Open Education Week Workshop - Why a MOOC? By Arno Smets

Thursday March 13th (2014)

Why a MOOC? Why should you make (or not make) a MOOC?

Arno Smets

What’s in the name?

Vision TUDelft: Extension School

MOOC • Open Access• Bachelor level• Single course• No EC• Certificate of

Completion

Course • Pay per course• Bachelor and

master• Single Course• <10 EC• Course Certificate

Series • Pay per course• Bachelor and

Master• Couple of courses• 10 -15 EC• Formal Certificate

Module • Pay per course• Bachelor & Master • Couple of

courses/series• 30 EC• Formal Diploma

Programme • Pay per course• Master• Couple of courses/

series/modules• > 60 EC• Formal Master

BLENDED

Image CC BY NC amanda28192

Open Education Café

Except when otherwise noted, this work is licensedCC-BY 3.0 Please attribute TU Delft / Delft Extension School

http://www.flickr.com/photos/amanda28192/6216031916

TU Delft started with two MOOCs

Started September 16th on the EdX Platform

Students: 57500

Students: 30000

The MOOC team

Pre-PR/marketing

Recording Lectures

Exercises/Exams

Lectures Notes

Blog-Monitoring

Interactive feedback

Copyright

Post-PR/marketing

Integration EdX

MOOC-team leader

1

3

4

1

1

3

1

1

1

1

19

Review Week 1

1 Revisions for 2nd ed.

staff

Pioneering Education

Insight in learning behavior

New teaching tools: Students teaching students Alternatives to text books

Improving the performance TUDelft students

Cost effective, replacement for lectures, continuing education

Why MOOCs?

Marketing

Showing world-top education

Positioning of Brand TUDelft

Claiming world authority in solar and water technology

Scouting talents

Idealistic

Increasing the impact of developed education

Equal educational opportunities for every one

Why MOOCs?






How does it look like?

Lectures of 10 minutes, 9 lectures per week

Tools: The power of animations

Tools: The power of videos

Tools: The power of videos

Exercises

Exercises

students teaching students

students teaching students

Blogs, discussion among students

Blogs

Blogs

Blogs

Students’ input

Students teaching Students



Students teaching students Alternatives to text books



Why MOOCs?

Activity

0 10 20 30 40 50 60 70 80 900

10000

20000

30000

40000

50000

60000

Week 1

2

Week 9 W

eek 9W

eek 1

1

Week 1

0

Week 9

Week 3

Solar Energy

Water TreatmentS

tudents

Active

Days course on-line

Week 8

Week 7

Week 6

Week 5

Week 4

Week 1

Week 2

Week 3

Water: course weeks released on-line

course openSolar: course weeks released on-line

Activity Solar: course weeks released on-line

0 10 20 30 40 50 60 70 80 900,0

0,2

0,4

0,6

0,8

1,0

1,2Solar: course weeks released on-line

We

ek 1

2

We

ek 1

1

-12,5 %-6,1 %

-7,2 %

+31.0 %

We

ek 1

0

-18,5 %

+17,1 %

We

ek 9

-15,1 %

-12,7 %

We

ek 8

-22.2 %

-9,0 %

We

ek 7

We

ek 6

-31,0 %

-15 %-8,9 %

-28,3 %

We

ek 5

-23,9 %-8,4 %

-24,1 %

-54,4 %

-24,5 %

-17,9 %

-22,6 %

-26.3 %

We

ek 4

Solar Energy

Water treatment

Fra

ctio

n a

ctive

stu

de

nts

Days course on-line

We

ek 1

We

ek 2

We

ek 3

-55,7 %

Water: course weeks released on-line

course open

Certificates:

2912 534

Fraction Enrollments

(@ 16 sept)

6.5% 2.4%

Fraction of active

students (week 1)

14.3% 5.4%

Fraction of students who

started exercises

31.3%

Solar Water

(equivalent to 60-75 years of ET3034 course at TUDelft)

Results

Import aspects:

Deadlines

Attempts Open Exercises

12.780 (27%)

