Why a MOOC? Why should you make (or not make) a MOOC?

Arno Smets Thursday March 13th (2014)

What’s in the name?

Vision TUDelft: Extension School MOOC • • • • •

Open Access Bachelor level Single course No EC Certificate of Completion

BLENDED

Course • • • • •

Series • •

Pay per course Bachelor and master • Single Course • 60 EC Formal Master

Open Education Café

Image CC BY NC amanda28192

Except when otherwise noted, this work is licensedCC-BY 3.0 Please attribute TU Delft / Delft Extension School

TU Delft started with two MOOCs Started September 16th on the EdX Platform

Students: 57500

Students: 30000

The MOOC team

19

Pre-PR/marketing

1

3

Blog-Monitoring

Recording Lectures

3

1

Interactive feedback

Review Week

1

1

Copyright

Exercises/Exams

4

1

Post-PR/marketing

Lectures Notes

1

1 MOOC-team leader

1

1 Revisions for 2nd ed.

Integration EdX

staff

Why MOOCs? Pioneering Education

Marketing

Insight in learning behavior

Showing world-top education

New teaching tools: Students teaching students Alternatives to text books

Positioning of Brand TUDelft

Improving the performance TUDelft students Cost effective, replacement for lectures, continuing education

Claiming world authority in solar and water technology

Scouting talents

Idealistic

Increasing the impact of developed education Equal educational opportunities for every one

Why MOOCs? Pioneering Education Insight in learning behavior New teaching tools: Students teaching students Alternatives to text books Improving the performance TUDelft students Cost effective, replacement for lectures, continuing education

How does it look like?

Lectures of 10 minutes, 9 lectures per week

Tools: The power of animations

Tools: The power of videos

Tools: The power of videos

Exercises

Exercises

students teaching students

students teaching students

Blogs, discussion among students

Blogs

Blogs

Blogs

Students’ input

Students teaching Students

Why MOOCs? Pioneering Education Insight in learning behavior Students teaching students Alternatives to text books Improving the performance TUDelft students Cost effective, replacement for lectures, continuing education

Week 3

Week 9

Week 12

Week 11

Week 10

course open

Week 9

Week 8

Week 7

Week 6

Week 5

40000

Week 3

Week 1

Solar Energy Water Treatment

30000

Week 9

Students Active

50000

Week 4

Solar: course weeks released on-line Water: course weeks released on-line

Week 2

Activity

60000

20000 10000 0

0

10

20

30

40

50

60

70

Days course on-line

80

90

0,6

-54,4 %

Week 12

Week 11

-55,7 %

-24,1 % -8,4 % -26.3 % -23,9 % -15,1 % -8,9 %-15 % -7,2 % -22,6 % -22.2 % -18,5 % -28,3 % +31.0 % -6,1 % -12,5 % -17,9 % -9,0 %-31,0 % -12,7 % +17,1 %

0,2 0,0

Week 10

Solar Energy Water treatment

-24,5 %

0,4

course open

Week 9

Week 8

Week 7

Week 6

0,8

Week 5

1,0

Week 3 Week 4

Certificates: 2912 534 Fraction Enrollments (@ 16 sept) 6.5% 2.4% Fraction of active students (week 1) 14.3% 5.4% Fraction of students who started exercises 31.3%

Solar: course weeks released on-line Water: course weeks released on-line

Week 2

Water

Fraction active students

Solar

1,2

Week 1

Activity

0

10

20

30

40

50

60

70

Days course on-line (equivalent to 60-75 years of ET3034 course at TUDelft)

80

90

Results

Import aspects: Deadlines 12.780 (27%)

