The document discusses online teaching and learning during and after the pandemic from the perspective of TU Delft Extension School. It provides an overview of the Extension School's mission, vision, and strategic goals to educate the world through affordable and accessible online education. It then discusses TU Delft's experience with teaching and learning during COVID, and introduces the EMBED model as a framework to evaluate and improve blended learning at the institutional, program, and course levels.
TU Delft Brightspace Matrix as Instructor ToolD2L Barry
2019 D2L Connection: Dublin Edition
4th annual European D2L Connection; a professional learning opportunity for educators, corporate training professionals, and D2L employees.
Wednesday-Thursday, October 9-10, 2019 at O’Reilly Hall, University College Dublin (UCD)
Track 1 (Course Design): TU Delft Brightspace Matrix as Instructor Tool, Margie Grob, Learning Developer, TU Delft, The Netherlands
TU Delft Brightspace Matrix as Instructor ToolD2L Barry
2019 D2L Connection: Dublin Edition
4th annual European D2L Connection; a professional learning opportunity for educators, corporate training professionals, and D2L employees.
Wednesday-Thursday, October 9-10, 2019 at O’Reilly Hall, University College Dublin (UCD)
Track 1 (Course Design): TU Delft Brightspace Matrix as Instructor Tool, Margie Grob, Learning Developer, TU Delft, The Netherlands
Pathways to Learning: Open Collaboration to Support the Online Pivot Robert Farrow
This presentation reports results of a recent open education research collaboration between The African Council for Distance Education and The Open University (UK). Pathways to Learning: new approaches in higher education (OpenLearn, 2020a) hosted two free professional development programmes for university lecturers, instructional designers, professional staff, and managers who share responsibility for providing quality distance and online learning.
• A Teacher Educator programme, Skills for 21st Century Learning and Teaching (OpenLearn, 2020b)
• A Tertiary Educator programme, Take Your Teaching Online (OpenLearn, 2020c)
The courses ran over six weeks between 13th July and 20th August, 2020, and was contextualized by a rapid rollout of online learning during the Coronavirus pandemic. The programmes combined a course of study using OER materials with supplementary activities including a total of 12 webinars and interactive events alongside use of new platforms created by The Open University’s Institute of Educational Technology: nQuire (Herodotou et al., 2018) and Our Journey (Coughlan et al., 2019).
Key findings:
• The pandemic led to a substantial shift in teaching across Africa and a requirement to better understand and gain experience of online learning. Change is likely to persist post-pandemic, although infrastructure and cultural barriers are reported.
• The project surveys, interviews and the data generated through interactions that occurred in the programmes explores challenges and opportunities for online and blended learning across the African continent and globally.
• The evaluation data provides evidence that the programmes led to important understanding of course design and confidence in online facilitation for a large majority of those who took part in them.
• There is evidence that the programmes built confidence, particularly through the experiences of these educators themselves learning online with well-designed materials, and engaging with platforms and experts.
• There is evidence that each of the elements and activities were appreciated by some learners. The open courses were seen as most useful alongside some webinars. Community events and forums added substantial value to these.
• The flexibility offered in the programmes led to different behaviours. Many aimed to complete all the available activities despite time pressures and other barriers. Some were unable to attend live events so recordings were appreciated.
• Given the courses were free to join and many educators faced barriers and pressures, retention figures were very positive with around 66% of those who took part in the first week completing the rest of these programmes.
• Assessment, Open Educational Resources (OER), and understanding of technologies that can be used for online learning and learning design were areas that learners reported as being particularly valuable.
Pathways to Learning: Open Collaboration to Support the Online Pivot Robert Farrow
This presentation reports results of a recent open education research collaboration between The African Council for Distance Education and The Open University (UK). Pathways to Learning: new approaches in higher education (OpenLearn, 2020a) hosted two free professional development programmes for university lecturers, instructional designers, professional staff, and managers who share responsibility for providing quality distance and online learning.