Results Solar

0 2 4 6 8 1010

100

1000

10000

Nu

mb

er

of

Stu

de

nts

Score

Pass: 2927

Two MOOCs: two different results

Progress Work Students

0 25 50 75 100 125 150 175 2000

2000

4000

6000

8000

10000

12000

14000

Exam

W8

Exam

W6

Exam

W3

assin

gm

ent 7

assin

gm

ent W

5

assin

gm

ent W

4

assin

gm

ent W

2

Num

ber

of stu

den

ts

Exercises in order of appearance in course

20 Oct 13 Nov

29 Oct 19 Nov

05 Nov 02 Dec

05 Dec

assin

gm

ent W

1

Week 5

0 25 50 75 100 125 150 175 2000

2000

4000

6000

8000

10000

12000

14000

Exa

m W

8

Exa

m W

6

Exa

m W

3

assin

gm

en

t 7

assin

gm

en

t W

5

assin

gm

en

t W

4

assin

gm

en

t W

2

Num

ber

of stu

den

ts


20 Oct 13 Nov

29 Oct 19 Nov

05 Nov 02 Dec

05 Dec

assin

gm

en

t W

1

Progress Work Students Week 6

0 25 50 75 100 125 150 175 2000

2000

4000

6000

8000

10000

12000

14000

Exam

W8

Exam

W6

Exam

W3

assin

gm

ent 7

assin

gm

ent W

5

assin

gm

ent W

4

assin

gm

ent W

2

Num

ber

of stu

den

ts


20 Oct 13 Nov

29 Oct 19 Nov

05 Nov 02 Dec

05 Dec

assin

gm

ent W

1


0 25 50 75 100 125 150 175 2000

2000

4000

6000

8000

10000

12000

14000

Exam

W8

Exam

W6

Exam

W3

assin

gm

ent 7

assin

gm

ent W

5

assin

gm

ent W

4

assin

gm

ent W

2

Nu

mb

er

of

stu

de

nts


20 Oct 13 Nov

29 Oct 19 Nov

05 Nov 02 Dec

05 Dec

assin

gm

ent W

1


0 25 50 75 100 125 150 175 2000

2000

4000

6000

8000

10000

12000

14000

Exam

W8

Exam

W6

Exam

W3

assin

gm

ent 7

assin

gm

ent W

5

assin

gm

ent W

4

assin

gm

ent W

2

Num

ber

of stu

den

ts


20 Oct 13 Nov

29 Oct 19 Nov

05 Nov 02 Dec

05 Dec

assin

gm

ent W

1


0 25 50 75 100 125 150 175 2000

2000

4000

6000

8000

10000

12000

14000

Exam

W8

Exam

W6

Exam

W3

assin

gm

ent 7

assin

gm

ent W

5

assin

gm

ent W

4

assin

gm

ent W

2

Num

ber

of stu

den

ts


20 Oct 13 Nov

29 Oct 19 Nov

05 Nov 02 Dec

05 Dec

assin

gm

ent W

1


0 25 50 75 100 125 150 175 2000

2000

4000

6000

8000

10000

12000

14000

Exa

m W

8

Exa

m W

6

Exa

m W

3

assin

gm

en

t 7

assin

gm

en

t W

5

assin

gm

en

t W

4

assin

gm

en

t W

2

Num

ber

of stu

den

ts


20 Oct 13 Nov

29 Oct 19 Nov

05 Nov 02 Dec

05 Dec

assin

gm

en

t W

1


0 25 50 75 100 125 150 175 2000

2000

4000

6000

8000

10000

12000

14000

Exa

m W

8

Exa

m W

6

Exa

m W

3

assin

gm

en

t 7

assin

gm

en

t W

5

assin

gm

en

t W

4

assin

gm

en

t W

2

Num

ber

of stu

den

ts


20 Oct 13 Nov

29 Oct 19 Nov

05 Nov 02 Dec

05 Dec

assin

gm

en

t W

1


Loss of 25% of active students in weeks 5 up to 8

Impact on performance students TUDelft

2010 2011 2012 20130

10

20

30

40

50

60

70

80

90

100

Academic year

Pa

ssin

g R

ate

(%

)

introduction

MOOC

4

5

6

7

8

9

10

Sco

re

ET3034: Solar Cells

42 students passed out of 58






Why MOOCs?

Marketing




Scouting talents

Idealistic



Why MOOCs?

