SURF has published a report about the Grand Challenges Learning Analytics & Open & Online Education, unfortunately the report is in Dutch. This report describes the possibilities of Learning Analytics in the field of Open and Online Education and what are the biggest challenges. Per challenges the 6 experts did a literature review and decided on what are the questions that have to be answered, are there national or international examples and what needs more research.
The six experts that contributed to this report are:
Alan Berg, Program Manager Learning Analytics UvA, University of Amsterdam, Community Officer Apereo Learning Analytics Initiative
Dr. Maartje van den Bogaard, educational advisor and researcher University of Leiden
Dr. Hendrik Drachsler, Chairing Research Group on Learning Analytics, Leading FP7 project Learning Analytics Community Exchange (LACEproject.eu)
Drs. Renée Filius, programme manager Elevate University of Utrecht Medical Centre.
Drs. Jocelyn Manderveld, project manager SURFnet
Dr.ir. Robert Schuwer, lector OER, Fontys Hogeschool ICT
The five challenges these experts identified are:
What possiblities does Learning Analytics offer as accelerator of (design of) learning?
What are the requirements of a dashboard for instructors?
What can learning analytics contribute to the searchability of open educational resources?
What are the privacy and ethical issues in using learning analytics in open and online education?
What kind of infrastructure is needed to start with learning analytics in open and online education within your institution?
The report gives a good overview of the current state of learning analytics and gives good insight in the challenges we face. Off course you can debate if these challenges are really the biggest challenges. One of the questions I got was why a dashboard for instructors and not for learners?
Yesterday it was officially announced that the Open University NL and University of Utrecht received the 5 year grant for open and online education. The project is called SOONER: The Structuration of Open Online Education in the Netherlands. Officially the project starts in September and is running until August 2020.
The summary of the project:
The SOONER project focuses on fundamental research about open online education (OOE) in the Netherlands. Open online education is viewed as a strategic activity of an educational institution with systemic implications for the organization. Based on proven approaches for program evaluations from the health sciences, the project will enable systematic and long-term research on open online education from a macro-, meso- and micro-perspective. In addition, this project combines fundamental and accompanying research. SOONER will be organized via three PhD-projects on 1) self-regulated learning skill acquisition In the context of OOE, 2) motivation and intentions as key to drop-out in OOE and last but not least 3) scalable support solutions for OOE Including learning analytics. These projects will be framed by a Post-Doc project that focuses on the structural and organizational embedding of OOE. All projects will start from standardized measurement instruments or will adapt those for the specific context of OOE.
All projects will access several sources for their data collection: MOOCs offered by the partner institutions, open courses offered by the OpenUpEd partners, courses offered by the SURF projects and institutions participating in the SURF projects. The SOONER project is connected to the MOOCKnowledge project, a European cross-provider standardized survey about MOOCs and the SCORE2020 project, a European project focusing on support needs of educational institutions for OOE. Data from these European projects will be compared to Dutch OOE initiatives and benchmarking options will be explored. All results of the project will be shared via open licenses.
The project is lead by Professor Marco Kalz of the Welten Institute of the OUNL.
Different levels of research
The project is doing research on 4 different levels:
The micro-level of OOE is related to the individual characteristics of participants of OOE. The two research question they are focusing on are the level of self-regulated learning (SRL) required for OOE and the development of SRL skill development and other part is focusing on the motivation and intention in regards to drop-outs.
The meso-level of OOE is related to the course level. Questions of educational design and support options are the most important research aspects here.
The macro-level is related to the organisational embedding of OOE. On this level, questions like strategic goals, organizational guidelines and values are important.
In addition these three levels are embedded into a national context and environmental variables like funding and structural support of OOE.
I'm looking forward to work with these researchers and to the outcomes of the project.
It has been a while that I have gave you an update about our MOOC activities. A lot of information I shared with the people that attended the Action Lab at OEGlobal, but that session wasn't recorded. So here is the update.
Since we began in 2013 we have developed 18 MOOCs. Some MOOC have run for multiple times. In total we already have more than 415,000 enrolments and have issued more than 12,000 certificates (1062 ID-verified).
The first MOOCs we run were aiming at Bachelor students. This year we added some MOOCs that will attract other audiences. For example, the course Topology of Condensed Matter is much more directed toward Master and PhD students with a background in physics. We didn't expect a lot of learners, but still got more than 3,000. 50% of the learners has an advanced degree (Master or higher). Interesting is that the average age is lower than normal (27 instead of 29 in most courses). Another course is the pre-university calculus course that focuses on high school students. 40% of the learners has a high school diploma as highest diploma. This course will start in July and the goal is to freshen up their math before they start at college or university in September. Already more than 10k learners signed up.
