TU Delft OpenCourseWare to Online Education
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Presentation about what is happening around the world in Open and Online Education for TU Delft instructors.
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TU Delft OpenCourseWare to Online Education
- 1. From OpenCourseWare to Online Education 28-9-2012 ir. Willem van Valkenburg Delft University of Technology Challenge the future
- 2. Please attribute Willem van Valkenburg http://willemvanvalkenburg.nl
- 3. Willem van Valkenburg Projectleader TU Delft OpenCourseWare Assistant to the President of the OpenCourseWare Consortium Projectleader EU-project OCW in the European HE context twitter.com/wfvanvalkenburg slideshare.net/wfvanvalkenburg
- 4. Agenda •What is happening around the world? • What are all those abbreviations? • What is happening at TU Delft? • What is Online Education? •Questions & Discussion
- 5. 1. What is happening around the world?
- 10. http://www.insidehighered.com/blogs/technology-and-learning/why-every-university-does-not-need-mooc
- 15. Summary •Open Education starts to get mainstream •Disruption in HE? •Students expect more from Online Education •Online Education is improving
- 16. 2. What are all those abbreviations?
- 17. 17 Open Flickr @mag3737 cc-by-nc-sa
- 18. Open? • Free • Quality assurance • Shared • Varied availability by • Choices disciplines • Ability to adapt • Available to anybody • Cost effective • Digital • Ability to tailor & build • Often multimedia your own • Accessibility—more • Creative Commons accessible to some and less • Freedom of info and use to others CC-BY Brandon Muramatsu: http://www.slideshare.net/bmuramatsu/oex
- 19. OCW part of the Open Movement • OCW is only one type of Open Open Content Educational Resource (OER). Open • OERs are only one type of Open Educational Content. Resources • We have much to share with OCW each other.
- 20. What is OpenCourseWare? •High quality educational materials organized as courses A course is package of educational materials starting a particular point in the knowledge spectrum, designed to lead to greater understanding of the issue or topic •Openly licensed for distribution, re-use and modification, available to all on the internet
- 21. Over 260 institutions and organizations worldwide supporting open sharing in education
- 22. Number of courses from members 25000 21,056 20000 18,135 16,574 15,885 16,123 15000 10,550 10000 7,591 6,023 5000 4,634 3,845 3,188 1,747 995 1,306 511 550 760 0
- 23. What is a MOOC •Massive •Open •Online •Course Image CC-BY-NC Gordon Lockhart: http://gbl55.wordpress.com/2011/03/08/cck11-man-this-mooc-is-something-else/
- 24. Massive • Stanford University – Artificial Intelligence course • 160,000 students • MIT – Circuits and Electronics course • 120,000 students • Indiana – Instructional Ideas and Technology Tools for Online Success • 4,000 students
- 25. Open •Everybody can participate •But more important, there are many ways to participate: • ‘open’ means being able to watch • ‘open’ means being able to participate at your own level • ‘open’ means participating publicly, so other can watch Source: http://www.slideshare.net/Downes/education-as-platform Image CC-BY-NC-SA: http://www.flickr.com/photos/marcwathieu/2412755417/
- 26. Online •Means that it is connective, interactive •You can’t put a MOOC on a DVD •The MOOC is the process •It is a process that is greatly aided by being online: • Many tasks are automated, scaffolded • Much greater communicative capacity • More access to data, calculations Source: http://www.slideshare.net/Downes/education-as-platform Image CC-BY-NC-SA: http://www.flickr.com/photos/gforsythe/5552385806/
- 27. Experiences from the AI-class • 23,000 students passed the online course (253 got perfect scores) • Professor Thrun has taught more students the subject than all of the rest of the computer science professors in the world. • The 23,000 who passed the course represent more students than most faculty will teach in their career. • Out of the 200 Stanford students attending the traditional course, only 41 were in class at the end of the course. • The other 159 opted for the online asynchronous presentation. • 410 online students outperformed the top Stanford student! • Students themselves translated the class for free from English into 44 languages. • The on-campus passing rate was the highest ever. CC-BY-NC-SA Zaid Ali Alsagoff: http://www.slideshare.net/zaid/dna-of-a-21st-century-educator-v2
- 28. Kind of MOOCs
- 29. Mechanical MOOC Exercises & Content Quizzes E-mail Lists Study Groups
- 30. 30 OCL Logo Credits: Timothy Valentine & Leo Reynolds CC-BY-NC-SA Content Open Moving Forward Snippets Courses
- 31. What is Open Education? Ecosystem of different Open Initiatives:
- 32. Importance of Open Education Open is a means to an end: Potential for… Improved learning • Changing the nature of the educational experience • Smaller chunks, focused objectives • MOOCs, alternate credentialing • Limit costs while improving quality • Student and institutional • Reclaiming control • From publishers, from static content • Enabling flexibility to mix and match
- 33. Comparing OPEN TRADITIONAL COURSE OPEN EDUCATION ONLINE EDUCATION WARE ACCESS Tuition fee Open Open Tuition fee STUDENT Yes, mostly No Yes, online learning Yes, online learning INTERACTION offline platform & social platform & social media media INTERACTION Yes No Yes, online learning Yes, online learning platform & social platform & social WITH media media LECTURERS EXAMS Yes Yes, but Yes, online Yes, online and on self testing campus CERTIFICATES Yes, No Yes, non accredited Yes, accredited accredited DIPLOMA Yes, No No Yes, accredited accredited Translated from http://www.e-learn.nl/2012/07/06/onderwijs-in-de-online-wereld
- 34. 3. What is happening at TU Delft?