Marketing




Scouting talents

Example of the brand TUDelft Guys check this out..!!!!......TU Delft New reseach grant from Shell group.....Congrats TU Delft and Professors Report Misuse

(...) 13 days ago

TU Delft will be funded for research into solar-to-hydrogen conversion. This was published today by Shell, FOM en NWO. The research "Earth Abundant Materials based Monolithic Photovoltaic-Photoelectrochemical Device toward 15 procent Solar-to-Hydrogen Conversion Efficiencies” of Dr A.H.M. Smets (EWI), Dr W.A.S. Smith (TNW), Prof.dr B. Dam (TNW) and Prof.dr M. Zeman (EWI), is one of the seven projects that were rewarded within the Energy programme ‘CO2 neutral fuels’.

(...)13 days ago

Oh God, the more days pas, the more I am impressed by delft. One day I will be there :P

(...) 12 days ago

actually i am impressed by TU Delft last September.... Winner of solar car race championship....Wind energy.....solar energy....lot of research in renewable energy and intelligent grid systems..........then i decided TU Delft is my first priority for masters....then i applied...and now waiting for result.....Looking forward to work with them...

1.Certainly, TU Delft is a very good university –posted 12 days ago by

2.TU Delft is consider in the top 20 univ in this domain.In other domains its around top 40.Generally really good . –posted 11 days ago by

3.Whoa! c: –posted 10 days ago by

4.yes it is good university , good work and good Doctors

https://webmail.tudelft.nl/owa/redir.aspx?C=tqAfSeKJX0uygb4_iZfoyBCHWM08zdAI9RpRW68KLxOG27868_uxuPHU5NEdl7yAO3ob9Ytmo2g.&URL=https://courses.edx.org/courses/DelftX/ET3034TUx/2013_Fall/discussion/forum/users/1760046






Evolution Enrollments

Apr May Jun Jul Aug Sep Oct Nov0

10000

20000

30000

40000

50000

60000

100/day200/day300/day

Enro

llments

Time (Months)

Solar Energy, EWI

Water Treatment, CITG

400/day

Course Started

What are the big topics at TUDelft?

Scoring results solar energy

0 2 4 6 8 1010

100

1000

10000

Nu

mb

er

of

Stu

de

nts

Score

Pass: 2927

Recruitment potential

Nationality- Market potentials United States 8479

India 8024

Pakistan 1484

Netherlands 1477

United Kingdom 1428

Brazil 1412

Spain 1411

Canada 1036

Mexico 998

Colombia 969

Nigeria 813

Germany 742

Egypt 708

Greece 606

Australia 572

Philippines 510

Morocco 423

Russian Federation 405

Peru 394

Chile 392

Asian Pacific missing: China, South Korea, Japan

Age distributions

Statistics

Water

Solar

Marketing & PR






Why MOOCs?

Marketing




Scouting talents

Idealistic



Why MOOCs?

Idealistic



How Delft University of Technology changed my life through Delftx

Today I want to tell you how solar energy course changed many aspects of my life, and I mean not only

academics, but also economic and environmental aspects.

It all started when I enrolled in a course MOOC of TU Delft offered on the platform EDX.org, called

"ET3034TUx Solar Energy" which ended on December 6 last year.

I had not made any progress related to the energy of the sun, but if I had studied about modern physics and

that is currently the science that most like me. This previous knowledge of solid state physics helped me

understand a little more the lessons of semiconductor related, although these topics were very clearly

explained by Professor Arno Smets in each of its lectures.

Finally, the course culminated without committing any error in the exams and assignments so I got a score of

100% and a certificate of EDX of this course.

After gaining all this knowledge, install my own PV system using mathematical tools provided for that

purpose, and economic results of the system were very satisfactory. Now, I have a saving of over 50% of

money, a continuous electric fluid and a contribution to the reduction of greenhouse gases to the atmosphere.

Now, I would like to help the “Wounaan” indigenous community living in Colombia, specifically in the

department of Chocó, in the city of "El litoral de San Juan" which are suffering from lack of electricity 18 hours

a day or more, and derive their electricity of diesel electrical generators, which do not satisfy the needs of this

population and to generate many pollution. The need is part of a national project called "Ideas para el cambio"

(Ideas for the change) and it was expressed in the following website Ideas Para el cambio.

I am currently waiting for a government response to the proposal to generate photovoltaic energy, it will take

an investment of approx. € 40,000 and it would help 30 to 40 families.

Again, thanks to Delft University of Technology to offer this unique and free opportunity to all, thanks to Prof.

