Last Friday at the 176th Dies Natalis (foundation day) of the TU Delft the new strategic framework 2018-2024 was presented. The structure of the framework is based on two dimensions. First, the breakdown of the university’s core operations into four operational areas: Students & Education, Research & Innovation, People & Community, and Campus & Services. The second dimension is based on four major principles: Excellence, Impact, Engagement and Openness. In the matrix below these two dimensions are linked.
Category: "Open Education"
Last year (it sounds long ago) the TU Delft approved our new educational vision:
This document contains Delft University of Technology’s vision on education. It describes our educational goals and quality ambitions, and states directions for further development of our educational portfolio and our way of teaching and learning.
Last month the European Commission published the report European Framework for the Digital Competence of Educators: DigCompEdu. This report presents a common European Framework for the Digital Competence of Educators (DigCompEdu). The DigCompEdu framework is directed towards educators at all levels of education, from early childhood to higher education and non-formal learning contexts. It can help to guide policy and to adapt training programmes (such as BKO/UTQ).
The European Commission's Joint Research Centre (JRC) in Seville has published the report on blockchain in education. The report is written by Alex Grech, Anthony Camilleri and Andreia Inamorato. The report introduces the fundamental principles of the Blockchain focusing on its potential for the education sector. It explains how this technology may both disrupt institutional norms and empower learners. It proposes eight scenarios for the application of the Blockchain in an education context, based on the current state of technology development and deployment.
This morning Martin Weller of OU UK and OERhub gave an interesting keynote about the landscape of open education. In his presentation he gave an excellent overview with some interesting remarks. Three things that kept me thinking.
Open Education has to become boring
"when a technology becomes normal, the ubiquitous, and finally so pervasive as to be invisible, that the really profound change happens" ~ Clay Shirky
This is so true and the interesting thing is that I have had a couple of discussions with Anka about this. She said that she doesn't see a lot of new things and my response has been that this is positive and we working on mainstreaming open education.
Open flip economics
Instead of spending the money on buying textbooks, you spend it on production of open textbooks. I just heard a case about this in the Netherlands, that publishers were not interested in developing a certain textbook and that the money now spend on freeing up time of teachers to creat #OER to be published in wikiwijs.
Ignore the hype
Education is one side always sensitive for hypes, but at the end not that much has changed. We see that the hype of MOOCs is ending, but they still offer great opportunities for students and life long learners. Great example that Martin mentioned is the Credit for MOOCs project that TU Delft initiated. This gives students a great set of additional courses they can get credit for.
Below the slides of Martin. If you are interested in discussion more about open education, you should come to OEGlobal18 in Delft.
Katy Jordan and Martin Weller have written an interesting beginner's guide to openness and education. It clearly shows the different ways of thinking about openness.
The idea started with the conception that many have forgotten the past. They used a citation analysis approach to try and map the ‘open education’ landscape from the early beginning back in the 1960s to the now. In their analysis they identified eight clusters of papers:
- Open Education in schools
- Distance education & open learning
- E-learning & online education
- Open Access publishing
- open practices
- Social media
I think this is an interesting document for any researcher and practioner in open education. It will give you background in the history and difference in thinking. Below is the guide:
- Jordan, K. & Weller, M. (2017) Openness and Education: A beginner’s guide. Global OER Graduate Network.
The last four years we have worked very hard to establish the TU Delft Extension School. One of major contributions to our success is the creation of an international team of professionals. In our team we have (or had) Dutch, Portugees, Slovenian, Italian, Mexican, Israeli, American, South-African, Canadian, and British nationalities. Although I prefer to keep talent in house, sometimes it is better for them to move on. In most cases this means they move into a leading position in the field of open/online education at another institute (e.g. WarChild, IHE).
It does offer the opportunity to hire some new. So, there is a job opening for a new Learning Developer to join our great team of learning developers.
As Learning Developer you will be part of a team creating advanced learning modules for open, online, and blended courses for learners, professionals, and students. You will have considerable experience designing and developing online and blended courses. In this role, you will partner with the academic staff to create outstanding courses. Your project management skills contribute to your success in this role as you will be responsible for managing multiple projects.
Your tasks include the following:
- Guiding course teams in the entire process of designing, producing, delivering and evaluating online or blended courses or programmes.
- Devise complex technical methods and processes to meet new and unique eLearning and web requirements and resolve technical problems.
- Work independently and interact effectively with various faculty in the TU Delft organisation.
- Recognise, recommend and participate in the development of standards and procedures that support quality improvement in the Delft Extension School and products for our students.
- Provide project management for learning projects with tight deadlines. These projects bring together people from various departments and backgrounds to develop content, technical specifications and functional prototypes for the Extension School.
- Develop and provide workshops and trainings for academic staff.
- Meet all internal deadlines according to project plan regardless of project limitations.
- Participate in educational innovation projects for online courses and in the new TU Delft Teaching Lab.
Applicants should have the following qualifications:
- Master of Education (MEd) in Instructional Design, Educational Technology or related experience plus 1 year recent curriculum design and/or course development experience in online education;
- Keen sense of organisation and attention to detail;
- Demonstrated ability to handle unforeseen difficulties and obstacles with ease;
- Excellent team player attitude and ability to work on complex projects with a group of other course developers;
- Ability to work on a tight, rapidly-changing schedule;
- Experience with using ICT in education, such as digital assessment, e-moderating, online teaching methods and platforms;
- Commitment to consulting and strong communication skills in English; mastery of Dutch is a plus;
- Experience in higher education;
- Experience as a teacher of open or online education is a plus.
