Yesterday it was my turn to do an action lab on MOOCs. The subtitle was "everything you want to know about MOOCs". For my it was also a good activity to get all our activities together. And it is impressive!
We have 16 MOOCs finished, 4 are running (you can still enrol), 5 new and 7 reruns are in production. So we can say that we have some experience with making MOOCs. We also have more than 400,000 enrolments.
I started the action lab with a short presentation about the TU Delft MOOC activities. The presentation is below. After the slide 21 I had some spare slide I could use to answer questions.
After the presentation I opened it for questions and used our MOOC Development journey to answer questions. I also had the poster of the learning experience flow of our award winning MOOC Delft Design Approach up on the wall. They used this to design their MOOC. They start with the template and use the cards to organise it week by week. All the documents are attached at the bottom of this post.
One of the questions I got was about the sublicensing of MOOCs. My colleague Martijn Ouwehand did a presentation about this subject on Wednesday. His slides are below.
Yesterday we received three awards at the yearly Open Education Award Ceremony. With these three awards our total comes to 10 awards in the last 4 years. It always is great honour to receive external recognition for the activities of our professors and support staff. It strengthen our mission for open education at TU Delft.
Solving Complex Problems, by Alexander de Haan, is about Complex Multi Actor Systems, ‘spaghetti situations’ in which everything appears to be interlinked and many factors influence each other. Consider, for example, a situation in which new energy technology is introduced into an existing energy market. In such situations, people often talk about solutions, but nobody is exactly sure what the question is, or the best solution. Quantitative and qualitative models can help people understand such complex issues. Course participants will acquire practical tools and methods with which to structure and analyse complex problems.
Delft Design Approach, by Jaap Daalhuizen, has also received an Award of Excellence in the ‘Open MOOC’ category. The Delft Design Approach is a structured approach that helps designers cope with complex design projects – from the formulation of a strategic vision and mapping users and their contexts to developing and selecting meaningful designs for products and services. TU Delft hopes that this MOOC will introduce participants to its own unique approach to design, using several models and design methods, and drawing upon the knowledge and experience of experts from both education and practice. The online course allows participants to compare their results with those of students studying on campus at Delft and designers from the profession.
The Human Controller, by David Abbink, is a course in the Mechanical Engineering Master’s degree programme. The course material (video lectures, exercises, articles, exam questions, etc.) is freely available as OpenCourseWare (OCW) on the internet. The Open Education Consortium has awarded the course as an ‘Outstanding (OCW) Course’. The course studies man’s abilities and limits with regard to controlling machines. Various human sensors are explained, and participants learn how muscles work and how movement is coordinated. Man’s ability to control is explained within the context of control technology – a tricky subject that is made somewhat easier by considering examples from the practical situation. Two of the course assignments involve students doing their own experiments to demonstrate that the theory also applies to them. In one of these projects, the students download software that requires them to follow a moving dot with their mouse. This game allows the students to experience just how difficult it can be to control different types of systems, and teaches them how to measure their own control behaviour and construct mathematical models.
Yesterday EdX and Arizona State University announced the Global Freshman Academy. Here is their promovideo:
When I saw the announcement yesterday, one of the things that I thought of was the quote of Thomas Friedman:
When outstanding becomes so easily available, average is over - Thomas Friedman
It would have been innovative ...
if they would have created this curriculum with the best moocs in the world. But no, the teachers of ASU will create the moocs.
if they would openly license the moocs. But no, there is nothing mentioned about that.
if the costs would be dramatically lower. But no, a full year still costs 6000 dollar. For comparison, a Dutch students pays less than 2000 euro per year for tuition.
So I agree with George Siemens, this is only innovative in PR and Marketing. But as Dirk van Damme is just saying at OE Global Conference educational systems will be confronted with their limits if they do not innovate. We need real innovation and not just marketing.
in the fall of 2013 I published the first version of our DelftX MOOC Journey based on the creation of our first two MOOCs. Now we have finished the delivery of many more MOOCs we have updated the journey. Suprisingly, the journey was mostly still very accurate.
The journey is based on the processes of DelftX. We call this a "talking picture". You can download the image below as PDF. Off course the image is CC-licensed. If you have any remarks, please comment below.
It always is a busy conference for me. Next to the conference we also have the board meeting of the consortium. This year Meena also tricked me in some workshops. So you have multiple opportunities to see me in action.
Pre-conference workshop On Tuesday we start with a pre-conference workshop on getting started with Open Education. Together with Robert Schuwer, Martijn Ouwehand, Jure Cuhalev and Meena Whang I will organise a full day workshop. This conference will be based on the workshop we organised last year as part of the OpenCourseWare Europe project.
Action Lab MOOCs On Friday I'm organising an 'Action Lab' about everything you want to know about MOOCs. In this one hour session I will try to answer all the questions the participants have on the production and delivery of MOOCs.
Awards This year the TU Delft has won three awards:
This afternoon we organised an Open Education Week Seminar as part of the 4th Open Education Week. I had the honour to do the keynote about the state of Open Education. Below are the slides I used during the presentations. The video recording will follow tomorrow.