Arno Smets and the whole team of Delftx and EDX.

I would also ask the team Delftx be selected to be one of the winners of a one-week workshop in Netherlands

and expand my knowledge and continue to help poor communities in Colombia, who have no access to

electricity.

How Delft University of Technology changed my life through Delftx

http://www.ideasparaelcambio.gov.co/2013/pacificopuraenergia/necesidades_priorizadas/view/204/



Students teaching Students

Thursday March 13th (2014)

Daarom!

Arno Smets

Exercise

Questionnaire

Proges Students


Students: 51439

Students: 25679

What’s in the name?

Solar Education PV profile

PV Basics (Q1) PV Technologies (Q2) PV Systems (Q3) PV Practical Course (Q4)

BSc Solar Cells (MINOR SET, 3rd year, Q1) Sustainable Energy (2nd year, Q4)

PV lab course

Master Thesis Studets

TU Delft started with two MOOCs


Students: 52311

Students: 25679

The EdX platform

www.edx.org

MOOCs generate amount of data

First MOOC “Circuits & Electronics” MIT

Mar12-Jun12, 155,000 students, 7,100 certificates (4,6 %)

Videos, problems, online lab, forum

Monitored were use & time spent on resources to identify: – How background and capabilities related to achievement and

persistence

– How interactions with the course components related to success

Lecture video Discussion

Homework Lecture Question Lab Book Tutorial Wiki

MOOCs generate amount of data

Thank you for your attention

Recording Lectures: time planning

Writing Autocue: ½ day/block Alignment Autocue/slides ½ day/block Slides ½ day/block Recording 1 day/ (1 week MOOC) Review edited movies 1 day/(1 week recording)

1 week MOOC: 14 days = 1.5 month

0.4 FTE = 2 days/week

8 week course = 12 months 10 weeks course = 15 months

Time planning

The MOOC team

Recording Lectures

Per week: 8-9 blocks of ~10 minutes

Camera/presenting-training: very helpful.

NMC: visual presentations: Illustrations-animations Include clips on location

Planning content in to Blocks: Easily exceeding 10 minutes 1 week ~ 90 minutes ~ 9 blocks

Preparation consumes a lot of time

Recording Lectures: the workload

Block 3.4 [Full Screen] [click-slide 2] [presenter] In the last two weeks we have discussed the working principle of a solar cell and the external parameters define the performance of a solar cell. Now, we are going to look at how various solar cell concepts and photovoltaic materials affect the performance of a solar cell. For that we have to look at some general design rules for solar cells. I always like to show this simple diagram to my students, which summarizes the important design rules. As you can see, I identify three important design rules: utilization of the band gap energy, spectral utilization, and the last engineering tool which is light trapping. [click-slide 3] First, the real energy used to generate voltage is the product of the open circuit voltage and the elementary charge q*Voc. Under normal operation conditions, this energy is always

Autocue-teleprompt

1 afternoon/block

Writing in “speaking language”, simple sentences.

Soap-writing: Cliffhanger approach

Variation Full Screen/ presenter –dynamic- think as a director

Recording Lectures: the workload

Block 3.4 [Full Screen] [click-slide 2] [presenter] In the last two weeks we have discussed the working principle of a solar cell and the external parameters define the performance of a solar cell. Now, we are going to look at how various solar cell concepts and photovoltaic materials affect the performance of a solar cell. For that we have to look at some general design rules for solar cells. I always like to show this simple diagram to my students, which summarizes the important design rules. As you can see, I identify three important design rules: utilization of the band gap energy, spectral utilization, and the last engineering tool which is light trapping. [click-slide 3] First, the real energy used to generate voltage is the product of the open circuit voltage and the elementary charge q*Voc. Under normal operation conditions, this energy is always

Autocue-teleprompt Slides

1 afternoon/block

existing slides upgraded by designers MMC

Alignment: autocue – slides: 1 afternoon/block (helps to have an additional person)

Recording Lectures: time planning

Writing Autocue: ½ day/block Alignment Autocue/slides ½ day/block Slides ½ day/block Recording 1 day/ (1 week MOOC) Review edited movies 1 day/(1 week recording)

1 week MOOC: 14 days = 1.5 month

0.4 FTE = 2 days/week

8 week course = 12 months 10 weeks course = 15 months