impact of moocs for qualtrics event
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The impact of
TU Delft MOOCsWillem 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.
TU Delft Extension School
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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
2. ProductsCC BY Roy Borghouts
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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
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PROFESSIONAL EDUCATION
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ONLINE COURSES
Solar Energy
Online Programming
Engineering & Policy
AnalysisMSc track
Watermanagement
Responsible Innovation
Technology development
and impact assessment
Continuous Systems
Modelling
Nuclear Security
Linear ModellingAirborne
Wind Energy
Spacecraft Technology
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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
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1. Educate the World
> 900.000 enrolments
* Enrolment is open + is running
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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
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MOOCS USED IN CLASSES AROUND THE
WORLDSome 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
Biotechnologyhttps://twitter.com/pramode_ce/status/525643290964537344
162. Increase Reputation
Source: http://www.tudelft.nl/nl/over-tu-delft/feiten-en-
cijfers/onderwijs/inschrijvingen/
More international
student enrolments
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“I chose TU Delft because while doing the MOOCs, I could only imagine the level of expertise and facilities the universities has.”
Abdulrasaq GbadamosiFirst year student MSc Electrical Engineering TU Delft
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Ranking
Source: http://www.topuniversities.com/universities/delft-university-technology
3. Improving campus education
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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
Fot
ogra
fie:
Mar
cel K
rijge
r
IMPROVE QUALITY OF EDUCATION
More info: http://www.e-learn.nl/2015/01/11/mooc-has-positive-effect-on-campus-education
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/
4. Connection Research with Education
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
T U D e l f t O n l i n e L e a r n i n gEd u c a t i o n Q u a l i t y C yc l e
Collect Course Team’s insights
Pre Mid Post
Collect Learner’s Data from Surveys
> 100.000 student responses
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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
https://onlinelearningresearch.weblog.tudelft.nl
• 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:https://onlinelearningresearch.weblog.tudelft.nl/
call-for-research-projects/
Guanliang
Chen
(PhD
student)
Dan Davis
(PhD
student)
Claudia
Hauff
(Assistant
Prof.)
Geert-Jan
Houben
(Professor)
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
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.
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.
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
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
5. Collaboration with industry
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5. COLLABORATE WITH INDUSTRY
336. Impact on organisation
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Impact on organisation
• There is much more focus on education
• We have set an example as innovation
programme
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