• A Teacher Educator programme, Skills for 21st Century Learning and Teaching (OpenLearn, 2020b)
• A Tertiary Educator programme, Take Your Teaching Online (OpenLearn, 2020c)
The courses ran over six weeks between 13th July and 20th August, 2020, and was contextualized by a rapid rollout of online learning during the Coronavirus pandemic. The programmes combined a course of study using OER materials with supplementary activities including a total of 12 webinars and interactive events alongside use of new platforms created by The Open University’s Institute of Educational Technology: nQuire (Herodotou et al., 2018) and Our Journey (Coughlan et al., 2019).
Key findings:
• The pandemic led to a substantial shift in teaching across Africa and a requirement to better understand and gain experience of online learning. Change is likely to persist post-pandemic, although infrastructure and cultural barriers are reported.
• The project surveys, interviews and the data generated through interactions that occurred in the programmes explores challenges and opportunities for online and blended learning across the African continent and globally.
• The evaluation data provides evidence that the programmes led to important understanding of course design and confidence in online facilitation for a large majority of those who took part in them.
• There is evidence that the programmes built confidence, particularly through the experiences of these educators themselves learning online with well-designed materials, and engaging with platforms and experts.
• There is evidence that each of the elements and activities were appreciated by some learners. The open courses were seen as most useful alongside some webinars. Community events and forums added substantial value to these.
• The flexibility offered in the programmes led to different behaviours. Many aimed to complete all the available activities despite time pressures and other barriers. Some were unable to attend live events so recordings were appreciated.
• Given the courses were free to join and many educators faced barriers and pressures, retention figures were very positive with around 66% of those who took part in the first week completing the rest of these programmes.
• Assessment, Open Educational Resources (OER), and understanding of technologies that can be used for online learning and learning design were areas that learners reported as being particularly valuable.
Bridget Middlemas, Senior Lecturer in Learning & Teaching in HE and Brian Kilpatrick, Technical Development Manager & eLearning Advisor, Roehampton University
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- Consider the professional development needs of a wide range of staff who enhance student learning using ICT.
- Articulate the benefits of professional development activity.
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Moving a large university online in 9 years: laying the foundation for blend...Jessica Gramp
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The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
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Online Teaching and Learning during and after the Pandemic
1. Please attribute TU Delft I Extension School
CC-BY-NC-SA unless otherwise indicated
Photo by Paul Skorupskas on Unsplash_7KLa-xLbSXA_CC-BY
Online Teaching and Learning
during and after the Pandemic
Willem van Valkenburg
Executive Director
@wfvanvalkenburg
2. Agenda
• TU Delft Extension School
• Teaching & Learning during Covid
• EMBED model
• Applying the model to TU Delft
• Working towards the New Normal
• Questions
3. | Extension School for Continuing Education
Extension School for Continuing Education
4. Please attribute TU Delft I Extension School
CC-BY-NC-SA unless otherwise indicated
Purpose
Impact
Mission
Vision
Educate the world
Enhance the quality of TU Delft campus and continuing education
•Take social responsibility, contribute to SDGs (high quality education on subjects for all)
•Realise that availability to knowledge and skills cannot be a barrier for transitions
•Make open research and education a standard part of scientific practice
In the long term ES (with TU Delft) aspires to
•Offering affordable, accessible, available (= open and online) education from pre-university to
continuous professional development
•Sharing TU Delft expertise with learners by means of high-quality (both in didactic design and in
subject matter) education
ES stands for
•Strengthen collaboration with faculty and their staff and professionals to fulfil society’s needs for
continuing education of TU Delft expertise/domains
•Expand the ES portfolio (catalogue) with in-demand courses on priority themes
•Guarantee quality, by improving the Quality Assurance cycle
•Close collaboration with faculty and staff, multi-purpose educational resources
•Embed continuing education in the university
ES wants to accomplish in the next 5 years
5. Please attribute TU Delft I Extension School
CC-BY-NC-SA unless otherwise indicated
Scope
continuing education
initial education
online f2f
Extension School
Bringing online experience to
blended practice on campus
In-company
workshops
based on online
courses
6. Portfolio
• focus on scalable open &
online education and realize
more coherence in the online
portfolio by prioritizing a few
university-wide strategic
themes.
• in the form of short &
stackable programmes that
could be combined into a fully
online (one-year) professional
degree of engineering (MEng).