This summer we are offering two of our courses as self-paced courses starting on June 2nd. This means that there is almost now involvement of the teacher, but we do have student assistants moderating the forums. The courses we are offering are:
By default we offer English transcript. For the course Data Analysis to the MAX() we also translated the transcripts to Dutch, Hindi and Mandarin.
Because we also publish our MOOC content with an open license on ocw.tudelft.nl, the course Water Treatment is also translated to Japanese.
ï¿½We are strong on openness, but also have to earn some money to cover our costs. Key questions are:
Is it possible to sublicense a MOOC and uphold our Open Policy?
Is our Open Policy threatened when we sublicense our MOOCs?ï¿½
Most sublicensing models are based on the licensing of content, but that doesn't work with our open license model. My colleague Martijn presented our solution at the OEGlobal Conference. I think we found a good solution that combines our open policy with sublicensing. The main slide is below:
Basically it means that our course materials are all openly-licensed, but you need a license with us if you want our Educational Services and Teacher Effort.
Based on this model, we got a sublicensing deal with Arabic MOOC platform EdRaak and there is interest from other organisations.
Online Learning Experiences
As part of our continues activities to enhance the quality of our courses we developed the online learning experience. The Online Learning Experience (OLE) is a student-centred, online learning model that holds eight interrelated principles, which define TU Delftï¿½s online courses.
In the presentation below the model is explained:
At the EDEN Conference in Barcelona (Friday, parallel session H1) Nelson Jorge, Sofia Dopper and I will present the model in more detail, based on the paper we have written about it.
There are more developments, but those I can't publish yet. So watch this space for more updates.
Educause has written an interesting report about the Next Generation Digital Learning Environment (NGDLE). The report explored the gaps between current learning management tools and a digital learning environment that could meet the changing needs of higher education. According to the report the principal functional domains are:
Interoperability Interoperability is the linchpin of the NGDLE. The ability to integrate tools and exchange content and learning data enables everything else.
Personalization Personalization is the most important user-facing functional domain of the NGDLE.
Analytics, Advising, and Learning Assessment The analysis of all forms of learning data — resulting in actionable information — is a vital component of the NGDLE and must include support for new learning assessment approaches, especially in the area of competency - based education.
Collaboration The NGDLE must support collabor ation at multiple levels and make it easy to move between private and public digital spaces.
Accessibility and Universal Design Efforts to realize the NGDLE should include working toward ensuring that all learners and instructors are able to participate, with access to conten t and the ability to create accessible learning artifacts. We should strive to address issues of accessibility from the start , based on a universal design approach.
The auteurs say that these features can not be found in a single system. They see it as an ecosystem:
At the built layer, it will be a confederation of IT systems , including content repositories, analytics engines, and a wide variety of applications and digital services.
One ke y to making such a confederation work will be full adherence to standards for interoperability, as well as for data and content exchange.
Instead of uniformity and centrality, it will need to support personalization as an option at all levels of the instit ution. The NGDLE will not be exactly the same for any two learners, instructors, or institutions.
For users, it will be a cloud-like space to aggregate and connect content and functionality, similar to a smartphone, where users fashion their environments d irectly with self - selected apps.
If the paradigm for the NGDLE is a digital confederation of components, the model for the NGDLE architecture may be the mash-up. A mash - up is a web page or application that “uses content from more than one source to create a single new service displayed in a single graphical interface.” Hence it uses a heterogeneity of components to produce a homogeneity of function. The confederation - based NGDLE will be mashed up at both the individual and the institutional levels, as oppo sed to consortia forming to create open enterprise applications.
The report very much aligns with our thinking about our Collaborative Learning Environment, the name we gave our NGDLE.
Vorige week is bekend gemaakt welke van de 45 ingediende projecten dit jaar financiering krijgen van het Ministerie van Onderwijs als onderdeel van de stimuleringsregeling Open en Online Onderwijs 2015. Dit jaar is er 800k euro beschikbaar met een maximum van 100k per project. In totaal zijn er 11 projecten gehonoreerd, waarvan 1 door de TU Delft ingediend. Daarnaast zijn wij betrokken bij het gehonoreerde project van Codarts.
Het TU Delft project dat is goedgekeurd gaat over Responsible Innovation (in Nederland vaak Maatschappelijk Verantwoord Ondernemen (MVO) genoemd:
Our ambition for this project is to develop multipurpose online content and to create flexible learning paths in Responsible Innovation (RI) for different target groups:
Our on-campus engineering students;
Professionals (engineers/designers/architects and decision makers/executives).
