Everything you want to know about MOOCs

Willem van Valkenburg@wfvanvalkenburgslideshare.net/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

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WHO

ARE

YOU?

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What is a MOOC?

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

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ANATOMY OF AN edX ONLINE CLASS

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TU Delft MOOCs

“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

14ProductionCC BY Guus Schoonewille / FastFoto

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

21 ImpactCC 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 research

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

231. Educate the World

* Enrolment is open + is running

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MOOC Learner = life long learner

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30,977 certificates issued

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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/

302. 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

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

Results

4. Connection Research with Education

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Research Organization

OPERATIONAL RESEARCHCourse evaluation

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Data Analyst• Data of 1M+ learners• edX data of >40 MOOCs• >100k survey responses• >90 reports

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Surveys in edX

TACTICAL RESEARCHShort-cycled research projects

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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).

STRATEGIC RESEARCHLong-term academic research

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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

616. 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

645. QuestionsCC BY Véronique Debord-Lazaro

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

@wfvanvalkenburgslideshare.net/wfvanvalkenburg