ICZM-project:

blended education;

input for further debate

Joost Groot Kormelink (j.b.j.grootkormelink@tudelft.nl)

Coordinator open & online education TU Delft/ TPM

September 12, 2016

Short personal intro

• Project officer Nuffic 1989-1999

TU Delft (since 1999)

• Policy advisor ICT in education

• Project leader Open Course Ware and iTunes U

• Program manager blended learning

• Manager Open and Online Education Faculty TPM

• Coordinator various MOOCs (also as part of EU-projects)

• Project leader online Responsible Innovation (Ethics and new

technologies) https://online-learning.tudelft.nl/kivi-chartership/ and

https://tudelft.openresearch.net/page/8751/open-educational-

resources

Introduction

• This presentation is meant as input for a debate

around blended education

• The focus is on considerations and requirements

to get started.

• Blended learning requires a lot of effort/time

from i.e. the teacher so it is important to set

priorities for the shorter and longer term

Content

1. Blended education: What is in a name?

2. Redesigning a course: How to start and some

considerations

3. Some examples

Blended education:

what is in a name? 1.

Blended education has many

definitions

Note: Blended learning," "hybrid learning," "technology-mediated instruction“,

"web-enhanced instruction," and "mixed-mode instruction" are often used

interchangeably.

One of the most commonly accepted definitions for blended learning is: :

“A formal education program in which a student learns

• At part through online learning, with some element of student control over

time, place, path, and/or pace;

• At least in part in a supervised brick-and-mortar location away from home;

• And the modalities along each student’s learning path within a course or

subject are connected to provide an integrated learning experience.

In other words:

•Blended learning

combines the best of

two worlds: online

education and face-

to-face (f2f)

education.

2. Designing for Blended LearningThe next slides will deal with the main steps and

considerations to develop blended learning

• Blended course redesign requires a willingness to step back andconsider the learnings goals and how to assess them

• In other words: What do you want your students to learn and how will you know theyhave learned it?What has changed over the years in what we expect from our students?

The first step (1)

As part of this first step: consider the hierarchy of learning objectives

(often referred to as Bloom’s taxonomy)

Rules of thumb: • ‘ Remembering and

understanding’ can be done often quite easily in an online setting is ‘easy’

• ‘ creating and evaluating’ is often easier in a f2f setting

There can be many different reasons:

- Allow for more self-study- Better understanding of difficult key concepts (for example in math or mechanics)- So that students can practice more (quizzes etc.)- Students are better prepared for their future job (practice skills like online collaboration)- Students can learn more from each other (peer review)- Enriched learning (web lectures, animations, etc.)- More possibilities for differentiation between students (interest, capabilities)- More active learning (see next 2 slides)- Teacher can expand his role as mentor and tutor - Less dependent on physical presence- Make live easier for impaired students- To enable that students can study from home - Integrate real world problems- More easy updates in course content- Allowing external participation- To enable easy re-use of materials (for example as OER for external visibility)

Step 2: Consider’ What do we want

to achieve with a blended course?

Step 3 Learner considerations

In the re-design, learner considerations are of course also very important:

• What are students’ (ICT) knowledge and skill gaps?• How many students do I have?• Are students comfortable with technologies you plan to use? How will you support them?• Do students have access to the Internet, also at home? Do they access to a computer / use a

computer. Idem: Access to software? Costs? • What do students now use for communication?• Are students open to new ways of learning?• Are students self-motivated?• How will you encourage students to participate?• How will you mix learning activities that cater to variety of student learning preferences• How do you want to involve students in evaluation and QA? • If I do online exams, how do I deal with cheating and plagiarism?

Staley

- Learning can be enhanced if we recognize that it is a social activity, too, involving interactions with other people, family, friends and work colleagues as well as fellow learners.

- ‘ I hear, and I forget; I see, and I remember; I do, and I understand’

- Cultural aspects are important

Garrison and Vaughan, 2008

A few words more about Active

learning (1)

Examples of active learning: • Cause genuine and relevant inquiry into the ‘big ideas’ of the

core content.• Provoke deep thought, lively discussion, sustained inquiry, and

new understanding as well as more questions• Require students to consider alternatives, weigh evidence,

support their ideas, and justify their answers.• Stimulate vital ongoing rethinking of big ideas, assumptions,

and prior lessons.

