences in Blended Learning

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Feedbackfruits

Go to fruits.to/#5HB

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The courseIntroduction to water treatment

• Remember/understand the basics of water treatment and make simple designs of drinkingwater and wastewater treatment systems;

• 3rd year BSc specialisation Watermanagement;• Minor “De deltadenker: water voor later”• From one exam to two partial exams: drinking water and

waste water (4 times per year) • Old school lecturing (collegerama) with some exercises

from old exams

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And then came the MOOC….

• 25.000 subscriptions to the course, 1500 serious students, 1200 exams, 550 certificates;

• 11 modules (5 drinkingwater & 6 wastewater), consisting of several submodules

• Per submodule:• 1 or 2 knowledge clips (app. 12 minutes)• Questions about clips• Readings• Questions about readings• Homework (20% of final mark)• Discussion

• 2 final exam (80% of final mark)

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Formative assessment on-line

• Multiple Choice questions to self check understanding of knowledge clips;

• Multiple Choice questions to self check understanding of lecture notes;

• Active use of the Forum (discussion platform), to discuss the different topics provided

• Discussion question at the end of each module, to be answered and discussed at the Forum

• On-line excursion to wastewater treatment plant Dokhaven (movie)

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My classes seem rather boring, but what can I do

about it….?

Wish I had some technology and time to

learn to use it!

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Created opportunities for on-campus course

• Homework with MOOC material (at least watch knowledge clips and read the lecture notes);

• Questions about self study material in class;• Additional explanations in class;• Knowledge check by voting;• Insight check by voting;• Practicing design exercises.

Theory at home, exercise in class

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How did you prepare for todays lecture?

A. I watched the movies on edxB. I read the lecture notesC. I read the hand outs of the edx

moviesD. A combination of A, B and/or CE. I was too busy with other

courses to prepare this oneF. It was too sunny to prepareG. A combination of E+FH. I rather prepare just before the

exam

Homework is important!

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Formative assessment on-campus

• classroom exercises during lectures;• Interaction/questions (activating elements) during

lectures;• Excursion;• Extracted from MOOC and to be used in class:

knowledge quiz for each module within the course;• Last years exams including answers (12) are available on

blackboard to practice and students are welcomed to ask questions on these.

All by feedback fruits or turning point: anonymous voting

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Voting answers determine the lecture

• 100% correct answer: next topic;• > 75% correct answer: short explanation about the

question;• < 75% correct answer: some additional explanation on

the topic, using slides and activation techniques;• Random answering: additional explanation on the topic

using slides and discussion with the students;

Answering is anonymous to stimulate voting

response of 17 to 22 out of 25.

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Examples of formative testing are:

I. Question the students during class;II. Assessment at the end of the course period; III. Intermediate examsIV. Practice exercises in class

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Why is formative assessment useful?

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What is the main drawback of formative assessment?

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Do you use formative assessment in class?

I. Yes;II. I consider it, but did not startIII. No;

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To be improved• Learn from problems indicated in class, see where the

common knowledge gaps are;• Learn from answers in the summative assessment: see

where the knowledge clips were not clear, or the text of the lecture notes need to be adapted;

• Adjust presentations: find a balance between questions and explanation;

• Stimulate students to raise their questions in class;• Find and apply different/more formative assessment

methods;• Time management (4 ECTS and during lectures)!

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