- 35. Characteristics of our OERs internal Blackboard Collegerama Digital learning environment lecture recordings Context No context (course) OpenCourseWare iTunes U/Youtube Edu (single resources) Free accessible courses Open Educational Resources external
- 36. Motives to start OpenCourseWare •Moral obligation • growing demand in higher education worldwide 2012-2025: 80 million! •Quality • improve our materials, teaching methods • World Class University • to be there with the other top universities •Innovation • digital and online education inevitable
- 37. Use and Re-use of OCW •Choice of Study •Stumble Courses •Prepare International Students •Use in Developing Countries •Source of Reference •Extracurricular education •Online Education Images CC-BY-NC-SA: http://ocw.tudelft.nl
- 38. TU Delft Policy (ICTO Plan 2011-2014) Personalisation Collaborative & Mobile Active Learning Systems & Resources TU Delft distance Next-generation & online Classroom Education Massification Face to face Virtual
- 39. Collaborative & Mobile Active Learning Systems & Resources TU Delft Next-generation distance & Classroom online Education TU Delft aims to have a distance & online education programme operational within 4 years.
- 40. Distance & Online Education •Based on TU Delft OpenCourseWare •More focus on self-study and modularity •Multimedia rich (video, webinars, etc) •Full certification (MSc degree) •3 pilots selected: • Aerospace Engineering (LR) • Engineering & Policy Analysis (TBM) • Watermanagement (CiTG)
- 41. 4. What is Online Education?
- 42. Definition? • Improved version of distance learning: synchronous • Taking courses without attending a brick-and-mortar university • Two important characteristics: • Internet-based • Two-way communication
- 43. 5 Big Mistakes of online education CC-BY-NC-SA Guillermo Ramirez: http://www.slideshare.net/guiramirez/the-5-bigmistakesofvirtualeducation
- 44. Big Mistake #1 #1
- 45. #1 Believing that Virtual Education = Massive Education
- 46. Big Mistake #2 #2
- 47. #2 Believing that Online Education = Mysterious and Complex Education
- 48. #2 • There is a myth that goes around: A good traditional teacher will not easily become a good virtual teacher. ...False. A good teacher is a good teacher with any tool. …Unless you think that a «good» virtual teacher = a good actor.
- 49. Big Mistake #3 #3
- 50. #3 Putting Technology before Pedagogy
- 51. Big Mistake #4 #4
- 52. #4 Underestimating your Teachers and Students
- 53. Big Mistake #5 #5
- 54. #5 Taking the Fun out of Education
- 55. #5 Education should be accidental, unpredictable, unscripted. …There is plenty of room in virtual education for spontaneity. …Students and teachers should be encouraged to take risks.
- 56. Kaplan University • In 10 years from 34 to 68,000 students • 4 schools: • Arts and sciences/crimimal justice/ general education • Business and management / information systems and technology • Nursing and health sciences • Legal studies • Their motto: ‘Online but not alone’ -> focus on support • Business model: efficiency x effectiveness • standardized courses • Low drop-out rates / high pass percentage
- 57. Online Education is radically different • Put learning at the heart, not teaching (outcomes-based) • ‘Flipping the coin’ • Classes are a preparation ‘before they go to school’ • Only two courses simultaneous during a 10 week period • A week starts on Wednesday • Examination • Participation in group discussion • Weekly individual assignments • Group projects • Simulations and case studies
- 58. So what should you do?
