everything you want to know about moocs #oeglobal
TRANSCRIPT
Everything you want to know about MOOCs
Willem van [email protected]/wfvanvalkenburg Unless otherwise indicated, this presentation is licensed CC-BY 4.0.
Please attribute TU Delft Extension School / Willem van Valkenburg
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WILLEM VAN VALKENBURG
Production & Delivery Manager TU Delft Extension School
Board member Open Education Consortium
twitter.com/wfvanvalkenburg slideshare.net/wfvanvalkenburg
5MOOC poster by Mathieu Plourde licensed CC-BY:https://www.flickr.com/photos/mathplourde/8620174342/sizes/l/in/photostream/
What is a MOOC?
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BASIC INGREDIENTS OF A MOOCLearning Unit
1Learning
Unit 2Learning
Unit 3Learning
Unit 4Learning
Unit 5Learning
Unit 6Up to 10 weeks
Learning Unit
MOOC is divided into weeks. From 3 to 10 weeks
2 to 10 hours study timeClear learning goals, end-of unit assessment
Learning Block 1
Learning Block 2
Learning Block 3
Each with a couple of self-contained learning blocks
video quiz text quiz discuss
“Open and online education allows people from around the world access to the top education of TU Delft. It enables everybody who wants to develop themselves and accommodates the increasing number of students seeking higher education. TU Delft is dedicated to deliver world class education to everyone.” Drs. Anka Mulder. Vice President Education TU Delft
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Blended Education
OpenCourseWare
PRODUCTS
MOOCs ProfEds Online Courses
• Learning Activities & Course Materials
• Free• Enrolled students only,
massive numbers• From primary school
to PhD level• Certificate of
Completion (paid)
• 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
• Focused on working professionals
• Learning Activities & Course Materials
• Paid enrollment• Enrolled students only,
moderate numbers• Course Certificate• Continuous Education
Units
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Educate
REASON TO DO A MOOCPrepare Students Claim the subject Reputation
21st century engineers
Active network ResearchSharing knowledge
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Educational supply MOOC Components
Slide CC BY TU Delft Extension School / Martijn Ouwehandhttp://www.slideshare.net/MartijnOuwehandMsc/open-licensing-moocs
Processes •Assignments•Exams•Certificate
Contents•Lecture recordings•Lecture slides
Actions•Design & deliver Educational process•Feedback, guidance
TU Delft MOOC Elements
Mere contentsUseful & copy-ableNo teaching Effort
Teacher authority, offering services
Unique Selling Point TU Delft (based on Research & Reputation)
Cannot be copied
Process facilitating the learning process
Useful & copy-able No Teaching effort needed
Value, use
Teaching
Effort
Educational Services
Educational Resources
Model derived from: Mulder, F. & Janssen, B. (2013). Opening up Education, in Trend Report: Open Educational Resources 2013. Published by the Open Educational Resources Special Interest Group. pp.
36-42
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/
Production Process
Website with all supporting documents: https://onlinelearninghub.tudelft.nl/
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COURSE PRODUCTION
• It is a team effort• It costs more time than
expected• Don’t focus to much on the
videos
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LOCATIONS
STUDIO OFFICE LECTURE HALL
WEATHER MAN INTERVIEW TABLE DISCUSSION
ANIMATIONS SCREEN CAPTURE PAPER DRAWING
Positions
Demonstrations
More info on http://multimedia-academy.tudelft.nl
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VIDEO FORMATSStudio: https://www.youtube.com/watch?v=d4XO2_u7YYk Carbon Cycle: https://www.youtube.com/watch?v=1gMe5IsoHZg Kahn Style video: https://www.youtube.com/watch?v=Me2N5HgJYsM Smartboard: https://www.youtube.com/watch?v=rk6PTKGYaEs Feedback video: https://www.youtube.com/watch?v=k-_NkY9nE_M Challenge Water Rocket: https://www.youtube.com/watch?v=rtVRx7TZVdM Sofa Session: https://www.youtube.com/watch?v=wPrfmsUdedw Cockpit: https://www.youtube.com/watch?v=MJX6sc7CUxg
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USER-GENERATED CONTENT: SHOW YOUR OWN PV SYSTEM
https://www.youtube.com/watch?v=eHuQpF0WL6o
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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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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
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LOCALISATION OF MOOCS
More info on Kienhoc: https://opencourseware.weblog.tudelft.nl/2016/06/10/open-sharing-of-education-making-education-accessible-to-everyone/
http://kienhoc.vn/ http://www.asuka-academy.com/
https://www.edraak.org/ https://www.xuetangx.com/
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
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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
graf
ie: M
arce
l Krijg
er
IMPROVE QUALITY OF EDUCATION
More info: http://www.e-learn.nl/2015/01/11/mooc-has-positive-effect-on-campus-education
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BASED ON PAPER