7. Please attribute TU Delft I Extension School
CC-BY-NC-SA unless otherwise indicated
Strategic Themes
https://www.tudelft.nl/extensionschool/portfoli
8. Blended Education
OpenCourseWare MOOCs ProfEds
Online Academic
Courses
• Learning Activities &
Course Materials
• Free
• Enrolled students only,
massive numbers
• Mostly 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
9. Extension School Portfolio
MOOC Professional Education Online Academic
Courses (OAC)
Goal Educate the world:
increase accessibility of
professionals and lifelong
learners to knowledge
and skills.
Intimate learning
experience for
professionals, contributing
to their continuing
professional education
Advanced (campus
like) course for experts
and for research in
business and
universities (PhDs)
Short Learning
Programmes
(SLP)
• Micromaster (MM)
• Professional Cert
Programme (PCP)
• XSerie
• PCP • (minor)
# SLP 1 MM, 17 PCPs, 1 Xseries 5 PCPs
# courses 130 56 24
10.
11. Please attribute TU Delft I Extension School
CC-BY-NC-SA unless otherwise indicated
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/2016/06/20/the-
tu-delft-online-learning-experience-from-theory-to-practice/
12. Please attribute TU Delft I Extension School
CC-BY-NC-SA unless otherwise indicated
Course team and Support
13. Please attribute TU Delft I Extension School
CC-BY-NC-SA unless otherwise indicated
Website with all supporting documents: https://onlinelearninghub.tudelft.nl/
Production Process
18. Support activities
• Teaching & Learning Services (TLS)
collaborated with the Extension School
to provide 7 days a week support.
• Extended the support website
brightspace-support.tudelft.nl.
• Started working group on Online
Assessment.
• Provided additional webinars, training
and workshops.
• Many faculties hired additional
support staff.
TLS
Support
4 FTE Learning
Technology
Support Officers
2 FTE
instructional
designers
3 FTE of support
assistants
Learning
Development
6 FTE online LDs
6 FTE trainers
8 FTE blended
experts
Educational
Innovation
2 FTE education
Project
managers
external PMs
25. [
25
CC-BY 4.0
•learning as a result of a deliberate, integrated
combination of online and face-to-face learning
activities.
Blended
learning
•designing and facilitating blended learning
activities.
Blended
teaching
•the formal context of BL that is determined by
policies and conditions with regard to the
organization and support of blended learning.
Blended
education
35. [
35
CC-BY 4.0
• Teachers get paid based on hours in class
• Reducing class time is political sensitive
• Some governments are promoting blended learning
with grant programme for digital education
39. [
39
the decision- making process. Among others, program coordinators and heads of teaching
and learning centers are involved.
INSTITUTIONAL SUPPORT
The manner in which an institution supports teachers and students’ blended learning
activities
Level 1
Ad Hoc
Level 2
Consolidated
Level 3
Strategic
Limited support for blended
learning and teac hing
aimed at individual
teaching staff and students
Dedicated support for
blended learning and
teaching is available for all
teachers, students and
departments.
Support for blended
learning and teaching is
part of the standard support
services of the institution.
Continuous quality
improvement is deliberately
embedded in order to
improve the support for
blended learning.
INSTITUTIONAL STRATEGY
47. [
47
CC-BY 4.0
• With our EMBED team we applied the EMBED framework to TU Delft
• Based on the results we wrote a plan to make improvements.
48. [
48
CC-BY 4.0
Level 1
Ad Hoc
Level 2
Consolidated
Level 3
Strategic
No uniform
blended learning
strategy is in
place.
A dedicated blended
learning strategy is
consolidated within the
institution. University
administrators recognize
and advocate the
importance of blended
learning, teaching and
education.
Blended learning is an integral part of
the institutional strategy. The strategy
is embedded in the whole institution
(throughout faculties and departments),
well documented, and evaluated and
adjusted on a regular basis. University
administrators and departments
recognize and advocate for the
importance of blended learning,
teaching and education.
The extent to which blended learning, teaching and education are embedded
in the vision, educational model and goals of an institution.
✓
49. [
49
CC-BY 4.0
Level 1
Ad Hoc
Level 2
Consolidated
Level 3
Strategic
Limited support
for blended
learning and
teaching aimed
at individual
teaching staff
and students
Dedicated support for
blended learning and
teaching is available for
all teachers, students
and departments.
