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Everything you want to know about MOOCs #oeglobal


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Slides of the action lab presented at #oeglobal on 8th of March 2017 in Cape Town

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Everything you want to know about MOOCs #oeglobal

  1. 1. Everything you want to know about MOOCs Willem van Valkenburg @wfvanvalkenburg Unless otherwise indicated, this presentation is licensed CC-BY 4.0. Please attribute TU Delft Extension School / Willem van Valkenburg
  2. 2. 2 WILLEM VAN VALKENBURG Production & Delivery Manager TU Delft Extension School Board member Open Education Consortium
  3. 3. 3 WHO ARE YOU?
  4. 4. 4 What is a MOOC?
  5. 5. 5MOOC poster by Mathieu Plourde licensed CC-BY: What is a MOOC?
  6. 6. 6 BASIC INGREDIENTS OF A MOOC Learning Unit 1 Learning Unit 2 Learning Unit 3 Learning Unit 4 Learning Unit 5 Learning Unit 6 Up to 10 weeks Learning Unit MOOC is divided into weeks. From 3 to 10 weeks 2 to 10 hours study time Clear learning goals, end-of unit assessment Learning Block 1 Learning Block 2 Learning Block 3 Each with a couple of self-contained learning blocks video quiz text quiz discuss
  8. 8. 8 TU Delft MOOCs
  9. 9. “Open and online education allows people from around the world access to the top education of TU Delft. It enables everybody who wants to develop themselves and accommodates the increasing number of students seeking higher education. TU Delft is dedicated to deliver world class education to everyone.” Drs. Anka Mulder. Vice President Education TU Delft
  10. 10. 10 Blended Education OpenCourseWare PRODUCTS MOOCs ProfEds Online Courses • Learning Activities & Course Materials • Free • Enrolled students only, massive numbers • From primary school to PhD level • Certificate of Completion (paid) • 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 • Focused on working professionals • Learning Activities & Course Materials • Paid enrollment • Enrolled students only, moderate numbers • Course Certificate • Continuous Education Units
  11. 11. 12 Educate REASON TO DO A MOOC Prepare Students Claim the subject Reputation 21st century engineers Active network ResearchSharing knowledge
  12. 12. 13 Educational supply MOOC Components Slide CC BY TU Delft Extension School / Martijn Ouwehand Processes •Assignments •Exams •Certificate Contents •Lecture recordings •Lecture slides Actions •Design & deliver Educational process •Feedback, guidance TU Delft MOOC Elements Mere contents Useful & copy-able No teaching Effort Teacher authority, offering services Unique Selling Point TU Delft (based on Research & Reputation) Cannot be copied Process facilitating the learning process Useful & copy-able No Teaching effort needed Value, use 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
  13. 13. 14Production CC BY Guus Schoonewille / FastFoto
  14. 14. Online Learning Experience “The purpose of the OLE radar graph is to rise reflection and critical thinking regarding online courses, not to judge” pedagogical-model-the-tu-delft-online-learning-experience/
  15. 15. Production Process Website with all supporting documents:
  16. 16. 17 COURSE PRODUCTION • It is a team effort • It costs more time than expected • Don’t focus to much on the videos
  18. 18. 19 VIDEO FORMATS Studio: Carbon Cycle: Kahn Style video: Smartboard: Feedback video: Challenge Water Rocket: Sofa Session: Cockpit:
  20. 20. 21Impact CC BY-NC K W Reinsch
  21. 21. 22 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
  22. 22. 23 1. Educate the World
  23. 23. * Enrolment is open + is running
  24. 24. 25 MOOC Learner = life long learner
  25. 25. 26 30,977 certificates issued
  26. 26. 27 IMPACT OF OPEN EDUCATION: HOW A MOOC CHANGED HIS LIFE • Andersson Contreras • Student from Colombia
  27. 27. 28 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
  28. 28. 29 LOCALISATION OF MOOCS More info on Kienhoc:
  29. 29. 302. Increase Reputation
  30. 30. Source: cijfers/onderwijs/inschrijvingen/ More international student enrolments
  31. 31. 32 “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
  32. 32. 33 Ranking Source:
  33. 33. 3. Improving campus education
  34. 34. 35 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:
  35. 35. 36 BASED ON PAPER Cabral, Pedro; Van Valkenburg, Willem; Dopper, Sofia (2016). What have they done with the MOOCs?! The impact of MOOCs on Campus Education in Ubach, George & Konings, Lizzie (2016). Conference Proceedings The Online, Open and Flexible Higher Education Conference 2016. Published by EADTU. ISBN:978-90- 79730-25-4 [Page 652-660] CC-BY TU Delft/Pedro Cabral:
  36. 36. 37 Research • 23 MOOCs (ran and finished in April 15th) • Information sources – E-Learning developer – MOOCs’ Product Manager and Faculties’ Account Managers – Evaluation Reports and Papers – Course teams CC-BY TU Delft/Pedro Cabral:
  37. 37. 38 Use of MOOCs’ Material Platform Type of use # MOOCs TUDelft’s LMS Full MOOC 7 Content, Activities & Assessment 7 Only videos 3 edX Follow the MOOC 10 CC-BY TU Delft/Pedro Cabral:
  38. 38. 39 Didactical approach Type of approach # MOOCs Pre-requisite 6 Flipped classroom 10 Additional resources 6 Others 5 CC-BY TU Delft/Pedro Cabral:
  39. 39. Enrich student’s portfolio with courses from leading universities There are so many great MOOCs available (but also a lot of bad ones)
  40. 40. How does it work • Each university selects around 10 MOOCs. • TU Delft students can use MOOCs as electives, in free minor or in honour’s programme • Each MOOC will have a max number of students (unlimited # learners) • 3-year pilot: First MOOCs are offered from February 2017
  41. 41. Results
  42. 42. 4. Connection Research with Education
  43. 43. 45 Research Organization
  44. 44. OPERATIONAL RESEARCH Course evaluation
  45. 45. 47 Data Analyst • Data of 1M+ learners • edX data of >40 MOOCs • >100k survey responses • >90 reports
  46. 46. 48 Surveys in edX
  47. 47. TACTICAL RESEARCH Short-cycled research projects
  48. 48. 50 Short-Cyclical Research Projects • Researchers have the freedom to define their own research project, research questions, and approach – Within constraints (i.e. topic, time, budget) – TU Delft offers data set / MOOC environment • Preferred research themes are: – Didactics of online learning – Learning content – Teacher roles and styles – Online group dynamics – Learner support
  49. 49. 51 Social Learning: Describing Forum Participation Poquet, O. (2016). Social learning in DelftX MOOCs (Internal Project Report).
  50. 50. STRATEGIC RESEARCH Long-term academic research
  51. 51. 53 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 • Currently a team of 4 • Research backgrounds in user modeling, information retrieval, big data processing and learning technologies.Guanliang Chen (PhD student) Dan Davis (PhD student) Claudia Hauff (Assistant Prof.) Geert-Jan Houben (Professor)
  52. 52. Web Information Research Group Research goal: “Using and advancing user modeling techniques in the context of open online education at scale in developing a learner modeling-focused approach to learning analytics” Research backgrounds in user modeling, information retrieval, big data processing and learning technologies.
  53. 53. Application domain 30 MOOCs Massive Open Online Learning Nearly 1,000,000 learners Everything learners do online is logged The unprecedented scale of online education requires a paradigm shift; research in educational technologies is now data-driven and computational. Massive Open Online Courses
  54. 54. Research goals 1. Gain actionable insights into learner behaviours at scale. a. Data science b. Big data processing 1. Increase our knowledge about learners by looking beyond the learning platform. a. Web data analytics 2. 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
  55. 55. Personality in online learning Does personality impact learner engagement, learner behaviour and learner success in the context of MOOCs? Can learners’ personalities be predicted based on their behaviours exhibited in a MOOC platform? EX101x: data analysis Personality data on 763 learners learner Fills in personality questionnaire Leaves data traces in the MOOC platform Personality prediction based on traces Distribution of personality scores wrt. Extraversion, Agreeableness, Conscientiousness, Neuroticism and Openness. Guanliang Chen, Dan Davis, Claudia Hauff, and Geert-Jan Houben. On the Impact of Personality in Massive Open Online Learning. ACM UMAP 2016. WIS Research Project
  56. 56. Learners: explorers or conformers? To what extent do learners adhere to a MOOC’s prescribed learning path? 113,000 learners across 4 MOOCs Exploration through visualization & 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. WIS Research Project
  57. 57. Learning analytics for learners Do learners change their behaviour when confronted with their learning performance relative to that of successful learners? Tracker deployed in the Drinking Water MOOC 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 WIS Research Project
  58. 58. 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
  59. 59. 616. Impact on organisation
  60. 60. 63 Impact on organisation • There is much more focus on education • We have set an example as innovation programme
  61. 61. 645. Questions CC BY Véronique Debord-Lazaro