- Experience with D2L Brightspace is a plus.
Deadline for your application is 29th of October 2017. More information and to apply go to the university website.
On September 5th I attended the Blockchain in Education conference in Groningen. More than 250 attendees came to the beautiful Academiegebouw of University of Groningen to learn about the great potential of blockchain in education. Probably you have heard of blockchain (or maybe bitcoins), but you don't exactly know what it is. Blockchain is a way of encrypting information and simultaneously storing it in different places. Its most important feature is that the stored data can no longer be changed or deleted. Blockchain technology uses decentralized networks and thus avoids a central party determining or changing the rules. All blockchain transactions are encrypted, public and completely transparent, and therefore supposed to be safer and more reliable.
Already other attendees have written excellent blogposts about the conference:
- “Tour d’Horizon” of the organisation
- Wytze Koopal
- Joël de Bruijn (multiple articles in Dutch)
- Wilfed Rubens (in Dutch)
After the day I know much more about what blockchains can do, but also the limitations. Most important conclusion for me is that there are some cases to make for using blockchains, but that the technology is still in its infancy. One of the most mentioned case is for diplomas and certificates. Although you know if a diploma or certificates was changed since it was granted, it still doesn't say if it is a valid diploma and you should trust it.
We have to be careful to use blockchains for everything, it is starting to show hype characteristics. In many situations other options are better.
In the Open Access Journal International Review of Research in Open and Distributed Learning (IRRODL) three researchers of the University System of Georgia published on the student and faculty perception of OpenStax in high enrollment courses:
As public funding for higher education decreases and the cost to students to attend college increases, universities are searching for strategies that save students money while also increasing their chances for success. Using free online textbooks is one such strategy, and the OpenStax College initiative at Rice University is one of the most widely recognized producers of such materials. Through a mixed method approach, this article examines the student and faculty experiences of adopting and using an OpenStax textbook. With 1,299 student participants, it was found that students greatly value the quality, attributes, and the cost of the OpenStax Biology textbook, though minor concerns were raised about its online format. Faculty adoption of a free textbook provides unique opportunities for course redesign and improvement, and the approach employed in this course transformation context resulted in clearly articulated learning outcomes, a fully realized structure in the course’s learning management system, and improvements to instructional practice. The student, faculty, and course benefits of this study offer a compelling argument for the adoption of high quality open education resources (OER) in public higher education contexts.
This kind of research shows every time that OpenTextBooks and OER is comparable to commercial textbooks, but it has a couple of important benefits:
- No or limited costs for students. This removes the financial barrier to fully participate in a course and its content.
- More flexibility to the teachers
I fully agree with their conclusion:
Such student benefits, coupled with opportunities for course revision and improvement, create a compelling argument for the broad adoption of OER at public institutions of higher learning.
Watson, C., Domizi, D., & Clouser, S. (2017). Student and Faculty Perceptions of OpenStax in High Enrollment Courses. The International Review Of Research In Open And Distributed Learning, 18(5). doi:http://dx.doi.org/10.19173/irrodl.v18i5.2462
Image is screenshot of website OpenStax.org
We continue to develop new MOOCs as part of our Open & Online Learning programme. This fall we have 9 new MOOCs that will start, next to the reruns of 16 other MOOCs. In total we have 64 MOOCs announced and a couple more in development.
- Programming for teachers
Last year we introduced a programming in Scratch for kids, in September the accompanying course for teachers will start. This course will teach teacher how to teach programming to kids. The course is in Dutch.
- Solar Energy: Photovoltaic Technologies
This is the second course of the MicroMaster programme Solar Energy Engineering. This course will get you insight into the main PV technologies in the current market.
- Managing Building Adaptation: a Sustainable Approach
The biggest sustainability challenge for cities worldwide is adapting existing obsolescent buildings and making them future-proof. In this course, you will learn about adapting buildings for sustainability.
- Business Model Metrics and Advanced Tools
This course is the fifth course in the XSerie on Business Model Innovation. In this course you will learn advanced business model tools and metrics to help you achieve an agile business model.
- Co-Creating Sustainable Cities
This is the second course we are co-developing with Wageningen University. This course is about how citizens can be co-creators of sustainable cities when they engage in city politics or in the design of the urban environment and its technologies and infrastructure.
- Railway Engineering: An Integral Approach
Discover the science and complexity behind the exciting world of metro, tram and railway systems.
- Forensic Engineering: Learning from Failures
Don’t let good failures go to waste! Identify the causes of failure and use this knowledge to enhance safety and improve performance.
- Globally Distributed Software Engineering
Software engineering operates ever more frequently in globally distributed settings. This practice, also known as Globally Distributed Software Engineering (GDSE) has advantages and disadvantages that will be addressed in this course.
- Solar Energy: Photovoltaic (PV) Systems
This is the third course of the MicroMaster Solar Energy Engineering. In this course you will explore the wide range of solar energy applications and learn to design a real PV installation with excellent performance and reliability.
Our MOOCs keep attracting new learners. This summer we reached the milestones of 1.5 million enrolments and 1 million learners. Overview of all the course we offer you can find on our online learning website.