THE IMPACT OF 30 TU DELFT MOOCS

Willem van ValkenburgManager Production & Delivery TU Delft Extension SchoolBoard Member Open Education Consortium Unless otherwise indicated, this presentation is licensed CC-BY 4.0

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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

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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

43 MOOCs

30 Professional

Education

970.000 enrolments

MOOCs

800 enrolments

ProfEds

27Online

Courses

180OCW

courses

23blended projects

180 enrolments

Online Courses

1.400 visits OCW per

day

9 Open Education

Awards

4 Wharton Award

nominations

2 other Award

Results

Sustainable Urban Development

Industrial Biotechnology

XSerie Water (3 courses)

XSerie Data Analysis (3 courses)

Delft DesignApproach

Next Generation Infrastructures

Image | Ability Basics of Transport Phenomena

Building with Nature

Pre-University Calculus

Circular Economyan introduction

ResponsibleInnovation

Understanding Nuclear Energy

Geology: the earth and its resources

Introduction to Solar Energy

Design Practice in Business

Leadership for Engineers

Observation Theory Creative Problem Solving

Framing

Open Government

Quantum Cryptography

Topology in Condensed Matter

Aeronautical Engineering

Basics of Project Management

Credit Risk Management

Sustainable Energy

Programmeren voor kinderen in Scratch

Functional Programming

6CC BY-NC K W Reinsch

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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 research5. Collaboration with industry 6. The whole TU Delft organization

81. Educate the World

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20,000

40,000

60,000

80,000

100,000

120,000

56,809

19,60225,988 29,179

20,534

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32,42433,51938,029

10,328

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13,503 10,543 9,606 10,7256,705

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6,237 1,003

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2013-2014 2014-2015 2015-2016 2016-2017 Self Paced

> 960.000 enrolments

* Enrolment is open + is running

Certificates issued

12/9/

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137 199 199 588 927 927 1,062 1,0621,710 1,710 2,021

3,751

4,609

Total # of certificates

ID verified certificates

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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 Biotechnology

https://twitter.com/pramode_ce/status/525643290964537344

132. 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

Foto

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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/

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 & PlanningCourse Team, Roles & Processes

use as guidelines

planning

T U D e l ft O n l i n e L e a r n i n gEd u c a ti o n Q u a l i t y C yc l e

The use of the OLE is integrated in our Educational Quality Cycle

4. Connection Research with Education

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Research in open education• Guidelines for Evaluating the Teaching and L

earning in MOOCs: a TU Delft approach• Carpe Diem: a new day for flexible MOOC d

esign• Modeling Learners’ Social Centrality and Per

formance through Language and Discourse• Gender and Diversity in Engineering MOOCs

, a first Appraisal• The Value of Engineering MOOCs from a Le

arner’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/

Research goals

1. Gain actionable insights into learner behaviours at scale.a. Data scienceb. 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 engineeringb. Human-centered designc. Learning technologies

Data

Knowledge

Application to learning

gain insightsfrom data

design systems based

on insights

deploy systems in

practice

Learning analytics for learnersDo 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

Leadership for Engineers

Industrial Biotechnology

Circular Economyan introduction

Sustainable Urban Development

Geology: the earth and its resources

Data Analysis for your Business XSerie

296. 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

32 QuestionsCC BY Véronique Debord-Lazaro

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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.

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ONLINE-LEARNING.TUDELFT.NLOPEN.TUDELFT.NLOCW.TUDELFT.NL

@wfvanvalkenburgslideshare.net/wfvanvalkenburg