Mixin Classes in Odoo 17 How to Extend Models Using Mixin Classes
TU Delft OpenCourseWare to Online Education
1. From OpenCourseWare to
Online Education
28-9-2012 ir. Willem van Valkenburg
Delft
University of
Technology
Challenge the future
2. Please attribute
Willem van Valkenburg
http://willemvanvalkenburg.nl
3. Willem van Valkenburg
Projectleader
TU Delft OpenCourseWare
Assistant to the President of the
OpenCourseWare Consortium
Projectleader EU-project
OCW in the European HE context
twitter.com/wfvanvalkenburg slideshare.net/wfvanvalkenburg
4. Agenda
•What is happening around the world?
• What are all those abbreviations?
• What is happening at TU Delft?
• What is Online Education?
•Questions & Discussion
18. Open?
• Free • Quality assurance
• Shared • Varied availability by
• Choices disciplines
• Ability to adapt • Available to anybody
• Cost effective • Digital
• Ability to tailor & build • Often multimedia
your own • Accessibility—more
• Creative Commons accessible to some and less
• Freedom of info and use to others
CC-BY Brandon Muramatsu:
http://www.slideshare.net/bmuramatsu/oex
19. OCW part of the Open Movement
• OCW is only one type of Open
Open Content Educational Resource (OER).
Open • OERs are only one type of Open
Educational Content.
Resources
• We have much to share with
OCW each other.
20. What is OpenCourseWare?
•High quality educational materials organized
as courses
A course is package of educational materials starting a
particular point in the knowledge spectrum, designed to
lead to greater understanding of the issue or topic
•Openly licensed for distribution, re-use and
modification, available to all on the internet
21. Over 260 institutions and organizations
worldwide supporting open sharing in education
22. Number of courses from members
25000
21,056
20000
18,135
16,574
15,885 16,123
15000
10,550
10000
7,591
6,023
5000
4,634
3,845
3,188
1,747
995 1,306
511 550 760
0
23. What is a MOOC
•Massive
•Open
•Online
•Course
Image CC-BY-NC Gordon Lockhart:
http://gbl55.wordpress.com/2011/03/08/cck11-man-this-mooc-is-something-else/
24. Massive
• Stanford University – Artificial Intelligence course
• 160,000 students
• MIT – Circuits and Electronics course
• 120,000 students
• Indiana – Instructional Ideas and Technology Tools for
Online Success
• 4,000 students
25. Open
•Everybody can participate
•But more important, there are many ways to
participate:
• ‘open’ means being able to watch
• ‘open’ means being able to participate at your
own level
• ‘open’ means participating publicly, so other
can watch
Source: http://www.slideshare.net/Downes/education-as-platform
Image CC-BY-NC-SA: http://www.flickr.com/photos/marcwathieu/2412755417/
26. Online
•Means that it is connective,
interactive
•You can’t put a MOOC on a DVD
•The MOOC is the process
•It is a process that is greatly aided by being
online:
• Many tasks are automated, scaffolded
• Much greater communicative capacity
• More access to data, calculations
Source: http://www.slideshare.net/Downes/education-as-platform
Image CC-BY-NC-SA: http://www.flickr.com/photos/gforsythe/5552385806/
27. Experiences from the AI-class
• 23,000 students passed the online course (253 got perfect scores)
• Professor Thrun has taught more students the subject than all of the rest of
the computer science professors in the world.
• The 23,000 who passed the course represent more students than most
faculty will teach in their career.
• Out of the 200 Stanford students attending the traditional course, only 41
were in class at the end of the course.
• The other 159 opted for the online asynchronous presentation.
• 410 online students outperformed the top Stanford student!
• Students themselves translated the class for free from English
into 44 languages.
• The on-campus passing rate was the highest ever.
CC-BY-NC-SA Zaid Ali Alsagoff:
