Presentatie voor SurfAcademy seminar over MOOCs. Presentatie gaat in op TU Delft en MOOCs en MOOCs en Learning Analytics.

1. MOOCs and Learning Analytics
ir. W.F. van Valkenburg
Open Education | open.tudelft.nl/education

2. Willem van Valkenburg
Coordinator
TU Delft Open Education Team
Assistant to the President of the
OpenCourseWare Consortium
Projectleader EU-project
OCW in the European HE context
twitter.com/wfvanvalkenburg slideshare.net/wfvanvalkenburg
Open Education | open.tudelft.nl/education

3. Agenda
1. TU Delft and MOOCs
2. Learning Analytics
3. MOOCs and Learning Analytics
Open Education | open.tudelft.nl/education

4. DelftX
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5. Why MOOCs?
•Delft is a strong advocate of Open Education
•We believe the next step for education is
online
•MOOCs are an interesting step into this
direction.
Open Education | open.tudelft.nl/education

6. Online and Campus Education
• Learning Activities & Course Materials
• Free
• Enrolled students only, massive numbers
• Bachelors Level
• Certificate of Completion
Massive Open
Online Courses
(MOOCs)
• Course Materials
Open • Free
Campus Course • Big Exposure, Worldwide audience
Education Ware • Both Bachelor and Master level
(OCW) • No interaction with faculty
• No accredited certificate
• On-campus Education
• Top-class education and research facilities
• World famous university library Online Distance
Education • Learning Activities & Course Materials
• Active student societies
• Great opportunities to participate in special • Paid enrollment
student projects • Enrolled students only, limited numbers
• Master level
• Accredited Course Certificate
• Full Master Degree
Open Education | open.tudelft.nl/education

7. Why EdX?
•Consortium of top universities
•Focus on improving campus education
•It is not-for-profit
•It has a focus on Open
•Focus on research of innovation in
education
Open Education | open.tudelft.nl/education

8. DelftX Courses
In the academic year 2013-2014 DelftX will offer 4
courses:
• Fall 2013
• Prof Jules van Lier - Introduction to water treatment
• Dr Arno Smets - Solar Energy
• Spring 2014
• Prof Jacco Hoekstra - Introduction to Aerospace
Engineering
• The fourth course is to be announced.
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9. Learning Analytics
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10. NMC Horizon Report 2013
More information: http://www.nmc.org/publications/2013-horizon-report-higher-ed
Open Education | open.tudelft.nl/education

11. Learning Analytics
Different definitions
• Learning analytics is the use of intelligent data, learner-
produced data, and analysis models to discover information
and social connections for predicting and advising people's
learning.
• Learning analytics is the measurement, collection, analysis
and reporting of data about learners and their contexts, for
purposes of understanding and optimizing learning and the
environments in which it occurs.
Bron: http://en.wikipedia.org/wiki/Learning_analytics
Open Education | open.tudelft.nl/education

12. Learning Analytics
• Het gaat er vooral om dat je met LA kunt begrijpen wat
er plaatsvindt in leersituaties.
• Dat je leeractiviteiten kunt tracken en kunt analyseren
wat er nu echt gebeurt binnen leerprocessen.
• Binnen het onderwijs baseren we ons vaak vaak vooral
op intuïtie, in plaats van dat we besluiten kunnen
nemen op basis van wetenschappelijke data.
Bron: http://wilfredrubens.typepad.com/wilfred_rubens_weblog/2011/10/erik-
duval-learning-analytics-geeft-student-meer-controle-over-leerproces-in.html
Open Education | open.tudelft.nl/education

13. “Learning Analytics
is about confronting
people with
their progress on
their own goals”
Erik Duval op LIC12
Bron: https://twitter.com/#!/wfvanvalkenburg/statuses/184296937053372416
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14. Based on 3 developments
•Big data
•Online learning
•Studierendement
Artikel Winst te behalen met Learning Analytics:
http://www.surf.nl/nl/publicaties/Documents/SURF_25_jaar_learning_analytics.pdf
Open Education | open.tudelft.nl/education

15. The five steps of Learning Analytics
Act
Predict
Refine
Report
Capture
Academic Analytics
Campbell J., DeBlois P., Oblinger D. EDUCAUSE White paper, 2007
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16. MOOCs and
Learning Analytics
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17. MOOCs
Teaching a Course in a Stadium
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18. Flipping the funnel
154.763 Registered for the course
26.349 Tried the first problem set
10.547 Made it to the midterm
9.358 Passed the midterm
8.240 Took the final
7.157 Certified
Sources:
• Clow, Doug (2013). MOOCs and the funnel of participation. In: LAK ’13: 3rd International Conference on
Learning Analytics & Knowledge, 8-12 April 2013, Leuven, Belgium (forthcoming).
• Blog: http://www.e-learn.nl/2012/06/26/mitx-flip-the-funnel
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19. Charles Severance: MOOCs Are Really Great! But What's Next? - OWD2012
http://www.youtube.com/watch?v=p8ZItXwF2ys
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20. What can we learn with LA?
For the instructor:
• Clear indicators to enhance course content.
• Pinpointing learners at the verge of dropping out
For the learners:
• It helps learners meaningfully filter web content.
• It delivers meaningful support.
• It helps you connect to parallel or complementary learner
colleagues.
• It offers guidance for correct participation/ quotation/
certification.
Source: http://www.learningsolutionsmag.com/articles/1026/
Open Education | open.tudelft.nl/education

21. Difference with formal education
• Qualitative
• a learner who starts but does not complete may
well be seen as a success, depending on the
reasons
• Quantitative
• the rate of dropout is so very much larger in
MOOCs
Source
• Clow, Doug (2013). MOOCs and the funnel of participation. In: LAK ’13: 3rd International Conference on Learning Analytics & Knowledge, 8-12 April
2013, Leuven, Belgium (forthcoming).
Open Education | open.tudelft.nl/education

22. Some interactions do not scale!
Deep and meaningful formal learning occurs if
one of the interactions is at a high level
T. Anderson, 2003.
Getting the Mix Right Again: An updated and theoretical rationale for interaction Equivalency of Interaction
The International Review of Research in Open and Distance Learning, 4 (2)
Open Education | open.tudelft.nl/education

23. Size vs interactivity
Transition
to MOOC
easier when
low
interactivity
Abelardo Pardo: Pushing the MOOC envelope with Learning Analytics
http://www.slideshare.net/abelardo_pardo/pushing-the-mooc-envelope-with-learning-analytics
Open Education | open.tudelft.nl/education

24. Size vs tutoring
Technological
intervention
is essential!
Abelardo Pardo: Pushing the MOOC envelope with Learning Analytics
http://www.slideshare.net/abelardo_pardo/pushing-the-mooc-envelope-with-learning-analytics
Open Education | open.tudelft.nl/education

25. Scope vs Automation
Learning
Analytics
allow
more generic
interventions
Abelardo Pardo: Pushing the MOOC envelope with Learning Analytics
http://www.slideshare.net/abelardo_pardo/pushing-the-mooc-envelope-with-learning-analytics
Open Education | open.tudelft.nl/education

26. Examples
• Microscopic view of learning events
• Collect interaction events
• Automatic discovery of complementary learning
resources
• Collect feedback
• Measure Engagement
• Detect emotions with Facial Expressions
Massive Personalization of Interactions
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27. Massively
Personalized
Online
Open
Course
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28. Questions
slideshare.net/wfvanvalkenburg
twitter.com/DelftX
twitter.com/wfvanvalkenburg
Open Education | open.tudelft.nl/education