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THE IMPACT OF 30 TU DELFT MOOCS
Willem van ValkenburgManager Production & Delivery TU Delft Extension SchoolBoard Member Open Education Consortium Unless otherwise indicated, this presentation is licensed CC-BY 4.0
2
Educate the world & improve the quality of education
Deliver High Quality Open & Online Education to the World
Find (new) revenue models
Offer a comprehensive portfolio of courses
Deliver out-standing learning experiences
Improve Education
Improve campus education
Conduct relevant research
in the field of O2E
Innovate in Education
Improve the quality of online courses
Grow Academic Output
Attract talent to the University
Improve reputation and visibility
Start or join new learning & research
networks
3
Blended Education
OpenCourseWare
PRODUCTS
MOOCs ProfEds Online Courses
• Learning Activities & Course Materials
• Free• Enrolled students only,
massive numbers• Bachelor level• Certificate of
Completion
• Course Materials• Free• Big Exposure,
Worldwide audience• Both Bachelor and
Master level• No interaction with
faculty• No accredited
certificate
• Learning Activities & Course Materials
• Paid enrollment• Enrolled students only,
limited numbers• Accredited Course
Certificate• Full Master Degree
• Learning Activities & Course Materials
• Paid enrollment• Enrolled students only,
moderate numbers• Course Certificate• Continuous Education
Units
43 MOOCs
30 Professional
Education
970.000 enrolments
MOOCs
800 enrolments
ProfEds
27Online
Courses
180OCW
courses
23blended projects
180 enrolments
Online Courses
1.400 visits OCW per
day
9 Open Education
Awards
4 Wharton Award
nominations
2 other Award
Results
Sustainable Urban Development
Industrial Biotechnology
XSerie Water (3 courses)
XSerie Data Analysis (3 courses)
Delft DesignApproach
Next Generation Infrastructures
Image | Ability Basics of Transport Phenomena
Building with Nature
Pre-University Calculus
Circular Economyan introduction
ResponsibleInnovation
Understanding Nuclear Energy
Geology: the earth and its resources
Introduction to Solar Energy
Design Practice in Business
Leadership for Engineers
Observation Theory Creative Problem Solving
Framing
Open Government
Quantum Cryptography
Topology in Condensed Matter
Aeronautical Engineering
Basics of Project Management
Credit Risk Management
Sustainable Energy
Programmeren voor kinderen in Scratch
Functional Programming
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IMPACT ON..
1. Educating the world 2. Increasing TU Delft’s international Reputation 3. Improving campus education 4. New relations between education and research5. Collaboration with industry 6. The whole TU Delft organization
81. Educate the World
Sola
r Ene
rgy *
Crea
tive P
robl
em S
olvin
g +
Data
Ana
lysis
+
Func
tiona
l Pro
gram
min
g
Aero
naut
ical E
ngin
eerin
g *
Cred
it Ri
sk +
Fram
ing
+
Pre-
Unive
rsity
Calc
ulus
*
Delft
Des
ign
Appr
oach
+
Data
Ana
lysis
EX10
2 +
Lead
ersh
ip fo
r Eng
inee
rsW
ater
Tre
atm
ent
Drin
king
wate
r
Indu
stria
l Bio
tech
nolo
gy *
Data
Ana
lysis
EX10
3 +
Trea
tmen
t of U
rban
Sew
a...
NGI 1
Wat
er &
clim
ate
*
Resp
onsib
le In
nova
tion
Circ
ular
Eco
nom
y +
Sust
aina
ble U
rban
Dev
el...
Tran
spor
t Phe
nom
ena *
Imag
e | A
bility
*To
polo
gy +
NGI
Build
ing
with
Nat
ure
NGI 2
Geos
cien
ce *
Open
Gov
ernm
ent
Quan
tum
Cry
ptog
raph
y *
Sust
aina
ble E
nerg
y *
Proj
ect M
anag
emen
t *Sc
ratc
hX +
Desi
gn P
ract
ice in
Bus
ine.
