Z Score,T Score, Percential Rank and Box Plot Graph
Impact of MOOCs for Qualtrics event
1. 1
The impact of
TU Delft MOOCs
Willem 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.
4. 4
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
9. 9
ONLINE COURSES
Solar Energy
Online Programming
Engineering & Policy
Analysis
MSc track
Watermanagement
Responsible Innovation
Technology development
and impact assessment
Continuous Systems
Modelling
Nuclear Security
Linear Modelling
Airborne
Wind Energy
Spacecraft Technology
11. 11
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
14. 14
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
15. 15
MOOCS USED IN CLASSES AROUND THE
WORLD
Some 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
18. 18
“I chose TU Delft
because while doing the
MOOCs, I could only
imagine the level of
expertise and facilities
the universities has.”
Abdulrasaq Gbadamosi
First year student MSc Electrical Engineering
TU Delft
21. 21
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
Fotografie:MarcelKrijger
IMPROVE QUALITY OF EDUCATION
More info: http://www.e-learn.nl/2015/01/11/mooc-has-positive-effect-on-campus-education
22. 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/
24. 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
TU Delft Online Learning
Education Quality Cycle
Collect Course
Team’s insights
Pre Mid Post
Collect Learner’s
Data from Surveys
> 100.000 student responses
25. 25
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)
26. 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
27. 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.
28. 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.
29. 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
30. 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
We reach all countries in the world.
Only 3% from the Netherlands
This is a photo of a class in India
Glasgow Caledonian University is using our Solar mooc
All our MOOCs are used on campus
http://www.felienne.com/archives/4592
All our MOOCs are used on campus
Arno heeft zijn studenten gevraagd informatie aan te leveren over het aantal zonuren en prijs van energie. 250 studenten hebben hierop gereageerd. Op basis daarvan is bovenstaande data gebaseerd. Puur een experiment om te kijken hoe je MOOCs kunt gebruiken om onderzoeksdata te verzamelen.
Toelichten
Verhaal Hans de Bruijn MOOC framing in te zetten om te onderzoeken hoe speeches worden ervaren in verschillende culturen.
All our MOOCs are used on campus
Circular Economy is codeveloped with the Ellen McArthur Foundation
Sustainable Urban Development is supported by AMS (Amsterdam Institute of Advanced Metropolitan Solutions) and developed together with Wageningen University
The course Industrial Biotechnology is a joint initiative of TU Delft, the international BE-Basic consortium and University of Campinas in Brazil
Leadership for Engineers is codeveloped with 2 alumni from McKinsey
Geology mooc is sponsored by Shell
Data Analysis series is offered with additional blended sessions to Capgemini. Also 50 persons from a Dutch company participated
New developments are moocs as dissemination activity of research projects
All our MOOCs are used on campus
MOOCs have bigger impact than anticipated when started