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1Challenge the future
Delft University of Technology
Thursday, 05 June 2014
Linda Mebus
Alexander de Haan
2Challenge the future
Problem Analysis
3Challenge the future
Problem Analysis –
blended learning format
Zero drop outs
Passing rates, grades
• 85% regular, 93% after retake. Slight increase.
• Higher grades, especially in retake
Survey results
• 80% response
• Stimulating, motivating, very clear
• Personal, ‘being spoken to, being addressed’
4Challenge the future
• Situational sketch
• Explanation of technique by animation
• Example (expert, funny)
• Assignments
• Pitfalls
5Challenge the future
Problem analysis –
some characteristics
Independent
• Students ‘own’ their education
• Extremely clear course build up, no questions, no discussions
• ‘Do you dare to present this to your client and send a bill
afterwards?’
6Challenge the future
Problem analysis –
some characteristics
Independent
• Students ‘own’ their education
• Extremely clear course build up, no questions, no discussions
• ‘Do you dare to present this to your client and send a bill
afterwards?’
Former students
• Involved during designing, building and running
• In certain issues taken more seriously than teacher
• Test course before running
7Challenge the future
Problem analysis –
some characteristics
Independent
• Students ‘own’ their education
• Extremely clear course build up, no questions, no discussions
• ‘Do you dare to present this to your client and send a bill
afterwards?’
Former students
• Involved during designing, building and running
• In certain issues taken more seriously than teacher
• Test course before running
Cooperating in groups
• To understand theory
• Reducing drop-out rate
8Challenge the future
Campus
course
Online
course
MOOC
More:
Expertise
Diversity in interactions
High quality content
9Challenge the future
Samenvatting
Kwaliteit
Kruisbestuiving
Efficiency

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Online and blended learning case study by TU Delft

  • 1. 1Challenge the future Delft University of Technology Thursday, 05 June 2014 Linda Mebus Alexander de Haan
  • 3. 3Challenge the future Problem Analysis – blended learning format Zero drop outs Passing rates, grades • 85% regular, 93% after retake. Slight increase. • Higher grades, especially in retake Survey results • 80% response • Stimulating, motivating, very clear • Personal, ‘being spoken to, being addressed’
  • 4. 4Challenge the future • Situational sketch • Explanation of technique by animation • Example (expert, funny) • Assignments • Pitfalls
  • 5. 5Challenge the future Problem analysis – some characteristics Independent • Students ‘own’ their education • Extremely clear course build up, no questions, no discussions • ‘Do you dare to present this to your client and send a bill afterwards?’
  • 6. 6Challenge the future Problem analysis – some characteristics Independent • Students ‘own’ their education • Extremely clear course build up, no questions, no discussions • ‘Do you dare to present this to your client and send a bill afterwards?’ Former students • Involved during designing, building and running • In certain issues taken more seriously than teacher • Test course before running
  • 7. 7Challenge the future Problem analysis – some characteristics Independent • Students ‘own’ their education • Extremely clear course build up, no questions, no discussions • ‘Do you dare to present this to your client and send a bill afterwards?’ Former students • Involved during designing, building and running • In certain issues taken more seriously than teacher • Test course before running Cooperating in groups • To understand theory • Reducing drop-out rate