Cabral, Pedro; Van Valkenburg, Willem; Dopper, Sofia (2016). What have they done with the MOOCs?! The impact of MOOCs on Campus Education in Ubach, George & Konings, Lizzie (2016). Conference Proceedings The Online, Open and Flexible Higher Education Conference 2016. Published by EADTU. ISBN:978-90-79730-25-4 [Page 652-660]
CC-BY TU Delft/Pedro Cabral: http://www.slideshare.net/pmcabral/what-have-they-done-with-the-moocs
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Research
• 23 MOOCs (ran and finished in April 15th)• Information sources
– E-Learning developer– MOOCs’ Product Manager and Faculties’
Account Managers– Evaluation Reports and Papers– Course teams
CC-BY TU Delft/Pedro Cabral: http://www.slideshare.net/pmcabral/what-have-they-done-with-the-moocs
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Use of MOOCs’ Material
Platform Type of use # MOOCsTUDelft’s LMS
Full MOOC 7Content, Activities & Assessment
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Only videos 3edX Follow the MOOC 10
CC-BY TU Delft/Pedro Cabral: http://www.slideshare.net/pmcabral/what-have-they-done-with-the-moocs
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Didactical approach
Type of approach # MOOCsPre-requisite 6Flipped classroom 10Additional resources 6Others 5
CC-BY TU Delft/Pedro Cabral: http://www.slideshare.net/pmcabral/what-have-they-done-with-the-moocs
Enrich student’s portfolio with courses from leading universities
There are so many great MOOCs available (but also a lot of bad ones)
How does it work
• Each university selects around 10 MOOCs. • TU Delft students can use MOOCs as electives,
in free minor or in honour’s programme• Each MOOC will have a max number of students
(unlimited # learners)
• 3-year pilot: First MOOCs are offered from February 2017
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Short-Cyclical Research Projects• Researchers have the freedom to define their own
research project, research questions, and approach– Within constraints (i.e. topic, time, budget)– TU Delft offers data set / MOOC environment
• Preferred research themes are: – Didactics of online learning– Learning content– Teacher roles and styles– Online group dynamics– Learner support
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Social Learning: Describing Forum Participation
Poquet, O. (2016). Social learning in DelftX MOOCs (Internal Project Report).
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Research in open education• Guidelines for Evaluating the Teaching and Learni
ng in MOOCs: a TU Delft approach• Carpe Diem: a new day for flexible MOOC design• Modeling Learners’ Social Centrality and Performa
nce through Language and Discourse• Gender and Diversity in Engineering MOOCs, a fir
st Appraisal• The Value of Engineering MOOCs from a Learner’
s Perspective• Who is the Learner in the DelftX Engineering MO
OCs?• Defining a Pedagogical Model: The TU Delft Onlin
e Learning Experience• Reconsidering Retention in MOOCs: the Relevanc
e of Formal Assessment and Pedagogy• Scalability and Flexibility through Open Research• Understanding social learning behaviours of xMO
OC completers• Beyond the MOOC platform: gaining insights a
bout 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.Guanliang
Chen(PhD
student)
Dan Davis(PhD
student)
Claudia Hauff
(Assistant Prof.)
Geert-Jan Houben
(Professor)
Web Information Research Group
Research goal:“Using and advancing user modeling techniques in the context of open online education at scale in developing a learner modeling-focused approach to learning analytics”
Research backgrounds in user modeling, information retrieval, big data processing and learning technologies.
Application domain
30 MOOCs Massive Open Online Learning
Nearly 1,000,000 learners
Everything learners do online
is logged
The unprecedented scale of online education requires a paradigm shift; research in educational technologies is now data-driven and computational.
Massive Open Online Courses
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
Personality in online learningDoes personality impact learner engagement, learner behaviour and learner success in the context of MOOCs?
Can learners’ personalities be predicted based on their behaviours exhibited in a MOOC platform?
EX101x: data analysis
Personality data on 763 learners
learner
Fills in personality questionnaire
Leaves data traces in the MOOC platform
Personality prediction based on traces
Distribution of personality scores wrt. Extraversion, Agreeableness,
Conscientiousness, Neuroticism and Openness.
Guanliang Chen, Dan Davis, Claudia Hauff, and Geert-Jan Houben. On the Impact of Personality in Massive Open Online Learning. ACM UMAP 2016.
WIS Research Project
Learners: explorers or conformers?
To what extent do learners adhere to a MOOC’s prescribed learning path?
113,000 learners across 4 MOOCs
Exploration through visualization & 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.
WIS Research Project
Learning analytics for learnersDo learners change their behaviour when confronted with their learning performance relative to that of successful learners?
Tracker deployed in the Drinking Water MOOC
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
WIS Research Project
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
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Impact on organisation
• There is much more focus on education• We have set an example as innovation
programme
645. QuestionsCC BY Véronique Debord-Lazaro