Support for blended learning and
teaching is part of the standard
support services of the
institution. Continuous quality
improvement is deliberately
embedded in order to improve the
support for blended learning.
The manner in which an institution supports teachers and students’
blended learning activities.
✓
50. [
50
CC-BY 4.0
Institutional Support
LD Expertise group Curriculum Design Coordinator & Expert
1 BL expert per faculty
Extra capacity for Learning Technology support (ID/LTSO/FM)
51. [
51
CC-BY 4.0
Level 1
Ad Hoc
Level 2
Consolidated
Level 3
Strategic
Individual
teachers or
departments
share ‘blended’
best practices
with colleagues.
Communities for
sharing ‘blended’ best
practices are
facilitated. Processes
and/or platforms are in
place for sharing good
practices and/or
materials.
Communities for sharing
‘blended’ best practices are
facilitated, actively built and
maintained. Processes and
platforms are in place for sharing
good practices and materials.
Processes are in place for quality
assurance of the shared materials.
The degree to which an institution facilitates communities for sharing
blended practices, materials and courses.
✓
52. [
52
CC-BY 4.0
Sharing and Communities
Develop supporting documents for blended learning
Best Practices (such as BLEAP, PRIME)
Special Interest Groups and Peer Consultations
53. [
53
CC-BY 4.0
Level 1
Ad Hoc
Level 2
Consolidated
Level 3
Strategic
A few different
workshops or
courses related to
blended learning
and teaching are
offered.
Solid efforts to organise
workshops and/or
courses related to
blended learning and
teaching are offered for the
teaching staff. The blended
teaching activities of staff
are incidentally recognized.
All teaching staff is trained in
blended learning and teaching. The
institution offers a well aligned portfolio
of workshops and/or courses (related to
blended learning and teaching) for the
continuous professional development of
their staff. The blended teaching
activities of staff are recognized and
valued by the institution.
The extent to which teaching staff are able to develop their blended
teaching skills.
✓
55. Launch of DigiTelPro Course Programme on 18 November:
• Synchronous Hybrid Education: based on settings that have in common that both on-
site or 'here' students and remote or 'there' students are included simultaneously;
• Blending your Education: with a deliberate mix of synchronous and asynchronous
methods: based on a course design with a conscious combination of online and offline
learning activities;
• Online Distance Education: based on a course design with a continuous physical
separation between teacher and student.
• Student Readiness for Digital Education: giving students the digital edge to succeed as
an online learner at university and setting them on the path to achieving their learning
goals. CC-BY 4.0 55
Digitelpro.eadtu.eu
56. [
56
CC-BY 4.0
Level 1
Ad Hoc
Level 2
Consolidated
Level 3
Strategic
No deliberate
quality assurance
for blended
courses,
programs, strategy
and policies.
Special processes for
evaluation of blended
courses, programs,
strategy and policies are
developed and
implemented. Some
research is conducted on
blended courses and/or
programs.
Quality assurance for blended
courses is part of the standard
quality assurance processes of the
institution. The evaluation and
improvement are based on clear criteria
and multiple data sources. The
institution has a research agenda for
researching its own courses, programs
and education.
The process where blended courses, programs, strategy, rules and
regulations are evaluated and revised on a regular basis
✓
58. [
58
CC-BY 4.0
Level 1
Ad Hoc
Level 2
Consolidated
Level 3
Strategic
Some informal
policies, rules,
regulations, action
plans and guidelines
related to blended
learning are used in
the institution. The
institution does not
have standardized
models for blended
course and program
design.
Policies, rules, regulations,
action plans and guidelines
related to blended learning
are developed and
implemented in the institution.
Some key actors in the
institution are involved in the
process of developing new and
existing policies, rules,
regulations and action plans.
Models for blended course
and program design are
Policies, rules, regulations, action plans and
guidelines related to blended learning are
embedded in the standard governance
structure of the institution. The governance of
the institution is systematically reviewed and
adjusted. Key actors, at different levels in
the institution, are involved in the process
of reviewing, adjusting and developing new
and existing policies, rules, regulations and
action plans. Standardized models for
blended course and program development
are provided.
