edx webinar on blended learning, with merle de kreuk
DESCRIPTION
Share TU Delft experience on using MOOC material in residential teaching, and using feedback fruitsTRANSCRIPT
October 2014
Challenge the future
DelftUniversity ofTechnology
MOOCs & Blended LearningJanine Kiers & Merle de Kreuk
Foto
CC
BY Janin
e K
iers
Unless indicated otherwise, this presentation is
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• Reach• Research• Residentia
l
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Next Generation Infrastructures 2
Drinking Water Treatment
Functional Programming
Delft DesignApproach
Technology for Bioproducts
Solving Complex Problems
ResponsibleInnovation
Treatment of Urban Sewage
Introduction to
Water & Climate
Introduction to
Solar Energy
Aeronautical Engineering
Credit Risk Management
Pre-University Calculus
Economics of Cybersecurity
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Reverse evolution: 1. On-campus, 2. Blended, 3. MOOC
DelftX material in Residential Teaching
MOOC material on edX is preparation for face-to-face sessions and labs
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Finishing the MOOC is required to take the on-campus course (more a split than a flipped classroom)
Functional Programming
Introduction to Water & Climate
DelftX material in Residential Teaching
MOOC material used in on-campus course, on Blackboard
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MOOC material is additional, not obligatory
MOOC is a relevant part of the on-campus course
Aeronautical Engineering
Credit Risk Management
DelftX material in Residential Teaching
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Plans to use currently developed material
DelftX material in Residential Teaching
Technology for Bioproducts
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DelftX material in Residential Teaching
Merle will share her hands-on experience
Treatment of Urban Sewage
October 2014
Challenge the future
DelftUniversity ofTechnology
Formative testing in CTB3365 Merle de Kreuk
Experiences in Blended Learning
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Feedbackfruits
Go to fruits.to/#5HB
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The courseIntroduction to water treatment
• Remember/understand the basics of water treatment and make simple designs of drinkingwater and wastewater treatment systems;
• 3rd year BSc specialisation Watermanagement;• Minor “De deltadenker: water voor later”• From one exam to two partial exams: drinking water and
waste water (4 times per year) • Old school lecturing (collegerama) with some exercises
from old exams
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And then came the MOOC….
• 25.000 subscriptions to the course, 1500 serious students, 1200 exams, 550 certificates;
• 11 modules (5 drinkingwater & 6 wastewater), consisting of several submodules
• Per submodule:• 1 or 2 knowledge clips (app. 12 minutes)• Questions about clips• Readings• Questions about readings• Homework (20% of final mark)• Discussion
• 2 final exam (80% of final mark)
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Formative assessment on-line
• Multiple Choice questions to self check understanding of knowledge clips;
• Multiple Choice questions to self check understanding of lecture notes;
• Active use of the Forum (discussion platform), to discuss the different topics provided
• Discussion question at the end of each module, to be answered and discussed at the Forum
• On-line excursion to wastewater treatment plant Dokhaven (movie)
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My classes seem rather boring, but what can I do
about it….?
Wish I had some technology and time to
learn to use it!
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Created opportunities for on-campus course
• Homework with MOOC material (at least watch knowledge clips and read the lecture notes);
• Questions about self study material in class;• Additional explanations in class;• Knowledge check by voting;• Insight check by voting;• Practicing design exercises.
Theory at home, exercise in class
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How did you prepare for todays lecture?
A. I watched the movies on edxB. I read the lecture notesC. I read the hand outs of the edx
moviesD. A combination of A, B and/or CE. I was too busy with other
courses to prepare this oneF. It was too sunny to prepareG. A combination of E+FH. I rather prepare just before the
exam
Homework is important!
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Formative assessment on-campus
• classroom exercises during lectures;• Interaction/questions (activating elements) during
lectures;• Excursion;• Extracted from MOOC and to be used in class:
knowledge quiz for each module within the course;• Last years exams including answers (12) are available on
blackboard to practice and students are welcomed to ask questions on these.
All by feedback fruits or turning point: anonymous voting
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Voting answers determine the lecture
• 100% correct answer: next topic;• > 75% correct answer: short explanation about the
question;• < 75% correct answer: some additional explanation on
the topic, using slides and activation techniques;• Random answering: additional explanation on the topic
using slides and discussion with the students;
Answering is anonymous to stimulate voting
response of 17 to 22 out of 25.
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Examples of formative testing are:
I. Question the students during class;II. Assessment at the end of the course period; III. Intermediate examsIV. Practice exercises in class
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Why is formative assessment useful?
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What is the main drawback of formative assessment?
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Do you use formative assessment in class?
I. Yes;II. I consider it, but did not startIII. No;
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To be improved• Learn from problems indicated in class, see where the
common knowledge gaps are;• Learn from answers in the summative assessment: see
where the knowledge clips were not clear, or the text of the lecture notes need to be adapted;
• Adjust presentations: find a balance between questions and explanation;
• Stimulate students to raise their questions in class;• Find and apply different/more formative assessment
methods;• Time management (4 ECTS and during lectures)!
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