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TU Delft Impact of moocs for EADTU HOME project

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Presentation for the HOME project on 28th of June 2016 in Brussels.

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TU Delft Impact of moocs for EADTU HOME project

  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. 2. 2 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. 3. 3 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
  4. 4. 43 MOOCs 30 Professional Education 970.000 enrolments MOOCs 800 enrolments ProfEds 27 Online Courses 180 OCW courses 23 blended projects 180 enrolments Online Courses 1.400 visits OCW per day 9 Open Education Awards 4 Wharton Award nominations 2 other Award Results
  5. 5. 6 CC BY-NC K W Reinsch
  6. 6. 7 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
  7. 7. 8 1. Educate the World
  8. 8. 56,809 19,602 25,988 29,179 20,534 28,564 32,42433,519 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 15,757 24,787 24,552 6,967 17,541 32,681 29,868 13,014 9,880 22,621 10,891 8,221 3,173 8,174 10,958 6,782 7,593 6,793 6,776 4,639 4,080 1,972 11,726 141 3,141 3,462 1,812 215 2,668 2,356 2,159 1,631 1,233 1,094 60,637 44,182 29,532 9,865 12,537 9,663 6,237 1,003 5,427 2,906 0 20,000 40,000 60,000 80,000 100,000 120,000 2013-2014 2014-2015 2015-2016 2016-2017 Self Paced > 960.000 enrolments * Enrolment is open + is running
  9. 9. Certificates issued 2,912 3,446 5,147 5,629 7,668 9,636 11,032 11,845 12,364 14,554 15,934 16,264 17,777 18,437 21,941 25,695 28,221 137 199 199 588 927 927 1,062 1,062 1,710 1,710 2,021 3,751 4,609 0 5,000 10,000 15,000 20,000 25,000 30,000 Total # of certificates ID verified certificates
  10. 10. 11 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. 11. 12 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
  12. 12. 132. Increase Reputation
  13. 13. Source: http://www.tudelft.nl/nl/over-tu-delft/feiten-en- cijfers/onderwijs/inschrijvingen/ More international student enrolments
  14. 14. 15 “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
  15. 15. 16 Ranking Source: http://www.topuniversities.com/universities/delft-university-technology
  16. 16. 3. Improving campus education
  17. 17. 18 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. 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. 19. Running EvaluationCourse Development Kickoff Review Start of Course Evaluation Meeting Course Improvement Plan OLE introduction use for reflection use for evaluate Draft Course Design Draft Planning Evaluation Report List of final improvements building testing Onboarding Final Course Design & Planning Course Team, Roles & Processes use as guidelines planning TU Delft Online Learning Education Quality Cycle The use of the OLE is integrated in our Educational Quality Cycle
  20. 20. 4. Connection Research with Education
  21. 21. 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 950K enrollments. • Pre-survey, mid-survey, and post- survey data (100K+ responses). • edX course data on 30+ MOOCs. • Call for research projects: https://onlinelearningresearch.weblog.tudelft.nl/call-for-research-projects/
  22. 22. 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
  23. 23. 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
  24. 24. 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
  25. 25. 5. Collaboration with industry
  26. 26. 28 5. COLLABORATE WITH INDUSTRY
  27. 27. 296. Impact on organisation
  28. 28. 31 Impact on organisation • There is much more focus on education • We have set an example as innovation programme
  29. 29. 32Questions CC BY Véronique Debord-Lazaro
  30. 30. 33 RECOMMENDATIONS 1. Impact of MOOCs is much broader than anticipated. • Education got more attention. • It improved our reputation and the visibility of our education worldwide. • It is a drive for innovation within the university. 2. Open increased the impact even more.
  31. 31. 34 ONLINE-LEARNING.TUDELFT.NL OPEN.TUDELFT.NL OCW.TUDELFT.NL @wfvanvalkenburg slideshare.net/wfvanvalkenburg

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