The way in which the vision and policies are translated to rules,
regulations and actions that facilitate blended education
✓
59. [
59
CC-BY 4.0
Governance
Workshop EMBED for (edu) management in faculties
Awareness & Communications
Governance on new educational technology
https://brightspace-support.tudelft.nl/educational-tooling/
60. [
60
CC-BY 4.0
Level 1
Ad Hoc
Level 2
Consolidated
Level 3
Strategic
No allocation of
financial
resources
specifically for
blended learning
purposes.
Financial resources are
incidentally allocated
(e.g. projects, pilots) to
develop, support, stimulate
and improve blended
learning and teaching. The
allocation of the resources
is evaluated.
Financial resources are structurally
allocated to develop, support, stimulate
and improve blended learning, teaching
and blended education. The allocation
of the resources is systematically
evaluated and adjusted, based on clear
criteria and qualitative and quantitative
data.
The extent to which financial resources are allocated to develop, support,
and stimulate blended learning
✓
62. [
62
CC-BY 4.0
Level 1
Ad Hoc
Level 2
Consolidated
Level 3
Strategic
Limited availability
of blended learning
and teaching facilities.
A wide variety of facilities is
available. This includes both
digital (e.g. digital learning
environment, educational tools)
and physical (e.g. video
recording studios, the
availability of different
classroom set-ups) facilities.
A wide variety of facilities is available. This
includes both digital (e.g. digital learning
environment, educational tools) and physical
(e.g. the availability of different classroom set-
ups, video recording studios) facilities.
Teachers have influence on the scheduling of
the facilities. The development of facilities
is aligned with the institutional strategy.
The quality, quantity and assortment of
facilities is systematically evaluated and
adjusted, based on clear criteria and multiple
data sources.
The extent to which institutions are equipped to facilitate blended
learning and teaching.
✓
64. [Institutional
S
trategy
Institutional
S
up port
S
ha ring a nd
Comm unities
Profe ssio na l
Deve lopm ent
Qua lity Assurance
Governa nce
Fina nc e
Fa cilitie s
64
CC-BY 4.0
Institutional
S
trategy
Institutional
S
up port
S
ha ring a nd
Comm unities
Profe ssio na l
Deve lopm ent
Qua lity Assurance
Governa nce
Fina nc e
Fa cilitie s
2019 2021
65. Please attribute TU Delft I Extension School
CC-BY-NC-SA unless otherwise indicated
Working towards the New Normal
• Transforming into the new normal is more challenging
than the Covid emergency transition.
• There is a willingness to change.
• Teacher want to use the Covid
experience to improve their
courses.
• Use the momentum of Covid to
make structural improvements in
the support of blended education.
• The new normal is
unknown.
• Sense of urgency is gone.
• Teachers need to take a
break.
• Projects got postponed.
• Budgets are tight.
66. Please attribute TU Delft I Extension School
CC-BY-NC-SA unless otherwise indicated
Photo by Paul Skorupskas on Unsplash_7KLa-xLbSXA_CC-BY
Questions?
tudelft.nl/extensionschool
W.F.vanValkenburg@tudelft.nl
@wfvanvalkenburg
Editor's Notes
In March when most universities abruptly had to close down their campus and switch to remote teaching and learning. I specifically use the pharsing of Remote Teaching and Learning. Creating online education takes time. Careful design and rigorous delivery are important for a good learning experience. Online education is something different that giving your class via Zoom or Teams. Online education has the right mix between synchronous and asynchronous activities, there is a carefully designed learning experience with appropriate tools to support this.
Phill Hill
Model for blended learning & learning activities
1. Online components
2. Face 2 face components
3. Time
4. Activities. In this case online activities. Students need to Watch, Read and do a quiz
5. Offline activities. They did the preparation at home. In the lecture they're going to discuss the quiz.
6. Go home, online activities
7. Next lecture, discussion & indepth lecture
8. Wave --> Activities follow upon each other. What they do at home/online is the input for the f2f meeting
This is called the wave,
No traditional classroom
All setup for blended learning and especially for switching between project work and frontal instruction
Open Information Security Maturity Model
Blended learning is included in the university strategic framework and in the vision on education
These document are evaluated and evaluated every 6 years. There is a yearly review on the progress of the goals
Our VPE has set blended learning as one of the 2 priorities for education