http://www.slideshare.net/zaid/dna-of-a-21st-century-educator-v2
29. Mechanical MOOC
Exercises &
Content Quizzes
E-mail Lists Study Groups
30. 30
OCL Logo Credits: Timothy Valentine & Leo Reynolds CC-BY-NC-SA
Content
Open Moving Forward
Snippets
Courses
31. What is Open Education?
Ecosystem of different Open Initiatives:
32. Importance of Open Education
Open is a means to an end:
Potential for… Improved learning
• Changing the nature of the educational experience
• Smaller chunks, focused objectives
• MOOCs, alternate credentialing
• Limit costs while improving quality
• Student and institutional
• Reclaiming control
• From publishers, from static content
• Enabling flexibility to mix and match
33. Comparing
OPEN
TRADITIONAL COURSE OPEN EDUCATION ONLINE EDUCATION
WARE
ACCESS Tuition fee Open Open Tuition fee
STUDENT Yes, mostly No Yes, online learning Yes, online learning
INTERACTION offline platform & social platform & social
media media
INTERACTION Yes No Yes, online learning Yes, online learning
platform & social platform & social
WITH media media
LECTURERS
EXAMS Yes Yes, but Yes, online Yes, online and on
self testing campus
CERTIFICATES Yes, No Yes, non accredited Yes, accredited
accredited
DIPLOMA Yes, No No Yes, accredited
accredited
Translated from http://www.e-learn.nl/2012/07/06/onderwijs-in-de-online-wereld
35. Characteristics of our OERs
internal
Blackboard Collegerama
Digital learning environment lecture recordings
Context No context
(course) OpenCourseWare iTunes U/Youtube Edu (single resources)
Free accessible courses Open Educational Resources
external
36. Motives to start OpenCourseWare
•Moral obligation
• growing demand in higher education
worldwide 2012-2025: 80 million!
•Quality
• improve our materials, teaching methods
• World Class University
• to be there with the other top universities
•Innovation
• digital and online education inevitable
37. Use and Re-use of OCW
•Choice of Study
•Stumble Courses
•Prepare International Students
•Use in Developing Countries
•Source of Reference
•Extracurricular education
•Online Education
Images CC-BY-NC-SA: http://ocw.tudelft.nl
38. TU Delft Policy (ICTO Plan 2011-2014)
Personalisation
Collaborative &
Mobile
Active Learning
Systems
&
Resources
TU Delft distance
Next-generation
& online
Classroom
Education
Massification
Face to face Virtual
39. Collaborative &
Mobile
Active Learning
Systems
&
Resources
TU Delft
Next-generation
distance &
Classroom
online Education
TU Delft aims to have a
distance & online education
programme operational
within 4 years.
40. Distance & Online Education
•Based on TU Delft OpenCourseWare
•More focus on self-study and modularity
•Multimedia rich (video, webinars, etc)
•Full certification (MSc degree)
•3 pilots selected:
• Aerospace Engineering (LR)
• Engineering & Policy Analysis (TBM)
• Watermanagement (CiTG)
42. Definition?
• Improved version of distance learning: synchronous
• Taking courses without attending a brick-and-mortar university
• Two important characteristics:
• Internet-based
• Two-way communication
43. 5 Big Mistakes
of online education
CC-BY-NC-SA Guillermo Ramirez:
http://www.slideshare.net/guiramirez/the-5-bigmistakesofvirtualeducation
48. #2
• There is a myth that goes around: A good traditional teacher
will not easily become a good virtual teacher.
...False. A good teacher is a good teacher
with any tool.
…Unless you think that
a «good» virtual teacher = a good actor.
55. #5
Education should be accidental,
unpredictable, unscripted.
…There is plenty of room in virtual education
for spontaneity.
…Students and teachers should be
encouraged to take risks.
56. Kaplan University
• In 10 years from 34 to 68,000 students
• 4 schools:
• Arts and sciences/crimimal justice/ general education
• Business and management / information systems and technology
• Nursing and health sciences
• Legal studies
• Their motto: ‘Online but not alone’ -> focus on support
• Business model: efficiency x effectiveness
• standardized courses
• Low drop-out rates / high pass percentage
57. Online Education is radically
different
• Put learning at the heart, not teaching (outcomes-based)
• ‘Flipping the coin’
• Classes are a preparation ‘before they go to school’
• Only two courses simultaneous during a 10 week period
• A week starts on Wednesday
• Examination
• Participation in group discussion
• Weekly individual assignments
• Group projects
• Simulations and case studies
59. 10 Best practices for Teaching Online
1. Be Present at the Course Site.
2. Create a supportive online course community.
3. Share a set of very clear expectations for your students
and for yourself as to (1) how you will communicate and
(2) how much time students should be working on the
course each week.
4. Use a variety of large group, small group, and individual
work experiences.
5. Use both synchronous and asynchronous activities.
Copyright Judith.V. Boettcher 1997 - 2012
http://www.designingforlearning.info/services/writing/ecoach/tenbest.html
60. 10 Best practices for Teaching Online
6. Early in the term - about week 3, ask for informal
feedback on "How is the course going?" and "Do you
have any suggestions?“.
7. Prepare Discussion Posts that Invite Questions,
Discussions, Reflections and Responses.