Attempts Open Exercises

Number of Students

Results Solar 10000

Pass: 2927

1000

100

10 0

2

4

6

8

10

Two MOOCs: two different results

Week 5

4000

100

125

150

Exam W8

assingment 7

6000

13 Nov 19 Nov 02 Dec 05 Dec

Exam W6

8000

20 Oct 29 Oct 05 Nov

assingment W5

10000

Exam W3

12000

assingment W2

assingment W1

Number of students

14000

assingment W4

Progress Work Students

2000 0

0

25

50

75

175

Exercises in order of appearance in course

200

Week 6

4000

100

125

150

Exam W8

assingment 7

6000

13 Nov 19 Nov 02 Dec 05 Dec

Exam W6

8000

20 Oct 29 Oct 05 Nov

assingment W5

10000

Exam W3

12000

assingment W2

assingment W1

Number of students

14000

assingment W4

Progress Work Students

2000 0

0

25

50

75

175

Exercises in order of appearance in course

200

Week 7

4000

100

125

150

Exam W8

assingment 7

6000

13 Nov 19 Nov 02 Dec 05 Dec

Exam W6

8000

20 Oct 29 Oct 05 Nov

assingment W5

10000

Exam W3

12000

assingment W2

assingment W1

Number of students

14000

assingment W4

Progress Work Students

2000 0

0

25

50

75

175

Exercises in order of appearance in course

200

Week 9

4000

100

125

150

Exam W8

assingment 7

6000

13 Nov 19 Nov 02 Dec 05 Dec

Exam W6

8000

20 Oct 29 Oct 05 Nov

assingment W5

10000

Exam W3

12000

assingment W2

assingment W1

Number of students

14000

assingment W4

Progress Work Students

2000 0

0

25

50

75

175

Exercises in order of appearance in course

200

Week 10

4000

100

125

150

Exam W8

assingment 7

6000

13 Nov 19 Nov 02 Dec 05 Dec

Exam W6

8000

20 Oct 29 Oct 05 Nov

assingment W5

10000

Exam W3

12000

assingment W2

assingment W1

Number of students

14000

assingment W4

Progress Work Students

2000 0

0

25

50

75

175

Exercises in order of appearance in course

200

Week 12

4000

100

125

150

Exam W8

assingment 7

6000

13 Nov 19 Nov 02 Dec 05 Dec

Exam W6

8000

20 Oct 29 Oct 05 Nov

assingment W5

10000

Exam W3

12000

assingment W2

assingment W1

Number of students

14000

assingment W4

Progress Work Students

2000 0

0

25

50

75

175

Exercises in order of appearance in course

200

Week 12

4000

100

125

150

Exam W8

assingment 7

6000

13 Nov 19 Nov 02 Dec 05 Dec

Exam W6

8000

20 Oct 29 Oct 05 Nov

assingment W5

10000

Exam W3

12000

assingment W2

assingment W1

Number of students

14000

assingment W4

Progress Work Students

2000 0

0

25

50

75

175

Exercises in order of appearance in course

200

Week 12

4000

125

Exam W8

100

13 Nov 19 Nov 02 Dec 05 Dec

assingment 7

6000

Exam W6

8000

20 Oct 29 Oct 05 Nov

assingment W5

10000

Exam W3

12000

assingment W2

assingment W1

Number of students

14000

assingment W4

Progress Work Students

Loss of 25% of active students in weeks 5 up to 8

2000 0

0

25

50

75

150

175

Exercises in order of appearance in course

200

42 students passed out of 58

100 90 80 70 60 50 40 30 20 10 0

10 introduction MOOC

9 8 7 6 5

2010

2011

2012

Academic year

2013

4

Score

ET3034: Solar Cells

Passing Rate (%)

Impact on performance students TUDelft

Why MOOCs? Pioneering Education

Marketing

Insight in learning behavior

Showing world-top education

New teaching tools: Students teaching students Alternatives to text books

Positioning of Brand TUDelft

Improving the performance TUDelft students Cost effective, replacement for lectures, continuing education

Claiming world authority in solar and water technology

Scouting talents

Idealistic

Increasing the impact of developed education Equal educational opportunities for every one

Why MOOCs? Marketing Showing world-top education Positioning of Brand TUDelft Claiming world authority in solar and water technology

Scouting talents

Example of the brand TUDelft Guys check this out..!!!!......TU Delft New reseach grant from Shell group.....Congrats TU Delft and Professors Report Misuse

(...) 13 days ago TU Delft will be funded for research into solar-to-hydrogen conversion. This was published today by Shell, FOM en NWO. The research "Earth Abundant Materials based Monolithic Photovoltaic-Photoelectrochemical Device toward 15 procent Solar-to-Hydrogen Conversion Efficiencies” of Dr A.H.M. Smets (EWI), Dr W.A.S. Smith (TNW), Prof.dr B. Dam (TNW) and Prof.dr M. Zeman (EWI), is one of the seven projects that were rewarded within the Energy programme ‘CO2 neutral fuels’.

