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TU Delft
Extension School
ir. Willem van Valkenburg
@wfvanvalkenburg
slideshare.net/wfvanvalkenburg
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
1. TU Delft Extension School
4
5
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
2. Products
CC BY Roy Borghouts
7
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
Product
Range
OpenCourse
Ware
Share our knowledge
MOOC
Educate the world
Professional
Education
Career development course
Professional
Education
Specialized professional course
Online BSc/
Msc Courses
Small-scale research-
driven course
Target Audience All – non specified All – non specified Life Long Learners Life Long Learners Lifelong learner and
regular campus student
Value Free Course
Materials
Accessible Applied in practice Applied in practice Default – Academic
Rigor
Entry
Requirements
No No No or expected prior
knowledge (no assessment)
No to some
(potential assessment)
Yes, always very strict
(BSc)
Timespan –
Study Load
Self-study 6 weeks
2 to 6 hours per week
4 to 5 weeks
4 hours per week
Varies 2 to 10 weeks
4 hours per week
10 to 15 weeks
(according to academic calendar)
8 hours
Number of
participants
n/a >10.000 200 – 500
(more is possible)
10 - 200 10 – 50
Certificate no Non accredited
(honor or ID verified)
Non accredited
(ID verified + CEUs)
Non accredited
(ID verified + CEUs)
Accredited (EC)
(can be transferred to
CEUs)
Pricing Free Free or 50 dollars 250 – 500 dollars Value based pricing
500+ euro’s.
200 euro per EC
(currently)
10
30 RUNS FINISHED, 3 RUNNING, 4 SELF-
PACED, 14 NEW IN DEVELOPMENT
11
PROFESSIONAL EDUCATION
Career Development Courses Specialized Professional Courses
More courses coming:
• Closure works
• Data Governance
• Membrane Filtration for Water Treatment
• Forensic Engineering
• Fixed Wing Aircraft Performance
• Adaptive Aerostructures
• Nereda
• Responsible Innovation
12
ONLINE COURSES
Solar Energy
Online Programming
Engineering & Policy
Analysis
MSc track
Watermanagement
Technology development
and impact assessment
Continuous Systems
Modelling
Rotor & Wake
Aerodynamics
(non) Linear Modeling
Airborne
Wind EnergySpacecraft Technology
133. Pedagogical Model
CC BY Guus Schoonewille / FastFoto
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/
16
E-Learning
Developer
Instructional
Designer
Multimedia
Expert
Studio
Facilities
Copyright
Issues
Assessment
Expert
Proctored
Exams
Evaluation
Teacher
Training
SUPPORT
17
TRAINING
Will save time and enhances the
learning experience of the students
Intro to Online Learning workshop
Designing and Teaching an Online Course
Designing Active Blended Learning
BlendedX - Blended learning with edX
University Teaching and e-Learning Pedagogy
Do-it-yourself video
Developing an online course in Blackboard
Media training
Digital assessment with Maple TA
Effective use of Video in Blended and Online Education
Community management in MOOCs for TA’s
Community management in MOOCs for lecturers
E-Moderating; guiding your online students
3. Results
20
MANY LEARNERS
761,911
enrolments
+ running * = enrolment open
21WORLD CLASSROOM
22
USER-GENERATED CONTENT:
SHOW YOUR OWN PV SYSTEM
https://www.youtube.com/watch?v=eHuQpF0WL6o
23
PROF EDS
Current occupation
Highest earned degree of students
244. Impact
CC BY-NC K W Reinsch
25
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
26
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
Fotografie:MarcelKrijger
IMPROVE QUALITY OF EDUCATION
More info: http://www.e-learn.nl/2015/01/11/mooc-has-positive-effect-on-campus-education
27
ATTRACT STUDENTS TO CAMPUS
I am from Ogun State, Nigeria. I was born in Lagos, the business hub of Nigeria and one of the most
populated. I am 26 years old. I finished my undergraduate studies in 2012 and was working in Lagos
before I decided to come to Delft. I took the Solar Energy MOOC mostly during the weekends but
couldn't complete the course due to time. I also took "Data Analysis: Take it to the Max()" and had
similar experience.
I chose TU Delft because while doing the MOOCs, I could only
imagine the level of expertise and facilities the universities has.
I wanted hands on experience and did further research about the
university. My mind was made up after I discovered the high level of
technological participation and the ranking of the university.
The Solar Energy course was very detailed and showed that more
research were going on in that field. The Data Analysis course really
helped me because it was directly related to my job at the time.
Abdulrasaq Gbadamosi
First year student MSc Electrical Engineering TU Delft
28
MOOCS FOR RESEARCH
The potential of solar energy
(given in kWh electricity cost x amount of
sunshine hours).
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
295. Questions
CC BY Véronique Debord-Lazaro
30
ONLINE-LEARNING.TUDELFT.NL
@wfvanvalkenburg
slideshare.net/wfvanvalkenburg

