Posts tagged mooc

IJCLEE2015: Who is the Learner in the DelftX Engineering MOOCs?

This paper was presented at International Joint Conference on the Learner in Engineering Education (IJCLEE 2015) in San Sebastian.

Abstract

The Delft University of Technology (TUD) deployed her first generation of massive open online courses (MOOCs) in 2013-2014 delivered through the edX platform. These DelftX MOOCs were engineering courses designed at the level equivalent to that of a bachelor-program entry level. Almost 140 thousand students registered, around 3,7% received certificates of completion, and the rest participated to a degree reflective of their needs. To better understand and ultimately enhance the MOOCs, TUD conducted the collection and analysis of data about learners and their contexts. This exploratory paper focuses on the specific analyses pertinent to describing the demographics of an Engineering MOOC participant, as observed in the first generation of TUD MOOCs. The implications of the observed participant demographics are analysed and discussed.

Paper

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Working Paper 6: DelftX MOOCs, the First Year (2013-2014)

Working Paper 6: first 5 DelftX moocsThis report is a cross-course comparison of the first five DelftX MOOCs. In the working papers #1 – #5 you will find detailed descrip- tions of each of the courses.
The purpose of this analysis is to gain insight in the new opportunities and the new sources of data of this emerging online learning setting. The ultimate goal is to gain insights for enhancing DelftX educational provisions. Continue reading

Working Paper 5: Next Generation Infrastructures 2014

Working Paper 4: Next Generation InfrastructuresThis report is to give more insight in the background, the implementation of the course and the results. The purpose is to provide useful information (and clean data) to the team of developers and teachers and to others to support their aspiration to improve online education. A comparative analysis of the first five DelftX MOOCs can be found in the ‘Working Paper DelftX MOOCs, the first year (2013-2014)’. Continue reading

Working Paper 4: Introduction to Credit Risk Management 2014

Working Paper 4: Credit Risk ManagementThis report is to give more insight in the background, the implementation of the course and the results. The purpose is to provide useful information (and clean data) to the team of developers and teachers and to others to support their aspiration to improve online education. A comparative analysis of the first five DelftX MOOCs can be found in the ‘Working Paper DelftX MOOCs, the first year (2013-2014)’.

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Working Paper 3: Introduction to Aeronautical Engineering 2014

Working Paper 3: Introduction to Aeronautical EngineeringThis report is to give more insight in the background, the implementation of the course and the results. The purpose is to provide useful information (and clean data) to the team of developers and teachers and to others to support their aspiration to improve online education. A comparative analysis of the first five DelftX MOOCs can be found in the ‘Working Paper DelftX MOOCs, the first year (2013-2014)’. Continue reading

Working Paper 2: Introduction to Water Treatment 2013

Working paper 2: Water TreatmentThis report is to give more insight in the background, the implementation of the course and the results. The purpose is to provide useful information (and clean data) to the team of developers and teachers and to others to support their aspiration to improve online education. A comparative analysis of the first five DelftX MOOCs can be found in the ‘Working Paper DelftX MOOCs, the first year (2013-2014)’. Continue reading

Working Paper 1: Solar Energy 2013

Working Paper 1: Solar EnergyThis report is to give more insight in the background, the implementation of the course and the results. The purpose is to provide useful information (and clean data) to the team of developers and teachers and to others to support their aspiration to improve online education. A comparative analysis of the first five DelftX MOOCs can be found in the ‘Working Paper DelftX MOOCs, the first year (2013-2014)’. Continue reading

EMOOCs 2015: Experiences from 18 DelftX MOOCs

emoocs2015-proceeding-papers-coverPaper presented at the European Stakeholders summit on experiences and best practices in and around MOOCs in Mons, Belgium (18-20 May 2015).

Abstract

This paper describes experiences and lessons learned from developing, building and running 18 MOOCs (including 4 reruns) at the Delft University of Technology, namely the selection of courses, the design, development and delivery of courses, innovative educational elements for use in online and in residential teaching, and the generation of data. Overall the development and offering of MOOCs has augmented the awareness, expertise, and innovation regarding online and residential learning, and has contributed to an active and positive spirit of educational innovation. In addition, we saw indications of a positive effect on quality and quantity of enrolment for on-campus programs, gathered data for research and were able to share the university’s knowledge with the world.

Reference

Kiers, J., Jorge, N., (2015). Experiences from 18 DelftX MOOCs in Proceedings Paper EMOOCs 2015 (page 65-70): http://www.emoocs2015.eu/sites/default/files/Papers.pdf

EMOOCs2015: Reconsidering Retention in MOOCs: the Relevance of Formal Assessment and Pedagogy

emoocs2015-proceeding-papers-coverPaper presented at the European Stakeholders summit on experiences and best practices in and around MOOCs in Mons, Belgium (18-20 May 2015).

Abstract

The motivation to enrol in a MOOC is more diverse than the motivation for a conventional course. This diversity requires re-conceptualization of the terms for enrolment, participation, and achievement. The paper addresses the concept of retention and focuses on engagement relative to assessment. Student retention is often used to determine the value of higher education. In this paper we argue that retention data about specific groups of students

can supply valuable insights to improve MOOC design and align expectations. The paper reports three short studies conducted to gain insights into disengagement from assessment, based on the data gathered in the first five DelftX MOOCs. The empirical part of the paper demonstrates that retention rates in relation to formal assessment vary from course to course. In the analysed case, fewer learners disengaged from the formal assessment in the course with highest degree of student autonomy, high learning support and scaffolds. Consistently across courses, learners who received lower grades on the first assessment task, tend to disengage from further assessment.

Reference

De Vries, P., Hennis, T., Skrypnyk, A., (2015). Reconsidering Retention in MOOCs: the Relevance of Formal Assessment and Pedagogy in Proceedings Paper EMOOCs 2015 (page 168-173): http://www.emoocs2015.eu/sites/default/files/Papers.pdf

LAK15: Scalability and Flexibility through Open Research

Abstract

Delft University of Technology (TUD) is the largest university of engineering sciences in the Netherlands. TUD has been an active member of the Open Resources Movement since 2007 and in 2012 it has joined the EdX consortium. Openness in research and education is central in the TUD mission. It was the first edX partner to issue all its MOOCs under a creative commons license. In this presentation, we present our open research approach and toolbox. This toolbox facilitates sharing of data and the process of collaborative research in the context of MOOCs/online education. The presentation explains our rationale for open research, and our experiences with the toolbox, including research highlights.

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