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Impact of MOOCs for Qualtrics event


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Presentation for Qualtrics event on May 26 in Amsterdam

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Impact of MOOCs for Qualtrics event

  1. 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. 2. TU Delft Extension School
  4. 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. 5. 2. Products CC BY Roy Borghouts
  6. 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. 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
  9. 9. 10Impact CC BY-NC K W Reinsch
  10. 10. 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
  11. 11. 12 1. Educate the World
  12. 12. > 900.000 enrolments * Enrolment is open + is running
  13. 13. 14 IMPACT OF OPEN EDUCATION: HOW A MOOC CHANGED HIS LIFE • Andersson Contreras • Student from Colombia
  14. 14. 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
  15. 15. 162. Increase Reputation
  16. 16. Source: cijfers/onderwijs/inschrijvingen/ More international student enrolments
  17. 17. 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
  18. 18. 19 Ranking Source:
  19. 19. 3. Improving campus education
  20. 20. 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:
  21. 21. 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” pedagogical-model-the-tu-delft-online-learning-experience/
  22. 22. 4. Connection Research with Education
  23. 23. 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
  24. 24. 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 • 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: call-for-research-projects/ Guanliang Chen (PhD student) Dan Davis (PhD student) Claudia Hauff (Assistant Prof.) Geert-Jan Houben (Professor)
  25. 25. 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
  26. 26. 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.
  27. 27. 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.
  28. 28. 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
  29. 29. 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
  30. 30. 5. Collaboration with industry
  32. 32. 336. Impact on organisation
  33. 33. 35 Impact on organisation • There is much more focus on education • We have set an example as innovation programme
  34. 34. CC-BY-NC-ND:
  35. 35. 37Questions CC BY Véronique Debord-Lazaro
  36. 36. 38 ONLINE-LEARNING.TUDELFT.NL @wfvanvalkenburg