See: https://ufbutv.com/2015/03/26/guidelines-for-analysing-and-developing-an-online-course/Garrison and Vaughan, 2008

A few words more about Active

learning (2)

Step 3: the actual redesign

Considering the desired results (step 1 and 2)

• What do we have now that could be taught or practice online in a more effective or efficient way?

• How can we improve the effectiveness of f2f contacts?

• What is the relation between different learning activities ( f2f education and online?); how can we integrate both?

• NB: This is different for each course and teachers, there is no blueprint

Garrison and Vaughan

The actual redesign:

many practical considerations

• What kind of a support is there available within the university?• What kind of technical facilities can I use i.e. recording studio, learning

environment)?• How much time do I have? Will I get some kind of compensation?• Do I start small or big?• Do I need approval from management or consultations with my

colleaguesWhat are best practices in my field?

• Can students assist me? • Etc. depending on local context

Staley

Course design preparation

• Minimum 3 months – 1 year optimal

• Experiment along the way

• Use familiar technology , add more later

• Consider number of assignments > consider your work load

• Focus on design – not technology

• Use existing resources

• Build support network

Practical Exercise TU Delft for

teachers

• As part of their training, we start by asking a teacher to redesign a

certain week of his or her course (online activities self paced, online

activities between students, f2f contacts)

• Important side effect: reflection leads to quality improvement

• Example for a weekly overview:

Read chapter..

Look at the graphics a,b and d.; the animations m,n,o, in the online library

Listen to web lecture #8.

Make a ppt presentation presenting the most important points in the topic.

Discuss this with others in your group

Prepare with your group a 15 minutes ppt.

Key conditions for success (TU

Delft experience)

• Support

• Recognition

• Best practices

• Evaluation

• Room for experimentation and reflections

• Co-teachers as peers

• Student-assistants

3. Examples of blended

education

1. The flipped classroom

concept

• ‘Do online what you normally did in class ( lecturing)• Do in class what students used to do at home (asking

questions, reflection)’

A flipped classroom saves f2f time which can be used to:

• Invite external expert to give lectures

• Work on simulations and case studies

• Organize Q and A sessions

• Brainstorm and have discussions

• Have presentations by students

Relevance depends on the learning objectives

So, a flipped classroom could allow for more time in the classroom for:

Joosten and Mangrich

• Expert guests

• Simulations

• Role-plays

• Case studies

• Brainstorming and discussions

• Individual presentations

• Structured group projects

2: use of online quizzes and web lectures

for stumble courses or to refresh

‘old’ knowledge (practice, rehearse)

Example: http://www.ewi.tudelft.nl/en/study/online-education/math-explained/

3: Use of existing OER in courses

• Integrate OER in courses.

• For example:

https://developers.google.co

m/edu/python/ or

https://www.edx.org/course/

art-structural-engineering-

bridges-princetonx-cee262-1x

Finding the best resources can be very time consuming

4. Open Research platform 3 Minorshttps://tudelft.openresearch.net/page/8751/open-educational-resources

5: Use learning analytics

• Digital education leads to many data

• These Learning analytics can be used to monitor

student’s activity (online presence/activity)

• For example, see which part of online lectures have

been watched most frequently or which students

were (not) very active in the forum

• At Delft we always see a huge peak in students

watching web lectures before the exams….

ICZM:

Open Education &

OER; Tour d’horizon

and how to start

• Joost Groot Kormelink

Content

Part A: Tour d’horizon

1a. What is happening in the world when it comes to open education

and OER?

1b. What are some of the main motives for institutes to start with

OER and open education

Part B: starting with OER and OE

2. Starting with OER: considerations

3. Stating with Open education: considerations

4. The other way round: integrate external OE and OER in your own

courses

Tour d’ Horizon1a.

Opening up in EducationIn education we have seen the rise of parallel open or

‘opening’ movements around:

• Learning and teaching: open educational resources andopen delivery models (from OCW to OER, OpenTextbooks, and lately, MOOCs)

• Research: open access (OA) to research publications(shaking up traditional publishing models and alsodriving emergence of open peer review models)

• Data: open access to government and research data(OD).

Parallel Open Movements

Open!!!

Data

Education

Research

What do we mean with open?