..
Unde
rsta
ndin
g Nu
clea
r En.
..
Obse
rvat
ion
Theo
ry *
0
20,000
40,000
60,000
80,000
100,000
120,000
56,809
19,60225,988 29,179
20,534
28,564
32,42433,51938,029
10,328
14,995
34,01727,186
13,503 10,543 9,606 10,7256,705
10,8244,187 6,233
30,067
15,757
24,78724,552
6,967
17,541
32,68129,86813,014
9,88022,621
10,891
8,221 3,173
8,174 10,9586,782 7,593 6,793 6,776 4,639 4,080 1,972
11,726
141
3,141
3,462
1,812 215
2,668 2,356 2,159 1,631 1,233 1,094
60,63744,182
29,532 9,865
12,537 9,663
6,237 1,003
5,427
2,906
2013-2014 2014-2015 2015-2016 2016-2017 Self Paced
> 960.000 enrolments
* Enrolment is open + is running
Certificates issued
12/9/
13
12/26
/13
1/12/1
4
1/29/1
4
2/15/1
43/4
/14
3/21/1
44/7
/14
4/24/1
4
5/11/1
4
5/28/1
4
6/14/1
47/1
/14
7/18/1
48/4
/14
8/21/1
49/7
/14
9/24/1
4
10/11
/14
10/28
/14
11/14
/14
12/1/
14
12/18
/141/4
/15
1/21/1
52/7
/15
2/24/1
5
3/13/1
5
3/30/1
5
4/16/1
55/3
/15
5/20/1
56/6
/15
6/23/1
5
7/10/1
5
7/27/1
5
8/13/1
5
8/30/1
5
9/16/1
5
10/3/
15
10/20
/15
11/6/
15
11/23
/15
12/10
/15
12/27
/15
1/13/1
6
1/30/1
6
2/16/1
63/4
/16
3/21/1
64/7
/16
4/24/1
6
5/11/1
6
5/28/1
6
6/14/1
60
5,000
10,000
15,000
20,000
25,000
30,000
2,9123,446
5,1475,629
7,668
9,636
11,03211,845
12,364
14,554
15,934 16,264
17,77718,437
21,941
25,695
28,221
137 199 199 588 927 927 1,062 1,0621,710 1,710 2,021
3,751
4,609
Total # of certificates
ID verified certificates
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IMPACT OF OPEN EDUCATION:HOW A MOOC CHANGED HIS LIFE• Andersson Contreras
• Student from Colombia
https://www.edx.org/blog/how-delft-university-technology-changed
12
MOOCS USED IN CLASSES AROUND THE WORLDSome examples
• Indian training organisation is using Functional Programming
• Glasgow Caledonian University is using Solar Energy
• Hogeschool Rotterdam is using Water Treatment
• Hochschule Ostwestfalen-Lippe is using Industrial Biotechnology
https://twitter.com/pramode_ce/status/525643290964537344
132. Increase Reputation
Source: http://www.tudelft.nl/nl/over-tu-delft/feiten-en-cijfers/onderwijs/inschrijvingen/
More international student enrolments
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“I chose TU Delft because while doing the MOOCs, I could only imagine the level of expertise and facilities the universities has.”
Abdulrasaq GbadamosiFirst year student MSc Electrical Engineering TU Delft
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Ranking
Source: http://www.topuniversities.com/universities/delft-university-technology
3. Improving campus education
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Arno Smets – Solar Energy Course
• 30% more material than in the classical classroom
• Pass rates up from 71% to 89%
• Grades up from 6.51 to 7.09 (on a scale from 1 to 10)
• 69% of students preferred flipped classroom
Foto
graf
ie: M
arce
l Krijg
er
IMPROVE QUALITY OF EDUCATION
More info: http://www.e-learn.nl/2015/01/11/mooc-has-positive-effect-on-campus-education
Pedagogical Model: Online Learning Experience
“The purpose of the OLE radar graph is to rise reflection and critical thinking regarding online courses, not to judge”
https://onlinelearningresearch.weblog.tudelft.nl/2015/07/05/defining-a-pedagogical-model-the-tu-delft-online-learning-experience/
Running EvaluationCourse Development
Kickoff Review Start of Course Evaluation Meeting
Course Improvement Plan
OLE introduction use for reflection use for evaluate
Draft Course Design Draft Planning
Evaluation Report
List of final improvements
building testing
Onboarding
Final Course Design & PlanningCourse Team, Roles & Processes
use as guidelines
planning
T U D e l ft O n l i n e L e a r n i n gEd u c a ti o n Q u a l i t y C yc l e
The use of the OLE is integrated in our Educational Quality Cycle
4. Connection Research with Education
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Research in open education• Guidelines for Evaluating the Teaching and L
earning in MOOCs: a TU Delft approach• Carpe Diem: a new day for flexible MOOC d
esign• Modeling Learners’ Social Centrality and Per
formance through Language and Discourse• Gender and Diversity in Engineering MOOCs
, a first Appraisal• The Value of Engineering MOOCs from a Le
arner’s Perspective• Who is the Learner in the DelftX Engineering
MOOCs?• Defining a Pedagogical Model: The TU Delft
Online Learning Experience• Reconsidering
Retention in MOOCs: the Relevance of Formal Assessment and Pedagogy
• Scalability and Flexibility through Open Research
• Understanding social learning behaviours of xMOOC completers
https://onlinelearningresearch.weblog.tudelft.nl
• Currently a team of 4• Background in big data
• Available data:• Online education student data based
on 950K enrollments. • Pre-survey, mid-survey, and post-
survey data (100K+ responses).• edX course data on 30+ MOOCs.
• Call for research projects: https://onlinelearningresearch.weblog.tudelft.nl/call-for-research-projects/
Research goals
1. Gain actionable insights into learner behaviours at scale.a. Data scienceb. Big data processing
2. Increase our knowledge about learners by looking beyond the learning platform.
a. Web data analytics
3. Design and implement interventions that enable adaptive learning at scale.
a. Web engineeringb. Human-centered designc. Learning technologies
Data
Knowledge
Application to learning
gain insightsfrom data
design systems based
on insights
deploy systems in
practice
Learning analytics for learnersDo learners change their behaviour when confronted with their learning performance relative to that of successful learners?
Learning tracker deployed in an A/B
testing setup
Dan Davis, Guanliang Chen, Ioana Jivet, Claudia Hauff, and Geert-Jan Houben. Encouraging Metacognition & Self-Regulation in MOOCs through Increased Learner Feedback. LAL Workshop 2016.
5,462 learners were exposed to the intervention
Use of MOOCs for Research
The potential of solar energy: • Light green is high potential
(best markets)• Dark is less interesting• Gray is no reliable data.
The probability of blackouts of the electricity network:
• Light color is little chance• Black is more likely
5. Collaboration with industry
28
5. COLLABORATE WITH INDUSTRY
Leadership for Engineers
Industrial Biotechnology
Circular Economyan introduction
Sustainable Urban Development
Geology: the earth and its resources
Data Analysis for your Business XSerie
296. Impact on organisation
31
Impact on organisation
• There is much more focus on education• We have set an example as innovation
programme
32 QuestionsCC BY Véronique Debord-Lazaro
33
RECOMMENDATIONS
1. Impact of MOOCs is much broader than anticipated.• Education got more attention.
• It improved our reputation and the visibility of our education worldwide.
• It is a drive for innovation within the university.
2. Open increased the impact even more.
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ONLINE-LEARNING.TUDELFT.NLOPEN.TUDELFT.NLOCW.TUDELFT.NL
@wfvanvalkenburgslideshare.net/wfvanvalkenburg