#OEGlobal - Impact of MOOCs
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Presented at #OEGlobal conference in Krakow on 12 April 2016
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#OEGlobal - Impact of MOOCs
- 1. 1 The impact of 30 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. 3 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. 5 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
- 5. 7 Licensing of our MOOCs Slide CC BY TU Delft Extension School / Martijn Ouwehand http://www.slideshare.net/MartijnOuwehandMsc/open-licensing-moocs Processes •Assignments •Exams •Certificate Contents •Lecture recordings •Lecture slides Actions •Design & deliver Educational process •Feedback, guidance TU Delft MOOC Elements Teaching Effort Educational Services Educational Resources Model derived from: Mulder, F. & Janssen, B. (2013). Opening up Education, in Trend Report: Open Educational Resources 2013. Published by the Open Educational Resources Special Interest Group. pp. 36-42
- 6. 8Impact CC BY-NC K W Reinsch
- 7. 9 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
- 8. 10 1. Educate the World
- 9. > 850.000 enrolments * Enrolment is open + is running 56,809 19,602 25,988 29,179 20,534 28,564 32,424 33,519 38,029 10,328 14,995 34,017 27,186 13,503 10,543 9,606 10,725 6,705 10,824 4,187 6,233 30,067 24,787 24,552 17,541 29,868 13,014 22,774 9,880 8,425 8,221 2,342 8,174 11,371 10,958 6,782 6,793 6,638 3,927 3,810 2,484 2,153 673 679 544 60,637 30,094 27,127 6,549 10,637 9,663 3,730 2,311 0 20,000 40,000 60,000 80,000 100,000 120,000 2013-2014 2014-2015 2015-2016 2016-2017 Self Paced
- 10. 13 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
- 11. 14 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
- 13. Source: http://www.tudelft.nl/nl/over-tu-delft/feiten-en- cijfers/onderwijs/inschrijvingen/ More international student enrolments
- 14. 17 “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
- 16. 3. Improving campus education
- 17. 20 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
- 18. 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/
- 19. 4. Connection Research with Education
- 20. 23 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 https://onlinelearningresearch.weblog.tudelft.nl • Currently a team of 4 • Background in big data • Available data: • Online education student data based on 635K enrollments. • Pre-survey, mid-survey, and post- survey data (60K+ responses). • edX course data on 30+ MOOCs. • Call for research projects: http://www.e-learn.nl/fQ5
- 21. 24
- 22. 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
- 23. 5. Collaboration with industry
- 24. 27 5. COLLABORATE WITH INDUSTRY
- 25. 286. Impact on organisation
- 27. 30 Impact on organisation • There is much more focus on education • We have set an example as innovation programme
- 31. 34Questions CC BY Véronique Debord-Lazaro
Editor's Notes
- 34 runs finished, 10 courses running, 9 open for enrolment, 8 in development
- We share contents openly We license services through edX deal We do not license the teacher, but offer a great replacement
- We reach all countries in the world. Only 3% from the Netherlands
- This is a photo of a class in India Glasgow Caledonian University is using our Solar mooc
- All our MOOCs are used on campus
- http://www.felienne.com/archives/4592
- All our MOOCs are used on campus
- Arno heeft zijn studenten gevraagd informatie aan te leveren over het aantal zonuren en prijs van energie. 250 studenten hebben hierop gereageerd. Op basis daarvan is bovenstaande data gebaseerd. Puur een experiment om te kijken hoe je MOOCs kunt gebruiken om onderzoeksdata te verzamelen. Toelichten Verhaal Hans de Bruijn MOOC framing in te zetten om te onderzoeken hoe speeches worden ervaren in verschillende culturen.
- All our MOOCs are used on campus
- Circular Economy is codeveloped with the Ellen McArthur Foundation Sustainable Urban Development is supported by AMS (Amsterdam Institute of Advanced Metropolitan Solutions) and developed together with Wageningen University The course Industrial Biotechnology is a joint initiative of TU Delft, the international BE-Basic consortium and University of Campinas in Brazil Leadership for Engineers is codeveloped with 2 alumni from McKinsey Geology mooc is sponsored by Shell Data Analysis series is offered with additional blended sessions to Capgemini. Also 50 persons from a Dutch company participated New developments are moocs as dissemination activity of research projects
- All our MOOCs are used on campus
- MOOCs have bigger impact than anticipated when started
- Currently TU Delft aims at setting up an alliance with several international partners, like the University of Queensland, the University of British Columbia, EPFL, Rice University and Australian National University. Our shared ambition is to recognize and integrate MOOCs in (formal) campus education. This would mean that in the future any student registered at one of the partner universities can take any MOOC offered by these universities and be awarded formal Credits for it. <<Picture alliance airplane >> I believe starting an alliance is a the best way to start since you work based on trust among each other quality. And it’s easier to develop working agreements and easy to handle procedures.
- So that TU Delft students can choose online courses at ANU, EPFL or UBC and vv Study and take their test at home And include them for credit in their own programme We should pave the way, make it much easier for students to get the best education, wherever it is from.