Some notions:

• Free

• Shared

• Choices

• Ability to adapt

• Cost effective

• Ability to tailor & build

your own

• Creative Commons

• Freedom of info and use

• Quality assurance

• Varied availability by

disciplines

• Available to anybody

• Digital

• Often multimedia

• Accessibility

CC-BY Brandon Muramatsu: http://www.slideshare.net/bmuramatsu/oex

‘Opening up Education’

OER

Open

experiments

Open Textbooks

MOOCs

OpenCourseWare

Open education and OER has many faces:

Different ingredients

OER

• Individual assets as web lectures,

presentations, book chapters, etc.

OCW ingredients

• OCW = OER organized as a course

(with learning

objectives, quizzes and almost

all course materials)

MOOC ingredients

• Complete course

• Videos

• Assignments, exams

• Certificates/recognition

• Feedback / Interaction

• Discussion Forum

• Feedback movies

• Community moderatorsMOOCs

OCW

OER

Since 2013 MOOC’s have become

a hype

• MOOC stands for Massive Open Online Course• Over > 100 courses starting now every month• In the next slide some of the well known platforms

:New York Times 26/1/2013

www.coursera.org/

Examples of MOOC platforms

www.edx.org

https://www.futurelearn.com/

https://www.canvas.net/

And many more (often with a

national or regional focus)

For example:

EdRaak: (Arabic world)

Miríada X (Spain/Latin

America)

•see: www.class-

central.com/providers

for overview

But also in the field of OER and OCW

a lot of booming developments

INTERACTIVE SIMULATIONSFOR SCIENCE AND MATH

https://phet.colorado.edu/

Open textbooks

Educational videos

Khan Academy includes video library with over 9,000 videos in various topic areas as well as exercise

software

Khan Academy is very famous

Khan Academy includes a video library with over 9,000 videos in various topic areas as well as exercise software

OER and OE More and more mainstream

Over 260 institutions and organizations worldwide support open sharing in education as member of the Open Education Consortium

http://www.oeconsortium.org/

42

Example of universities in Africa working together to develop high quality OER in the field of health: The

African Health OER Network: http://www.oerafrica.org/healthoer

https://online-learning.tudelft.nl/

Motives1b

.

The opposite of

open is “broken”

CC-BY Cable Green: http://www.slideshare.net/cgreen/the-obviousness-of-open-policy-2011

We can and have to share and

educate as never before

‘ The value of knowledge increases

when it is shared with others!’

Why do universities start with OE

or OER?

Motives can be different

• Reputation & Visibility

• Improved quality: openness leads to higher quality

• Outreach task of an university

• Ambition to be part of a worldwide movement

• Forerunner digital education

• Educational experiments and innovation

• Specific Funding (government, alumni, donors)

• Spin-off research projects (informing the broader public)

• Preparation freshman (study choice)

• Research: and more to more to collect data from participants

Government perspective:

Total Number of Students Participating in Higher Education Worldwide: http://www.oecd.org/edu/Education-at-a-Glance-2014.pdf

‘ We need one new university every day’

• OER and OE are a way to meet increasing demandfor HE (see figures below)

• How can higher education systems be developed toprovide access, affordability, participation, andquality lifelong learning for all? OE as answer?

but there are also quite a few challenges

• Not all education is suited for online offering• Finding the right materials is not easy as teacher. Also the local relevance is

often far from optimal. Quality of materials is very different • Certification/grading/exams of open education is still problematic (cheating is

easy) • Cultural differences/ educational traditions may also reduce the possibilities

for re-use• Access to computers & Internet is still a big issue in developing countries • Changing role of teachers requires new skills• Exams committee are often reluctant to approve courses that are not

developed in-house• Didactics need rethinking • Not all courses suited for mobile learning (telephones) which students often

prefer (or as only option)• Expectations and readiness of our students………………………….

Starting with Open

Educational

Resaources2.

If an organisation wants to start

with OER, a number of issues

have to be adressed

A. Vision/ambition: what do we want OER as what is our target group?

Strategic collaboration with other institutes? Political support?