Flexibility means: content, didactics, and assessment/recognition. These will be geared towards the specific needs of the different target groups. RI is a very topical subject and implies a different mind-set on the part of engineers: one of societal engagement and social responsibility. Engineers need professional competences and abilities to improve societal outcomes and to develop appropriate innovative solutions which accommodate core values such as sustainability, privacy, safety and security. This is what the project will address.
Developing flexible learning paths for a broad target group requires capacity building at an institutional level. This is the second main objective of the project. We will share the knowledge we will develop and the implications for institutional polices. In this project, the Faculty of Technology, Policy and Management and TU Delft Online Learning (TUDOL) will work closely together.
Wat ik zelf interesant vind aan dit project is dat we ons hierbij niet alleen richten op de traditionele campus studenten, maar ook heel nadrukkelijk op de lifelong learners. Een doelgroep die we als Nederlands HO slecht weten te ondersteunen. Het onderwerp dat wij hierbij gekozen hebben is relevant voor iedereen die zich bezighoudt met innovatie. Een veel gebruikt voorbeeld is van de zelfrijdende auto: wie is er verantwoordelijk bij een ongeluk, maar ook welke keuze moet de auto maken bij een onvermijdelijk botsing.
Naast bovenstaand voorstel, zijn wij betrokken bij het opzetten van een lectoraat bij Codarts op het gebied van online muziektheoretisch onderwijs.
Wat mij opvalt is dat er voornamelijk MOOC-voorstellen (5 van de 11) zijn goedgekeurd. Wij krijgen dus nu MOOCs op het gebied van openbaar bestuur (NHL + HHS), data science (Tilburg + OU), Systeemanalyse en duurzaamheid (WUR) en Voedselveiligheid (WUR). Gezien het feit dat er in Europa nu al bijna 1.250 MOOCs beschikbaar zijn, vraag ik mij af hoe innovatief dat is. Ter illustratie: TU Delft heeft inmiddels al 18 MOOCs ontwikkeld met meer dan 400.000 enrolments.
Vrijwel alle voorstellen zijn erg gericht op het ontwikkelen van content. Ik hoop maar dat ze hierbij de didactiek niet vergeten, want onze ervaring is dat dit veel belangrijker is.
Today I read about a new initiative of Clive Shepherd about Blended Learning. On campuses around the world there is a lot of attention going to blended learning. Expectations are that it will be the new standard for campus education (replacing the traditional instructor-led classroom teaching).
According to Clive they have developed a whole new way of designing learning interventions. It’s called More Than Blended Learning (>BL):
Blended solutions combine contrasting learning methods and media in order to maximise effectiveness and efficiency. The More Than approach goes a step further to ensure the blend results in application to real-world tasks and the learner is supported along the whole length of their learning journey.
Reading through the PDF and their website it looks like an interesting approach that can be useful for many educators.
In September 2013 Arno Smets run the Solar Energy MOOC for the first time. This academic year, he did a rerun of the mooc and at the same time also changed the on-campus course to a flipped classroom. Preliminary analyses showing the positive impact on student performance.
In this report, the first results on the implementation of the flipped classroom concept in the on-campus course ET3034 ‘Solar Energy’ 2014 show an increased efficiency of the performance of the students. The on-campus students spend their time more efficiently, are able to study and master more material and accomplish better grades. Overall higher passing rates are achieved in reference to teaching in classical classroom approach over the period 2010-2013. The majority of the students express that they prefer the flipped classroom approach above conventional teaching methods.
Since 2010 Audrey Watters, ed-tech writter, spends her December reading through all her articles and making the top ed-tech trends list of that year. It is always a pleasure to read those articles. She does a really great job in catching the trends, although some trends are specific for the US, such as Common Core.
Once again Audrey has done a great job. This year she also published a new book: The Monster of Education Technology. I haven't read the book yet, but it is based on her keynote presentations this year and I enjoyed reading those.
This week I'm attending the conference Reimagine Education conference, organised by QS Stars and the Wharton SEI Center. An important part of the conference is the awards ceremony for the first "Reimagine Education" competition.
In total the organisation received more than 400 proposals. The TU Delft has submitted 7 proposals and 4 of those were shortlisted:
Hybrid Learning Category: Policy Analysis of Alexander de Haan
e-Learning innovation: First online laboratory for experiments on Drinking Water Treatment of Anke Grefte
Teaching Delivery: Arno Smets with his MOOC Solar Energy
Enterprise Innovation: Playful Computer Science of Alexandru Iosup
The course of Alexander de Haan even made it into the top 3. Tonight I was honoured to receive the award for runner up in the category of Hybrid Learning on behave of Alexander. Alexander and Fieke, congruatulations for this great accomplishment!
Below is the video Alexander and Fieke made to introduce this course: