The presentation discusses the anticipated quadrupling of global higher education students by 2030 and the need for significant expansion of university infrastructure to accommodate this growth. It emphasizes the trend towards more flexible, student-centered learning models facilitated by MOOCs and other online education initiatives. TU Delft is highlighted as a leader in open online education, providing accessible and diverse learning opportunities to a global audience.

1. MOOCs as
accelerator of change
Willem van Valkenburg
Unless otherwise indicated, this presentation is licensed CC-BY 4.0.
Please attribute TU Delft Extension School / Willem van Valkenburg

2. Willem van Valkenburg
Production & Delivery Manager
TU Delft Extension School
Board member
Open Education Consortium
twitter.com/wfvanvalkenburg slideshare.net/wfvanvalkenburg

3. Foto: Ulrike Reinhard Learning Stations in Khajuraho, Rural India
1.
“The number of higher
education students in the world
is expected to quadruple,
from around 100 million in
2000
to 400 million in 2030”

4. To accommodate them we need to build
9.615 universities in 30 years
That is 3 universities
For 30.000 students
per week

5. 2.
“Students expect to choose
what they learn, how they
learn and when they
learn”
Image CC BY Phillie Casablanca

6. Yet, this is how we teach
Image: CC BY Martijn Ouwehand

7. Content
1. Context @ TU Delft
2. Global Developments
3. Vision on the future of education
4. TU Delft Extension School
5. Discussion

8. Context @ TU
Delft

9. “Open and online
education allows people
from around the world
access to the top education
of TU Delft. It enables
everybody who wants to
develop themselves and
accommodates the
increasing number of
students seeking higher
education. TU Delft is
dedicated to deliver
world class education
to everyone.”
Drs. Anka Mulder. Vice President Education TU Delft

10. Open & Online portfolio
Massive Open
Online Courses
(MOOCs)
Open
Course
Ware
(OCW)
Online Distance
Education
(ODE)
Campus
Education
• 5 MOOCs (> 140.000 enrollments)
• ≈ 5.000 Certificates of Completion
• 11 new MOOCs announced
• No Credits
• More than 140 courses online
• Unique visitors > 1000 /day
• No interaction with faculty
• No accredited certificate
• 1 full online master (25 courses)
• 2 modules, 1 minor, 1 master (6 courses)
• 50 students (30 on-campus)
• Full Master Degree / Accredited Course Certificate
• 19.000 on-campus students
• Bachelor – Master – PhD
• 2 blended Bachelors

11. OpenCourseWare
•Course Materials including recorded lectures
•More than 140 courses online
•Big Exposure, Worldwide audience
•Both Bachelor and Master level (Dutch and English)
•No interaction with faculty
•No accredited certificate
•Focus on use and re-use

12. What kind of MOOCs do we want?

13. DelftX Courses
Water
Treatment
Solar
Energy
Next Generation
Infrastructures
Aeronautical
Engineering
Credit Risk
Management

14. MOOC students: life long learning

15. Teaser Aeronautical Engineering
Source: http://www.youtube.com/watch?v=z1UVE1GPdgc
Image video still from above video CC-BY DelftX

16. Map Next Generation Infrastructures
Each marker on the map represents a participating student in this course.
CC-BY TU Delft DelftX

17. User-generated content:
show your own PV System
https://www.youtube.com/watch?v=eHuQpF0WL6o

18. Next Generation
Infrastructures - 2
Drinking Water
Treatment
Functional
Programming
Delft Design
Approach
Technology for
Biobased Products
Solving Complex
Problems
Responsible
Innovation
Treatment of
Urban Sewage
Introduction to
Water & Climate
Introduction to
Solar Energy
Aeronautical
Engineering
Pre-University
Calculus

19. Global
Developments

20. 20
Salman Khan
Prof. Peter Norvig & Prof. Sebastian Thrun
(Stanford)
Prof Andrew Nge & Prof. Daphne Koller
(Stanford)
Prof. Anant Agarwal
(MIT)
MOOC pioneers

21. Creating platforms that grow spectacular
Founded: April 2012
Founder: Koller & Ng
(Stanford professors)
Company: For profit
Funding: Venture Capitalist
# Universities: 110
# Courses: 700+
# Topics: All academic fields
# Students: 8+ million
Certification: Yes (most)
Open Source: No (licensed)
Founded: May 2012
Founders: MIT & Harvard
Company: Not- for-profit
Funding: Harvard / MIT/members
# Universities: 54
# Courses: 280+
# topics: All academic fields
#students: 2.5 million
Certification: Yes
Open Source: Yes (platform and some
courses)
Founded: January 2012
Founder: Sebastian Thrun
(ex Stanford professor)
Company: For profit
Funding: Venture Capital
# Universities: none
# Courses: 50+
# Topics: ICT
# Students: 2 mllion
Certification: Yes
Open Source: No (licensed)

22. Followed by a surge of new platforms

23. Exploring potential revenue models
•License model: sharing revenues between platform provider and
university
•Administrative fees: for identity-verification (off- or online proctoring)
•Recruitment fees: from corporations for recruiting talented students
•Premium/Fremium model: free and upgraded paid versions of the
MOOCs and services
•Data/advertisement: monetizing on the digital profiles, behaviour and
social characteristics of millions of users of the platform.

24. and disruptive pricing strategies.
• Accredited Master Degree Program
• Price: $ 6.700,- for 3 semesters in stead of $ 45.000
• Number of students: 10.000 in 3 years
• Number of faculty extra: 8 at Georgia Tech (for content production) and
undisclosed for Udacity
• Revenu model: 60% for Georgia Tech, 40% for Udactity

25. Swedish Universities?

26. Vision on the
Future of EDU

27. a hype or disruptive innovation?
“There is a tsunami coming.
I can't tell you exactly how
it’s going to break, but my
goal is to try to surf it, not to
just stand there.”
John Hennessy
(president of Stanford)
in the Wall Street Journal (june 2012)

28. Thomas Friedman:
“The World is Flat”
“When the outstanding becomes so
easily accessible, average is over.”
Source: http://www.nytimes.com/2013/03/06/opinion/friedman-the-professors-big-stage.html

29. Gartner Hype Cycle
Source: http://blogs.cetis.ac.uk/cetisli/2013/06/25/moocs-and-higher-education-what-is-next/

30. The theory of
ʺdisruptive innovationʺ
„A process by which a product or service
takes root initially in simple applications at
the bottom of a market and then
relentlessly moves ‘up market’, eventually
displacing established competitors”
‒ Professor Clayton M. Christensen,
Harvard Business School
Author of Disrupting Class (2008) and The
Innovative University (2011)
Low ranked (under)
graduate
degree programs
Top ranked (under) graduate degree
programs
High ranked (under) graduate
degree programs
Clayton Christensen

31. Unbundling?
MIT - Institute wide taskforce on the
future of MIT Education, July 2014
Source: http://future.mit.edu/

32. Disruptive innovation..

33. … for online education?

34. … for online education?

35. … for online education?

36. … for online education?

37. … for online education?

38. … for online education?

39. TU DELFT
EXTENSION
SCHOOL

40. E-Dean Director of
Education
Delft Extension School
MOOCs
Blended
Education
Online
Courses

41. 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
Program
• Pay per course
• Master
• Couple of
courses/series/modules
• > 60 EC
• Formal Master
N = 50.000
BLENDED
-10.000
N = 500
-100
N = 50-10
BUSINESS MODEL VARIES
VALUE PRICE OTHER ROI

42. Thank you
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43. open.tudelft.nl
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