Pecha kucha DelftX experiences for eMOOCs 19FEB15

Editor's Notes

• #3: In September 2013, the TU Delft offered it’s first two MOOCs. By now, we have developed and offered over 20 MOOCs and we have attracted over 400,000 enrolments, issued almost 12,000 certificates and created more awareness of the ins and outs of online learning.
• #4: We offer MOOC to educate the world. Additionally, we attract more and better students to the TU Delft, we use the data the MOOCs generate for research, and we use our experience in MOOCs to improve residential teaching.
• #5: We require our MOOCs to be based on reliable material, that is presented in an understandable way, and that is inspiring for the students. At the same time, we want our MOOCs to be drivers for educational innovation and to brand the university by offering an excellent course experience.
• #6: How do we select the MOOCs that are to be developed? In a tender procedure, we ask the TU Delft faculty to submit a proposal in which they not only describe how the criteria just presented are met, but it needs to include a project planning, budget and marketing strategy as well. I, Toony [GFDL (http://www.gnu.org/copyleft/fdl.html), CC-BY-SA-3.0 (http://creativecommons.org/licenses/by-sa/3.0/) or CC BY-SA 2.5-2.0-1.0 (http://creativecommons.org/licenses/by-sa/2.5-2.0-1.0)], via Wikimedia Commons
• #7: A Course Team consists of content experts – the teacher and teaching assistants, plus a small or huge support team, consisting of New Media Centre, e-Learning developers, Instructional Designers and marketeers.
• #8: All Course teams attend the On Boarding day. This is a day-long, off-campus event, where the course teams are introduced to all the different aspects of MOOCs, trained in course design and development and are asked to start their course design and make a feasible planning. "Boarding ORIA june 2011" by Lhb1239 - Own work. Licensed under CC BY-SA 3.0 via Wikimedia Commons – http://commons.wikimedia.org/wiki/File:Boarding_ORIA_june_2011.jpg#/media/File:Boarding_ORIA_june_2011.jp
• #9: We have seen that courses and course teams come in a variety of colors and flavours. No course, course team or course development approach is the same. Additionally, the rationale to develop and offer a MOOC can vary widely. We adapt the support to the need.
• #10: To get more grip on the learning experience that we envisage for the students, we developed a model. In this model we identify the different elements that form part of such an experience. The significance of the different elements can vary from course to course and we make that explicit in this spider-plot we make that explicit.
• #11: With a course design based on this model we want to engage and activate the students and have them use and implement the material treated in the course. Because this is where the learning really happens. By Yiyi Luca Ghio (SVG optimization) (Transferred from WikiAppunti) [Public domain], via Wikimedia Commons
• #12: An example of engaging students: the best students in the MOOC on Solar Energy were awarded a lab course in Delft! We selected on the grade AND their contribution to the course, to prevent that students will stop collaborating and sharing their ideas.
• #13: Another example of engaging students is the use of infographics. This one is used to explain a bioprocess in the MOOC Technology for Biobased Products. Students can zoom in to see more details about the unit operations.
• #14: Even more engagement! The Delft Design Approach made use of mock students to explain an assignment: this is a mock student that performs an assignment, which is evaluated by an expert from the filed. Only after that, the MOOC students make the assignment.
• #15: We are engaging a broad range of students and we have insight in enrolment patterns: the location of students based on their IP-address, their self-reported age and gender, and highest obtained degree. Most students are from USA or India, male and have already finished a BSc or MSc.
• #16: We really seem to help educate the world: here you see a tweet by a professor from India that uses the MOOC on Functional Programming in his class. Headinthebox is the twittername of the Delft teacher of the course.
• #17: And our own teachers use the MOOC in their own classroom too and here you see the results: students view the videos and work on the assignments from the MOOC before they come to class. This resulted in a higher passing rate and higher grades, and in a better experience for both the teacher and the students.
• #18: So you see, loads of benefits. But how to weigh them against the costs? The costs are to a certain extent quantifiable, but benefits like branding, improving campus education and research are more difficult to quantify. CC0 Deed from Pixabay
• #19: Making MOOCs has been called “An expensive form of faculty development”. If we want to balance costs and benefits, we should also look at reducing the costs, and offer low-cost alternatives to for instance studio recording. In the MOOCs4ALL project we do that.
• #20: Approaching the end of the talk – the end of a MOOC: Students can earn a certificate, but even the ID-verified certificates does not proof anything. Students will need to demonstrate what they learned in practice, possibly helped by an extra checks or exams and additional certificates.
• #21: So we see a variety of aspects and roles of MOOCs. Enter the course ecosystem where many interactions exist: MOOC-material is used in campus courses to turn them into blended courses, MOOCs create an audience for paid education, MOOCs contribute to the unbundling of education. By Tsilia yotova (Own work) [CC BY-SA 4.0 (http://creativecommons.org/licenses/by-sa/4.0)], via Wikimedia Commons
• #22: We are in the middle of the development, I just gave you a partial insight. There is more to come, not only in pedagogy, but in research, accreditation, the roles of MOOCs and the unbundling of education as well. I’m looking forward to be a part of it. By Tadpoles_-_Agalychnis_callidryas.jpg: Geoff Gallice derivative work: B kimmel [CC BY 2.0] Evolving whole