(...)

13 days ago

Oh God, the more days pas, the more I am impressed by delft. One day I will be there :P

(...)

12 days ago

actually i am impressed by TU Delft last September.... Winner of solar car race championship....Wind energy.....solar energy....lot of research in renewable energy and intelligent grid systems..........then i decided TU Delft is my first priority for masters....then i applied...and now waiting for result.....Looking forward to work with them... 1.Certainly, TU Delft is a very good university –posted 12 days ago by

2.TU Delft is consider in the top 20 univ in this domain.In other domains its around top 40.Generally really good . –posted 11 days ago by

3.Whoa! c: –posted 10 days ago by

4.yes it is good university , good work and good Doctors

Evolution Enrollments 60000

Enrollments

What are the big topics at TUDelft?

50000 40000

Solar Energy, EWI Water Treatment, CITG 400/day 300/day 200/day 100/day

30000 20000 10000

Course Started

0 Apr May Jun

Jul

Aug Sep Oct Nov

Time (Months)

Number of Students

Scoring results solar energy 10000

Pass: 2927

1000

Recruitment potential

100

10 0

2

4

6

8

10

Nationality- Market potentials United States India Pakistan Netherlands United Kingdom Brazil Spain Canada Mexico Colombia Nigeria Germany Egypt Greece Australia Philippines Morocco Russian Federation Peru Chile

Asian Pacific missing: China, South Korea, Japan

8479 8024 1484 1477 1428 1412 1411 1036 998 969 813 742 708 606 572 510 423 405 394 392

Age distributions

Statistics

Solar

Water

Marketing & PR

Why MOOCs? Pioneering Education

Marketing

Insight in learning behavior

Showing world-top education

New teaching tools: Students teaching students Alternatives to text books

Positioning of Brand TUDelft

Improving the performance TUDelft students Cost effective, replacement for lectures, continuing education

Claiming world authority in solar and water technology

Scouting talents

Idealistic

Increasing the impact of developed education Equal educational opportunities for every one

Why MOOCs? Idealistic

Increasing the impact of developed education Equal educational opportunities for every one

How Delft University of Technology changed my life through Delftx Today I want to tell you how solar energy course changed many aspects of my life, and I mean not only academics, but also economic and environmental aspects. It all started when I enrolled in a course MOOC of TU Delft offered on the platform EDX.org, called "ET3034TUx Solar Energy" which ended on December 6 last year. I had not made ​any progress related to the energy of the sun, but if I had studied about modern physics and that is currently the science that most like me. This previous knowledge of solid state physics helped me understand a little more the lessons of semiconductor related, although these topics were very clearly explained by Professor Arno Smets in each of its lectures. Finally, the course culminated without committing any error in the exams and assignments so I got a score of 100% and a certificate of EDX of this course. After gaining all this knowledge, install my own PV system using mathematical tools provided for that purpose, and economic results of the system were very satisfactory. Now, I have a saving of over 50% of money, a continuous electric fluid and a contribution to the reduction of greenhouse gases to the atmosphere.

How Delft University of Technology changed my life through Delftx Now, I would like to help the “Wounaan” indigenous community living in Colombia, specifically in the department of Chocó, in the city of "El litoral de San Juan" which are suffering from lack of electricity 18 hours a day or more, and derive their electricity of diesel electrical generators, which do not satisfy the needs of this population and to generate many pollution. The need is part of a national project called "Ideas para el cambio" (Ideas for the change) and it was expressed in the following website Ideas Para el cambio.

I am currently waiting for a government response to the proposal to generate photovoltaic energy, it will take an investment of approx. € 40,000 and it would help 30 to 40 families.