Editor's Notes

  1. Welkom A. Voorstellen: Alexander, zijn rol L. Voorstellen: Linda, haar rol Zelfde tafel (onderwijs geven en verbeteren), maar van twee verschillende kanten. Concreet voorbeeld: ontwikkeling van het vak Probleemanalyse en de effecten daarvan. A. Elianne, te zien in de video, haar rol (studentassistente die er ‘virtueel’ bij is) A. Setting the stage: kern van dit vak, PR MOOC video
  2. A. Fact sheet. Klassiek campus vak, groepswerk + individueel theorietentamen, omgebouwd tot blended onderwijs met 100% online mogelijkheid. Gevolgen daarvan zijn lage drop out, hoge passing rates, interessante survey resultaten.
  3. A: Standaard opbouw alle video’s. Vijf elementen. Situatieschets brengt student in situatie waar hij/zij later best in zou willen zijn (manager bij Schiphol bijvoorbeeld). Er is een vraag, een probleem. De uitleg van een techniek geeft daarop het antwoord. Een expert geeft een praktijkvoorbeeld, een student geeft een grappig voorbeeld. Een oud student geeft de opdracht behorend bij deze video en tevens enkele veelgemaakte vergissingen. L: Meer algemeen: het 1 maal gemaakt hebben van online materiaal als video’s, geeft de mogelijkheid tot hergebruik bij alle vormen van onderwijs zoals blended, online en MOOC en vice versa. Dit gebeurt niet alleen door Alexander, maar ook door docenten van de eerste MOOCs over water en solar. Zij gebruiken video’s, online zelftoetsen over video en literatuur, om studenten zelf actief met de stof aan het werk te laten gaan. In de contactmomenten toetst de docent het inzicht, gaat in op vragen. Dat is wat we zien en meer willen zien. Het campusonderwijs innoveert zo in een veel hoger tempo dan tevoren.
  4. A. De belangrijkste dingen aan dit vak voor ons die we graag extra willen benadrukken zijn deze drie: zelfstandigheid, samenwerken en de inzet van oud studenten. Zelfstandigheid is echt de onderwijsvisie die achter het reguliere onderwijs en de blended versie van dit vak zit. Studenten worden eigenaar van hun educatie. We geven geen criteria om een goed rapport te schrijven die ze gebruiken als afvinklijst maar zeggen alleen: een goed rapport durf je te presenteren aan een klant en daarna durf je een flinke rekening te sturen. Durf je dat niet, dan is je rapportage niet goed. Niemand gaat dan meer in discussie over hoe een rapport er uit zou moeten zien. Zelfstandigheid is ook een extreem duidelijk gebouwde website. Alles wat zichtbaar is is nuttig, staat er iets niet, dan is dat ook niet van belang. Iedereen weet heel goed het ‘wat’ in het vak, geen enkele onduidelijkhied, maar juist naar het ‘hoe’ moet iedereen op zoek gaan. (voorbeeld op scherm van Blackboard site van het van probleemanalyse) Zelfstandigheid leidt daarmee voor het course team tot veel efficientie. In het reguliere onderwijs kunnen we daarom toe met maar 1 docent, Alexander, en een aantal studenten voor ruim 300 studenten in projectonderwijs.
  5. Inzet van studenten is cruciaal. Zij staan het dichtst bij de doelgroep. Zij weten het beste hoe ze het onderwijs willen zien zodat het ze motiveert om aan de slag te gaan. Door te combineren met onderwijservaring en inhoudskennis van staf, komen we al jaren tot producten die goed presteren en nooit echt tot verrassingen zorgen. Studenten inzetten is ook vaak geloofwaardiger dan wanneer de docent het zegt, bijvoorbeeld bij pitfalls van technieken of bij samenwerken
  6. Het derde belangrijke punt is samenwerken in groepen. Hier leren studenten pas echt het vak. Door toepassen. En door het samen te doen support je elkaar, trek je elkaar door dode punten heen. Heb je ‘s morgens een reden om uit je bed te komen, is er sociale druk om te presteren. We hebben zeer goede ervaringen hiermee in het reguliere en blended onderwijs van dit vak. Invoering hiervan leidde in het verleden tot serieus hogere slagingspercentages (factor 2 to 5!), betere kwaliteit en steeds minder drop outs, tot afgelopen jaar zelfs niemand meer uit het vak gevallen is.
  7. De campus courses waren de basis van de online courses en MOOCs. Er is veel uitwisseling gaande tussen de verschillende vormen. De MOOC/Online ontwikkelingen zorgen op de campus voor meer expertise over onderwijs bij docenten, meer variatie in werkvormen en content van hoge kwaliteit.
  8. Kruisbestuiving tussen MOOCs, Online Onderwijs, Blended Onderwijs en On Campus Onderwijs. Door de MOOC/Online ontwikkeling wordt het klassieke campus onderwijs meer blended. Blended onderwijs sluit meer aan bij de belevingswereld van de studenten. Studenten hebben het onderwijs meer zelf in de hand. Het on campus onderwijs dat onderdeel is van de blended vakken wordt anders, veel nuttiger en veel interactiever, doordat dat wordt behandeld waar de studenten nog vragen over hebben. Het algemene niveau van het onderwijs gaat daarmee sterk omhoog. [Alexanders hoge slagings% is in lijn met onderzoek en pilots. Voor campus onderwijs geldt dat Blended de meest effectieve vorm is, vergeleken met f2f en online. F2f en online zijn vergelijkbaar. Zie onderzoek VS door Department of Education sept 2010 bestaande uit een meta analyse van 45 publicaties. Ook pilots waarbij MOOCs voor blended onderwijs worden gebruikt, gaven een duidelijk hoger slagings% voor de blended vorm (95%) tov reguliere campusvorm (57-82%)] Dit geeft efficiëntie voor studenten en ook voor de staf. Studenten studeren beter en sneller. En docenten besparen veel tijd / kunnen meer studenten deel laten nemen aan hun vak. Het is een doorgaand proces: door evaluatie kunnen we steeds bijstellen en leren van wat we gedaan hebben. Door de kruisbestuiving zal de kwaliteit [en effectiviteit] van al onze onderwijsvormen steeds verder verbeteren.