Everything You Need to Know About MOOCs
•Télécharger en tant que PPTX, PDF•
1 j'aime•2,320 vues
Slides of the action lab presented at #oeglobal on 8th of March 2017 in Cape Town
Recommandé
Recommandé
Contenu connexe
Tendances
Tendances (20)
En vedette
En vedette (18)
Similaire à Everything You Need to Know About MOOCs
Similaire à Everything You Need to Know About MOOCs (20)
Plus de Willem van Valkenburg
Plus de Willem van Valkenburg (19)
Dernier
Dernier (20)
Everything You Need to Know About MOOCs
- 1. Everything you want to know about MOOCs Willem van Valkenburg @wfvanvalkenburg slideshare.net/wfvanvalkenburg Unless otherwise indicated, this presentation is licensed CC-BY 4.0. Please attribute TU Delft Extension School / Willem van Valkenburg
- 2. 2 WILLEM VAN VALKENBURG Production & Delivery Manager TU Delft Extension School Board member Open Education Consortium twitter.com/wfvanvalkenburg slideshare.net/wfvanvalkenburg
- 4. 4 What is a MOOC?
- 5. 5MOOC poster by Mathieu Plourde licensed CC-BY: https://www.flickr.com/photos/mathplourde/8620174342/sizes/l/in/photostream/ What is a MOOC?
- 6. 6 BASIC INGREDIENTS OF A MOOC Learning Unit 1 Learning Unit 2 Learning Unit 3 Learning Unit 4 Learning Unit 5 Learning Unit 6 Up to 10 weeks Learning Unit MOOC is divided into weeks. From 3 to 10 weeks 2 to 10 hours study time Clear 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
- 7. 7 ANATOMY OF AN edX ONLINE CLASS
- 9. “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
- 10. 10 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
- 12. 12 Educate REASON TO DO A MOOC Prepare Students Claim the subject Reputation 21st century engineers Active network ResearchSharing knowledge
- 13. 13 Educational supply MOOC Components Slide CC BY TU Delft Extension School / Martijn Ouwehand http://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 contents Useful & copy-able No 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
- 14. 14Production CC BY Guus Schoonewille / FastFoto
- 15. 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/
- 16. Production Process Website with all supporting documents: https://onlinelearninghub.tudelft.nl/
- 17. 17 COURSE PRODUCTION • It is a team effort • It costs more time than expected • Don’t focus to much on the videos
- 18. 18 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
- 19. 19 VIDEO FORMATS Studio: 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
- 20. 20 USER-GENERATED CONTENT: SHOW YOUR OWN PV SYSTEM https://www.youtube.com/watch?v=eHuQpF0WL6o
- 21. 21Impact CC BY-NC K W Reinsch
- 22. 22 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
- 23. 23 1. Educate the World
- 24. * Enrolment is open + is running
- 25. 25 MOOC Learner = life long learner
- 27. 27 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
- 28. 28 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
- 29. 29 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/
- 31. Source: http://www.tudelft.nl/nl/over-tu-delft/feiten-en- cijfers/onderwijs/inschrijvingen/ More international student enrolments
- 32. 32 “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
- 34. 3. Improving campus education
- 35. 35 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
- 36. 36 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
- 37. 37 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
- 38. 38 Use of MOOCs’ Material Platform Type of use # MOOCs TUDelft’s LMS Full MOOC 7 Content, Activities & Assessment 7 Only videos 3 edX Follow the MOOC 10 CC-BY TU Delft/Pedro Cabral: http://www.slideshare.net/pmcabral/what-have-they-done-with-the-moocs
- 39. 39 Didactical approach Type of approach # MOOCs Pre-requisite 6 Flipped classroom 10 Additional resources 6 Others 5 CC-BY TU Delft/Pedro Cabral: http://www.slideshare.net/pmcabral/what-have-they-done-with-the-moocs
- 40. Enrich student’s portfolio with courses from leading universities There are so many great MOOCs available (but also a lot of bad ones)
- 42. 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
- 43. Results
- 44. 4. Connection Research with Education
- 47. 47 Data Analyst • Data of 1M+ learners • edX data of >40 MOOCs • >100k survey responses • >90 reports
- 49. TACTICAL RESEARCH Short-cycled research projects
- 50. 50 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
- 51. 51 Social Learning: Describing Forum Participation Poquet, O. (2016). Social learning in DelftX MOOCs (Internal Project Report).
