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
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
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. 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

6. 6
CC BY-NC K W Reinsch

7. 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

8. 8
1. Educate the World

9. 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

10. 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

11. 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

12. 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

13. 132. Increase Reputation

14. Source: http://www.tudelft.nl/nl/over-tu-delft/feiten-en-
cijfers/onderwijs/inschrijvingen/
More international
student enrolments

15. 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

16. 16
Ranking
Source: http://www.topuniversities.com/universities/delft-university-technology

17. 3. Improving campus education

18. 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

19. 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/

21. 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

22. 4. Connection Research with Education

23. 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/

24. 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

25. 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

26. 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

27. 5. Collaboration with industry

28. 28
5. COLLABORATE WITH INDUSTRY

29. 296. Impact on organisation

31. 31
Impact on organisation
• There is much more focus on education
• We have set an example as innovation
programme

32. 32Questions
CC BY Véronique Debord-Lazaro

33. 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.

34. 34
ONLINE-LEARNING.TUDELFT.NL
OPEN.TUDELFT.NL
OCW.TUDELFT.NL
@wfvanvalkenburg
slideshare.net/wfvanvalkenburg