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#CDIODelft Presentation TU Delft Extension School

  • 1. TU Delft Extension School ir. Willem van Valkenburg @wfvanvalkenburg slideshare.net/wfvanvalkenburg Unless otherwise indicated, this presentation is licensed CC-BY 4.0. Please attribute TU Delft Extension School / Willem van Valkenburg
  • 2. 2 Willem van Valkenburg Production & Delivery Manager TU Delft Extension School Board member Open Education Consortium twitter.com/wfvanvalkenburg slideshare.net/wfvanvalkenburg
  • 3. 1. TU Delft Extension School
  • 4. 4
  • 5. 5 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
  • 6. 2. Products CC BY Roy Borghouts
  • 7. 7 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
  • 8. Product Range OpenCourse Ware Share our knowledge MOOC Educate the world Professional Education Career development course Professional Education Specialized professional course Online BSc/ Msc Courses Small-scale research- driven course Target Audience All – non specified All – non specified Life Long Learners Life Long Learners Lifelong learner and regular campus student Value Free Course Materials Accessible Applied in practice Applied in practice Default – Academic Rigor Entry Requirements No No No or expected prior knowledge (no assessment) No to some (potential assessment) Yes, always very strict (BSc) Timespan – Study Load Self-study 6 weeks 2 to 6 hours per week 4 to 5 weeks 4 hours per week Varies 2 to 10 weeks 4 hours per week 10 to 15 weeks (according to academic calendar) 8 hours Number of participants n/a >10.000 200 – 500 (more is possible) 10 - 200 10 – 50 Certificate no Non accredited (honor or ID verified) Non accredited (ID verified + CEUs) Non accredited (ID verified + CEUs) Accredited (EC) (can be transferred to CEUs) Pricing Free Free or 50 dollars 250 – 500 dollars Value based pricing 500+ euro’s. 200 euro per EC (currently)
  • 9.
  • 10. 10 30 RUNS FINISHED, 3 RUNNING, 4 SELF- PACED, 14 NEW IN DEVELOPMENT
  • 11. 11 PROFESSIONAL EDUCATION Career Development Courses Specialized Professional Courses More courses coming: • Closure works • Data Governance • Membrane Filtration for Water Treatment • Forensic Engineering • Fixed Wing Aircraft Performance • Adaptive Aerostructures • Nereda • Responsible Innovation
  • 12. 12 ONLINE COURSES Solar Energy Online Programming Engineering & Policy Analysis MSc track Watermanagement Technology development and impact assessment Continuous Systems Modelling Rotor & Wake Aerodynamics (non) Linear Modeling Airborne Wind EnergySpacecraft Technology
  • 13. 133. Pedagogical Model CC BY Guus Schoonewille / FastFoto
  • 14. 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/
  • 15.
  • 17. 17 TRAINING Will save time and enhances the learning experience of the students Intro to Online Learning workshop Designing and Teaching an Online Course Designing Active Blended Learning BlendedX - Blended learning with edX University Teaching and e-Learning Pedagogy Do-it-yourself video Developing an online course in Blackboard Media training Digital assessment with Maple TA Effective use of Video in Blended and Online Education Community management in MOOCs for TA’s Community management in MOOCs for lecturers E-Moderating; guiding your online students
  • 19.
  • 22. 22 USER-GENERATED CONTENT: SHOW YOUR OWN PV SYSTEM https://www.youtube.com/watch?v=eHuQpF0WL6o
  • 23. 23 PROF EDS Current occupation Highest earned degree of students
  • 24. 244. Impact CC BY-NC K W Reinsch
  • 25. 25 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
  • 26. 26 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 Fotografie:MarcelKrijger IMPROVE QUALITY OF EDUCATION More info: http://www.e-learn.nl/2015/01/11/mooc-has-positive-effect-on-campus-education
  • 27. 27 ATTRACT STUDENTS TO CAMPUS I am from Ogun State, Nigeria. I was born in Lagos, the business hub of Nigeria and one of the most populated. I am 26 years old. I finished my undergraduate studies in 2012 and was working in Lagos before I decided to come to Delft. I took the Solar Energy MOOC mostly during the weekends but couldn't complete the course due to time. I also took "Data Analysis: Take it to the Max()" and had similar experience. I chose TU Delft because while doing the MOOCs, I could only imagine the level of expertise and facilities the universities has. I wanted hands on experience and did further research about the university. My mind was made up after I discovered the high level of technological participation and the ranking of the university. The Solar Energy course was very detailed and showed that more research were going on in that field. The Data Analysis course really helped me because it was directly related to my job at the time. Abdulrasaq Gbadamosi First year student MSc Electrical Engineering TU Delft
  • 28. 28 MOOCS FOR RESEARCH The potential of solar energy (given in kWh electricity cost x amount of sunshine hours). 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
  • 29. 295. Questions CC BY Véronique Debord-Lazaro

Editor's Notes

  1. 20% US 13% India 3% Netherlands