Last week EADTU released the report "Institutional MOOC strategies in Europe". This research is conducted as part of the EU-funded project HOME (Higher education Online: MOOCs the European way) by Robert Schuwer and Darco Jansen.
This report on MOOCs intends to contribute to literature on MOOCs in Europe. Its specific aim is to present data on the perception and objectives of European higher education inst itutions on MOOCs and the main drivers behind the MOOC movement. In addition, the report makes a comparison with similar studies conducted in the United S tates in 2013 and 2014 and to data produced by the European University Association (EUA) between Octob er and December 2013. The report made clear that involvement is still increasing, but also that arguments to get involved differ from those in the US. The survey was conducted in October December 2014. In total 67 institutions responded out of 22 European countries representing in total about 2.8 millions of students.
The most interesting of the report is the difference with the US:
Some parts of the survey encompasses identical questions as used in the US surveys of 2013 and 2014. The results show large differences between both continents. A large majority of European higher education instit utions disagree with the statement that credentials for MOOC completion will cause confusion about higher education degrees while a majority in the US agrees. Next, more than 80% of European institutions agrees with the statement MOOCs are important for in stitutions to learn about online pedagogy while in the US it has decreased from 44% in 2013 to 28% in 2014. In the US the opinion is mostly neutral or disagree on the question if MOOCs are a sustainable method for offering courses , but in the EU more than half of the institutions agrees.
As sustainable member (and board member) of the Open Education Consortium we feel obliged to actively participate in the Open Education Week (Noblesse oblige). Here you find the overview of the activities we are organising on our campus in Delft. There will be many more activities during the week by all the organisations that are participating.
Monday, March 9th: Research Seminar: Data Science
During the research seminar we will address topics like learning analytics, gamification and assessment. Many researchers from TU Delft and other universities will share their visions on research in Open & Online Education. Time: 9:00 – 13:00 | More info
Monday March 9th: Education Seminar: Open Education
During the education seminar both our E-dean of Open & Online Education, one of the board members of the Open Education Consortium and lecturers of TU Delft and other HE institutions will shed their light on sharing and reusing Educational resources and the impact of Online education on campus. Time: 14:00 – 17:00 | More info
Tuesday, March 10th, Workshop: Develop an 'Open' Course design
Learn about what open educational practices are and how you can design your course around reusing Open Education(al resources).
Sign up for a tour to the New Media Centre, catch a glimpse of the recording studios, learn how to prepare for recording learning videoclips (short workshop) and find out everything you want to know about the services the New Media Centre can provide. Time: 14:00 - 15:30 Group 1 (max. 12 participants), 15:30 - 17:00 Group 2 (max. 12 participants) | More info
Thursday, March 12th: A Future for Open Education?
Join the debate and discuss the current developments and future directions of TU Delft Open & Online Education with Anka Mulder, Vice president Education & Operations TU Delft. Time: 14:00 - 15:00 / More info
A couple of researchers of MIT looked at the surveys of 11 MITx courses on edx in the spring of 2014. They found that one in four (28.0 percent) respondents identified as past or present teachers. Of the survey respondents, nearly one in 10 (8.7 percent) identified as current teachers. Although they represent only 4.5 percent of the nearly 250,000 enrollees, responding teachers generated 22.4 percent of all discussion forum comments. One in 12 of the total comments were made by current teachers, and one in 16 were from teachers with experience teaching the subject of the MITx course in which they enrolled:
Teachers are heavily enrolled and engaged in MITx courses on edX, and evidence indicates that they play a substantial role in discussion forums. Measuring the current impact of teachers on other participants is an important area for future research, and one that might help develop learning frameworks that better partner teachers with course staff and other participants. Teachers' motivations in taking a MOOC will play a key role, whether they are engaging in life-long learning, pursuing life-long instruction, or searching for new pedagogy and peer support. Regarding pedagogy and peer support, adoption of new teaching practices is a major challenge facing teachers and school districts in the United States. MOOCs targeting the needs of teachers and providing mechanisms to become personal online courses can potentially provide a space for educators to overcome adoption barriers and a sustainable foundation for MOOCs' continued existence.
Teacher enrollment clearly represents an unrecognized, meaningful audience for MOOC providers. Recent reports have largely focused on demographics within MOOCs,even leading to criticism that the typical participant is older and holds an advanced degree.29 Recognizing the significance of large teacher enrollments in MOOCs may shift perspectives toward course design and MOOC platform capabilities more attuned to expert participants. We believe teacher participants in MOOCS are a resource to respect and value, with the potential of further enriching the MOOC experience for participants.
Today, New Media Consortium (NMC) and EDUCAUSE Learning Initiative (ELI) released the NMC Horizon Report > 2015 Higher Education Edition. This edition describes annual findings from the NMC Horizon Project, an ongoing research project designed to identify and describe emerging technologies likely to have an impact on learning, teaching, and creative inquiry in education. They’ve also released this video summary:
This image shows the 6 key trends, 6 challenges and 6 technologies.