B. Content selection (how to organize the process)?

C. Technical infrastructure (repository/content management system)

and recording facilities

D. Workflow/ Organisation (OER bureau) including Licencing (dealing

with copyrights)

E. Support and recognition teachers

F. Costs

In the next slides this will be elucidated

A. Vision/Ambition

Potential reasons for developing OER can be

A. Moral /idealistic duty (as public university)

B. Unique knowledge

C. Act as forerunner (in your country)

D. Be part of a worldwide movement

E. Attracting new students

F. Allowing more self study (own students)

G. Visibility and reputation

H. ‘Freemium’ model: offering something for free that attracts

clients for paid services

For example: TU Delft offers MOOCs also to attract students

on-campus for paid online follow-up courses

A. Why OER and MOOCs (continued)

I. Efficiency reasons (for example cheap textbooks for students)

J. Research (data from participants)

For strategic and efficiency reasons cooperation with strategic partners is

important to take into consideration (not only content but also facilities and

support)

b. Selection of content: process

There are many options/criteria for organizing this process

• Bottom-up or top-down process or combination

• Rewards for teachers (including prizes etc.)

• Do the materials have to allow for self –study?

• Only selected fields (relevance, enhancing reputation)

• Potential copyright problems

• Establishment of an Editorial board needed?

• Invidual courses or only set of courses

Content: potential criteria

• Leave it to pioneers (high quality)

• Focus on key areas

• External funding available

• Editorial board

• Electives, need for life long learning

• Back-up for alumni (update knowledge)

• Pilots

Key: rewards teachers

C. Facilities: a content management

system is required

And also recording facilities

• Screen caster

• Professional studio

• Recordings in Classroom

d. Issues to be handled (support side)

• Metadata: at which level (course of for each individual resource)?

• Marketing; how can people find us?

• Repository or content management system. Can we use the library for that?

• Templates (do we want a common look and feel?)

• Do we want to be part of a regional or worldwide community (and become

members of such consortia)?

• Recording facilities (see net slides)?

Typically these issues are handled by an OER-bureau (see next slide)

c. OER bureau Basic tasks

• Organisation (OER bureau) typically requires expertise form library

(repository, metadata, copyright and marketing

• Responsible for publishing materials (repository), maintaining website

(portal),

• Templates, licenses and copyright issues.

• Addressing questions from teachers

• Accountable to management

• Search strategies for finding OER

• Typically needed: around 0.8 to 1.2 fte (mostly 2 persons)

Content

Lay-out

Cooperate

Identity

Author rightsUpload

content Metadata

Staff member OER bureau

Peer review Adjustments

Faculty/department

A few additional remarks about

licensing for open education

• With licensing we indicate whether it is allowed (or not) to

share re-use and remix the educational resources

• Most used licence world wide is creative commons

• Creative commons (CC) has 6 options, depending on to what

extent you want to allow re-use and re-mix.

• For these licences: see next slide

• TU Delft policy: CC 4.0 unless otherwise stated

• Difficult: you often cannot use/publish all resources because

of copyright.

CC-licences

Ad E and F: Recognition and

costs for publishing OER

•Recognition of teachers is key (dispensation

other tasks, prizes, best practices, etc.)

•Rough estimate: 40 hrs for a teacher for a

complete course (meaning

OpenCourseWare) and 40 hours support

staff

Starting with Open

Education (courses)3.

Open education

•As indicated MOOCs are still the

flavor of the month

• But what does it take to develop such

courses?

Image CC-BY-NC Gordon Lockhart:http://gbl55.wordpress.com/2011/03/08/cck11-man-this-mooc-is-something-else/

Needed for development of MOOCs

in addition to OER

• Passionate teachers during recordings and webinars camera)

• Reflection on institutional priorities (what does it bring us, selection

process)

• Dedicated support team for teachers (recording, instructional

designers, marketers, beta-testers, technical support

• Didactics: Online/open education is different from on-campus. See

presentation about online education)

• More professional recording facilities for short videos (7-10

minutes)

• Publication platform: for example an existing platform (negotiate

fee) or an open platforms under own umbrella (like, for example

MOOCIT)

Costs

• Very rough calculation: For a new MOOC you will

need about 800 hrs. work in total of which 50% by

the teacher

Tool for reflection 4.

The online learning graph developed by TU Delft is a nice way to

reflect on an online or blended course

When starting to develop online education, focus more on the design than on technology

Recommended Key reading

• A Basic Guide to Open Educational Resources (OER)

http://unesdoc.unesco.org/images/0021/002158/215804e.pdf