Again, thanks to Delft University of Technology to offer this unique and free opportunity to all, thanks to Prof. Arno Smets and the whole team of Delftx and EDX. I would also ask the team Delftx be selected to be one of the winners of a one-week workshop in Netherlands and expand my knowledge and continue to help poor communities in Colombia, who have no access to electricity.

Students teaching Students

Daarom!

Arno Smets Thursday March 13th (2014)

Exercise Questionnaire

Proges Students Started September 16th on the EdX Platform

Students: 51439

Students: 25679

What’s in the name?

Solar Education  PV profile    

PV PV PV PV

 BSc

Basics (Q1) Technologies (Q2) Systems (Q3) Practical Course (Q4)

 Solar Cells (MINOR SET, 3rd year, Q1)  Sustainable Energy (2nd year, Q4)

PV lab course

Master Thesis Studets

TU Delft started with two MOOCs Started September 16th on the EdX Platform

Students: 52311

Students: 25679

The EdX platform

www.edx.org

MOOCs generate amount of data First MOOC “Circuits & Electronics” MIT Mar12-Jun12, 155,000 students, 7,100 certificates (4,6 %) Videos, problems, online lab, forum Monitored were use & time spent on resources to identify: – How background and capabilities related to achievement and persistence – How interactions with the course components related to success

MOOCs generate amount of data

Lecture video Discussion Homework Lecture Question Lab Book Tutorial Wiki

Thank you for your attention

Recording Lectures: time planning 0.4 FTE = 2 days/week Writing Autocue: Alignment Autocue/slides Slides Recording Review edited movies

½ day/block ½ day/block ½ day/block 1 day/ (1 week MOOC) 1 day/(1 week recording)

1 week MOOC:

14 days = 1.5 month

8 week course 10 weeks course

= 12 months = 15 months

The MOOC team

Time planning

Recording Lectures Per week: 8-9 blocks of ~10 minutes

Camera/presenting-training: very helpful. NMC: visual presentations: Illustrations-animations Include clips on location Planning content in to Blocks: Easily exceeding 10 minutes 1 week ~ 90 minutes ~ 9 blocks Preparation consumes a lot of time

Recording Lectures: the workload Autocue-teleprompt Block 3.4 [Full Screen] [click-slide 2] [presenter] In the last two weeks we have discussed the working principle of a solar cell and the external parameters define the performance of a solar cell. Now, we are going to look at how various solar cell concepts and photovoltaic materials affect the performance of a solar cell. For that we have to look at some general design rules for solar cells. I always like to show this simple diagram to my students, which summarizes the important design rules. As you can see, I identify three important design rules: utilization of the band gap energy, spectral utilization, and the last engineering tool which is light trapping. [click-slide 3] First, the real energy used to generate voltage is the product of the open circuit voltage and the elementary charge q*Voc. Under normal operation conditions, this energy is always

1 afternoon/block

Writing in “speaking language”, simple sentences.

Soap-writing: Cliffhanger approach Variation Full Screen/ presenter – dynamic- think as a director

Recording Lectures: the workload Autocue-teleprompt Block 3.4 [Full Screen] [click-slide 2] [presenter] In the last two weeks we have discussed the working principle of a solar cell and the external parameters define the performance of a solar cell. Now, we are going to look at how various solar cell concepts and photovoltaic materials affect the performance of a solar cell. For that we have to look at some general design rules for solar cells. I always like to show this simple diagram to my students, which summarizes the important design rules. As you can see, I identify three important design rules: utilization of the band gap energy, spectral utilization, and the last engineering tool which is light trapping. [click-slide 3] First, the real energy used to generate voltage is the product of the open circuit voltage and the elementary charge q*Voc. Under normal operation conditions, this energy is always

1 afternoon/block

Slides

existing slides upgraded by designers MMC Alignment: autocue – slides: 1 afternoon/block (helps to have an additional person)

Recording Lectures: time planning 0.4 FTE = 2 days/week Writing Autocue: Alignment Autocue/slides Slides Recording Review edited movies

½ day/block ½ day/block ½ day/block 1 day/ (1 week MOOC) 1 day/(1 week recording)

1 week MOOC:

14 days = 1.5 month

8 week course 10 weeks course

= 12 months = 15 months