Presentation for Qualtrics event on May 26 in Amsterdam

1. 1
The impact of
TU Delft MOOCs
Willem van Valkenburg
Manager Production & Delivery TU Delft Extension School
Board Member Open Education Consortium
Unless otherwise indicated, this presentation is licensed CC-BY 4.0.

2. TU Delft Extension School

3. 3
DELFT EXTENSION SCHOOL
https://youtu.be/KFhG9XAZutI

4. 4
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

5. 2. Products
CC BY Roy Borghouts

6. 6
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. 8
PROFESSIONAL EDUCATION

9. 9
ONLINE COURSES
Solar Energy
Online Programming
Engineering & Policy
Analysis
MSc track
Watermanagement
Responsible Innovation
Technology development
and impact assessment
Continuous Systems
Modelling
Nuclear Security
Linear Modelling
Airborne
Wind Energy
Spacecraft Technology

10. 10Impact
CC BY-NC K W Reinsch

11. 11
IMPACT ON..
1. Educating the world
2. Increasing TU Delft’s international Reputation
3. Improving campus education
4. New relations between education and research
5. Collaboration with industry
6. The whole TU Delft organization

12. 12
1. Educate the World

13. > 900.000
enrolments
* Enrolment is open + is running

14. 14
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

15. 15
MOOCS USED IN CLASSES AROUND THE
WORLD
Some 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

16. 162. Increase Reputation

17. Source: http://www.tudelft.nl/nl/over-tu-delft/feiten-en-
cijfers/onderwijs/inschrijvingen/
More international
student enrolments

18. 18
“I chose TU Delft
because while doing the
MOOCs, I could only
imagine the level of
expertise and facilities
the universities has.”
Abdulrasaq Gbadamosi
First year student MSc Electrical Engineering
TU Delft

19. 19
Ranking
Source: http://www.topuniversities.com/universities/delft-university-technology

20. 3. Improving campus education

21. 21
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

22. 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/

23. 4. Connection Research with Education

24. Running EvaluationCourse Development
Kickoff Review Start of Course Evaluation Meeting
Course
Improvement Plan
Evaluation
Report
building testing
Onboarding
OLE introduction use for reflection use for evaluateuse as guidelines
planning
TU Delft Online Learning
Education Quality Cycle
Collect Course
Team’s insights
Pre Mid Post
Collect Learner’s
Data from Surveys
> 100.000 student responses

25. 25
Research in open education
• Guidelines for Evaluating the Teaching and
Learning in MOOCs: a TU Delft approach
• Carpe Diem: a new day for flexible MOOC design
• Modeling Learners’ Social Centrality and
Performance through Language and Discourse
• Gender and Diversity in Engineering MOOCs, a
first Appraisal
• The Value of Engineering MOOCs from a
Learner’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
• Beyond the MOOC platform: gaining insights
about learners from the social web
https://onlinelearningresearch.weblog.tudelft.nl
• Currently a team of 4
• Research backgrounds in user modeling,
information retrieval, big data processing
and learning technologies.
• Available data:
• Online education student data
based on 850K enrollments.
• Pre-survey, mid-survey, and post-
survey data (100K+ responses).
• edX course data on 40+ MOOCs.
• Call for research projects:
https://onlinelearningresearch.weblog.tudelft.nl/
call-for-research-projects/
Guanliang
Chen
(PhD
student)
Dan Davis
(PhD
student)
Claudia
Hauff
(Assistant
Prof.)
Geert-Jan
Houben
(Professor)

26. Research goals
1. Gain actionable insights into learner behaviours at scale.
a. Data science
b. 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 engineering
b. Human-centered design
c. Learning technologies
Data
Knowledge
Application to
learning
gain insights
from data
design systems
based on
insights
deploy systems
in practice

27. Learning transfer
Major findings:
A small subset of learners (8%) display learning transfer.
Existing learning transfer findings from the workplace
& classroom setting mostly also hold in MOOCs.
Do learners apply the knowledge they gained in
practice?
FP101x: functional
programming
GitHub traces of
12,415 learners
Guanliang Chen, Dan Davis, Claudia Hauff and Geert-Jan Houben, Learning Transfer: does it take place in
MOOCs?, ACM Learning At Scale, pp. 409-418, 2016.
Functional languages used by novice
learners during and after the MOOC.

28. Learners: explorers or conformers?
To what extent do learners adhere to a MOOC’s
prescribed learning path?
113,000 learners
across 4 MOOCs
Relying on
visualizations &
motif clustering
Dan Davis, Guanliang Chen, Claudia Hauff, and Geert-Jan Houben. Gauging MOOC Learners’ Adherence
to the Designed Learning Path. EDM 2016.
Most frequent motifs of the Functional
Programming MOOC.

29. Learning analytics for learners
Do 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

30. 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

31. 5. Collaboration with industry

32. 32
5. COLLABORATE WITH INDUSTRY

33. 336. Impact on organisation

35. 35
Impact on organisation
• There is much more focus on education
• We have set an example as innovation
programme

36. CC-BY-NC-ND:https://flic.kr/p/7hkbKJ

37. 37Questions
CC BY Véronique Debord-Lazaro

38. 38
ONLINE-LEARNING.TUDELFT.NL
@wfvanvalkenburg
slideshare.net/wfvanvalkenburg