- 52. STRATEGIC RESEARCH Long-term academic research
- 53. 53 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.Guanliang Chen (PhD student) Dan Davis (PhD student) Claudia Hauff (Assistant Prof.) Geert-Jan Houben (Professor)
- 54. 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.
- 55. 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
- 56. Research goals 1. Gain actionable insights into learner behaviours at scale. a. Data science b. Big data processing 1. Increase our knowledge about learners by looking beyond the learning platform. a. Web data analytics 2. 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
- 57. Personality in online learning Does 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
- 58. 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
- 59. Learning analytics for learners Do 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
- 60. 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
- 61. 616. Impact on organisation
- 63. 63 Impact on organisation • There is much more focus on education • We have set an example as innovation programme
- 64. 645. Questions CC BY Véronique Debord-Lazaro
Notes de l'éditeur
- Collaborations: Leadership for Engineering with alumni Sustainable Urban Development with Wageningen University Geology with Shell Industrial Boitechnology with university in Brasil Circular Economy with Ellen MacArthur Foundation and partner companies New mooc quantum cryptograhy with CalTech
- We share contents openly We license services through edX deal We do not license the teacher, but offer a great replacement
- Studio: 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
- 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
- Kienhoc is a Vietnamese nonprofit organisation, founded in September 2015, by a team of young Vietnamese with a passion for education.
- All our MOOCs are used on campus
- http://www.felienne.com/archives/4592
- We offer MOOCs on the world-wide edX platform, next to world-class universities Discussion with edX partner (high ranking) universities : How can our on campus students benefit more from our MOOCs and our collaboration? A vision emerged: Virtual exchange of online courses Main objective: Enrich the educational portfolio of our campus student, have them benefit from our Open & Online education
- The main objective of this initiative is that our own campus students can enhance their portfolio. Anka Mulder started this initiative and asked which other universities were interested to participate in the discussion. The alliance consists of 8 partners so far: 1. Rice university, 2. The university of British Columbia, 3. The university of Edinburgh, 4. TU Delft, 5. EPFL (Lausanne), 6. The university of Queensland, 7. The Hong Kong University of science and technology, 8. Australian National University. All partners are getting endorsement from their executive board now (half May every university should have approvement). Together we offer more than 100 MOOCs. All universities select 3 – 10 MOOCs to be part of this pilot. So we should get around 50 MOOCs in the basket. A hard condition within the alliance is that the MOOCs also have to be offered for credits for the students of the own university. This helps to trust the quality. The pilot project is not for MOOCs substituting our core curriculum, but only for electives. We are working on a coding system to describe our MOOCs. The producing university is responsible for preparing and grading the additional assessment.
- All our MOOCs are used on campus
- The plot shows for our learners that filled in the personality questionnaire the scores they receive on each of the five personality dimensions; the scores are somewhat different from the general population, in particular Openness to experience has a higher score distribution among MOOC learners than the general population
- The table on the left shows the most common “motifs” (sequences of actions) learners create with their actions. We manually identified and clustered those motifs together. In the FP101x MOOC learners move through long sequences of quizzing, followed by binge watching; only in the third position is the motif of Lecture->Quiz_Complete which we initially expected to be the top motif.
- The right image shows the learning tracker that we deployed to the 5,462 learners in the “Introduction to Drinking Water Treatment” MOOC (we employed A/B testing, thus had a control and test group); it is an image that is updated once a week. Each learner is compared to the average passing learner from last year according to 6 dimensions. The tracker was first shown to learners in Week 2 of the MOOC. The plot on the left shows how the tracker changed learners’ behaviour: more learners in the test group submitted quizzes than the control group once the tracker was activated (week 2 and beyond). This implies that learners self-regulated their learning a bit better and became more self-aware of the learning process.
- 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