- 59. 10 Best practices for Teaching Online 1. Be Present at the Course Site. 2. Create a supportive online course community. 3. Share a set of very clear expectations for your students and for yourself as to (1) how you will communicate and (2) how much time students should be working on the course each week. 4. Use a variety of large group, small group, and individual work experiences. 5. Use both synchronous and asynchronous activities. Copyright Judith.V. Boettcher 1997 - 2012 http://www.designingforlearning.info/services/writing/ecoach/tenbest.html
- 60. 10 Best practices for Teaching Online 6. Early in the term - about week 3, ask for informal feedback on "How is the course going?" and "Do you have any suggestions?“. 7. Prepare Discussion Posts that Invite Questions, Discussions, Reflections and Responses. 8. Focus on content resources and applications and links to current events and examples that are easily accessed from learner's computers. 9. Combine core concept learning with customized and personalized learning. 10. Plan a good closing and wrap activity for the course. Copyright Judith.V. Boettcher 1997 - 2012 http://www.designingforlearning.info/services/writing/ecoach/tenbest.html
- 61. The opposite of open isn’t “closed” CC-BY Cable Green: http://www.slideshare.net/cgreen/the-obviousness-of-open-policy-2011
- 62. The opposite of open is “broken” CC-BY Cable Green: http://www.slideshare.net/cgreen/the-obviousness-of-open-policy-2011
- 63. Questions CC-BY: http://www.flickr.com/photos/21496790@N06/5065834411/
Editor's Notes
- OpenCourseWare is part of Open Educational Resources, but while OER can be a single object, OpenCourseWare is a package of course materials, such as syllabi, tests, lecture notes, videos of lectures, recordings, reading lists, etc.
- Technologyis a multiplier… buteducationis a onetooneprocessThereis no limit in thenumber of Participants, Materials, Activities, Links …butlearningisnotaccumulationbutassimilationYoudon’thaveonecourse of 250… youhave 250 courses of one.
- Thereis no mystery in connectingsomeonewhowantstolearn and someonewhowantstoteach. …Givethemthetools. They’ll do themagic.
- Technologyisthetoolthathelpstheteachercreatematerialsto share withthestudent…Technologyshould be the bridge thatallowstheteacher – studentinteraction
- No exams
- The course site is the classroomA good strategy for developing a supportive online course community is to design a course with a balanced set of dialogues. This means designing a course so that the three dialogues of faculty to student, student to student and student to resource are about equal. In most online courses, the dialogue of faculty to student is provided with (1) mini-lectures in text or video or audio podcasts, (2) weekly coaching and reminder announcements and (3) explanations/interactions with the students.This best practice cannot be overemphasized. Include on your course site a set of expectations for how students communicate and dialogue online and how they communicate with you. For example, many faculty tell students that they can expect a response within 24 hours during the week. Often before a major test or assignment, faculty will agree to hold special office hours by computer, being available either by chat/live classroom or email, or phone. In the interests of time and community, it is best to use a tool where responses and content can be shared with everyone and archived for flexibility in access and review. A community works well when there are a variety of activities and experiences. Online courses can be more enjoyable and effective when students have the opportunity to brainstorm and work through concepts and assignments with either one or two or more fellow students. At the same time some students work and learn best on their own. So, building in options and opportunities for students to work together and individually is highly recommended.When online courses were first introduced, they were almost totally asynchronous - an updated version of the distance learning courses by correspondence. Now we have course management systems and virtual live classrooms and audio tools that make it possible to do almost everything we do in campus classrooms. Plus we can often engage learners in more collaborative and more reflective activities, and what happens is recorded and archived and there for review and occasionally revision.
- 6. Course evaluations have been called "post mortem" evaluations as they are done after the fact, and nothing can be changed to increase satisfaction or facilitate learning. Early feedback surveys or just informal discussions ask students to provide feedback on what is working well in a course and what might help them have a better course experience7. Discussions in an online course are the equivalent of class discussions in a face-to-face class. A key difference, of course, is that these discussions are asynchronous, providing time for thought and reflection and requiring written /and or audio responses that become part of a course archive. 8. If content is not digital, it is as if it does not exist for students. This means that the content that students will more likely use is that content and applications that are available from their computers. Students want to be learning anywhere, anytime and often while they are doing other things, such as driving, exercising, etc. Carrying around large, heavy textbooks and even laptops sometimes feels like an anachronism. Content that is mobile and can be accessed via smartphones, ipads, ipods, and mp3 players are welcome additions for many students. 9. This best practice combines a number of basic learning principles, explained in length in other resources. Very briefly, it means that faculty identify the core concepts to be learned in a course - the performance goals - and then mentor learners through a set of increasingly complex and even customized projects applying these core concepts. Many online learners within professional certificate programs are working professionals. Supporting learners with their professional goals that are closely linked to the performance goals of a course and even beyond the course parameters is a win-win for the learners individually and as a class. How does one do this? Building in options and choices in assignments and special projects is a way to do this. 10. As courses come to a close, it is easy to forget the value of a good closing experience. In the final weeks of a course, students are likely to be stressed and not take the time to do the lists and the planning that can help reduce stress and provide a calming atmosphere. A favorite image of mine is from David Allen of Getting Things Done. Allen notes that making a list helps us to clear the "psychic ram" of our brains and we feel more relaxed and more in control. Once we have made our list and schedule, we don't have to continually remind ourselves of what needs to be done and when.