8. Focus on content resources and applications and links to
current events and examples that are easily accessed
from learner's computers.
9. Combine core concept learning with customized and
personalized learning.
10. Plan a good closing and wrap activity for the course.
Copyright Judith.V. Boettcher 1997 - 2012
http://www.designingforlearning.info/services/writing/ecoach/tenbest.html
61. The opposite of
open isn’t “closed”
CC-BY Cable Green: http://www.slideshare.net/cgreen/the-obviousness-of-open-policy-2011
62. The opposite of
open is “broken”
CC-BY Cable Green: http://www.slideshare.net/cgreen/the-obviousness-of-open-policy-2011
OpenCourseWare is part of Open Educational Resources, but while OER can be a single object, OpenCourseWare is a package of course materials, such as syllabi, tests, lecture notes, videos of lectures, recordings, reading lists, etc.
Technologyis a multiplier… buteducationis a onetooneprocessThereis no limit in thenumber of Participants, Materials, Activities, Links …butlearningisnotaccumulationbutassimilationYoudon’thaveonecourse of 250… youhave 250 courses of one.
Thereis no mystery in connectingsomeonewhowantstolearn and someonewhowantstoteach. …Givethemthetools. They’ll do themagic.
Technologyisthetoolthathelpstheteachercreatematerialsto share withthestudent…Technologyshould be the bridge thatallowstheteacher – studentinteraction
No exams
The course site is the classroomA good strategy for developing a supportive online course community is to design a course with a balanced set of dialogues. This means designing a course so that the three dialogues of faculty to student, student to student and student to resource are about equal. In most online courses, the dialogue of faculty to student is provided with (1) mini-lectures in text or video or audio podcasts, (2) weekly coaching and reminder announcements and (3) explanations/interactions with the students.This best practice cannot be overemphasized. Include on your course site a set of expectations for how students communicate and dialogue online and how they communicate with you. For example, many faculty tell students that they can expect a response within 24 hours during the week. Often before a major test or assignment, faculty will agree to hold special office hours by computer, being available either by chat/live classroom or email, or phone. In the interests of time and community, it is best to use a tool where responses and content can be shared with everyone and archived for flexibility in access and review. A community works well when there are a variety of activities and experiences. Online courses can be more enjoyable and effective when students have the opportunity to brainstorm and work through concepts and assignments with either one or two or more fellow students. At the same time some students work and learn best on their own. So, building in options and opportunities for students to work together and individually is highly recommended.When online courses were first introduced, they were almost totally asynchronous - an updated version of the distance learning courses by correspondence. Now we have course management systems and virtual live classrooms and audio tools that make it possible to do almost everything we do in campus classrooms. Plus we can often engage learners in more collaborative and more reflective activities, and what happens is recorded and archived and there for review and occasionally revision.
6. Course evaluations have been called "post mortem" evaluations as they are done after the fact, and nothing can be changed to increase satisfaction or facilitate learning. Early feedback surveys or just informal discussions ask students to provide feedback on what is working well in a course and what might help them have a better course experience7. Discussions in an online course are the equivalent of class discussions in a face-to-face class. A key difference, of course, is that these discussions are asynchronous, providing time for thought and reflection and requiring written /and or audio responses that become part of a course archive. 8. If content is not digital, it is as if it does not exist for students. This means that the content that students will more likely use is that content and applications that are available from their computers. Students want to be learning anywhere, anytime and often while they are doing other things, such as driving, exercising, etc. Carrying around large, heavy textbooks and even laptops sometimes feels like an anachronism. Content that is mobile and can be accessed via smartphones, ipads, ipods, and mp3 players are welcome additions for many students. 9. This best practice combines a number of basic learning principles, explained in length in other resources. Very briefly, it means that faculty identify the core concepts to be learned in a course - the performance goals - and then mentor learners through a set of increasingly complex and even customized projects applying these core concepts. Many online learners within professional certificate programs are working professionals. Supporting learners with their professional goals that are closely linked to the performance goals of a course and even beyond the course parameters is a win-win for the learners individually and as a class. How does one do this? Building in options and choices in assignments and special projects is a way to do this. 10. As courses come to a close, it is easy to forget the value of a good closing experience. In the final weeks of a course, students are likely to be stressed and not take the time to do the lists and the planning that can help reduce stress and provide a calming atmosphere. A favorite image of mine is from David Allen of Getting Things Done. Allen notes that making a list helps us to clear the "psychic ram" of our brains and we feel more relaxed and more in control. Once we have made our list and schedule, we don't have to continually remind ourselves of what needs to be done and when.