E-learn Weblog of Willem van Valkenburg

Since January the Open Education Consortium has changed its name into Open Education Global. This new name better reflects our worldwide community and gives all activities a recognisable name:

• OEGlobal Conference: Where the world meets to discuss how opening education helps us achieve universal access, equity, innovation and opportunity in education.
• OEAwards for Excellence: Annual recognition to outstanding contributions in the Open Education community.
• OEWeek: Education Week has become one the most foremost global events recognizing high achievement and excellence in open education.

The staff has also completely rebranded all our logos and website. Take a look at oeglobal.org.

As I mentioned on this blog in December I'm moving on to a new position. This means that there is a vacancy for my old position as Manager Teaching & Learning Services. The job opening is available here: https://www.academictransfer.com/en/289745/manager-teaching-and-learning-services/

We are also hiring a new learning developer (in Dutch) and a UTQ Trainer (in Dutch). Want to know more about what the job of learning developer entails, read this blog post of learning developer Bea de los Arcos.

It is a great team with lots of enthousiasm, expertise and a strong drive to improve education. If you are interested, please apply before March 1st.

You will be involved in supporting all the education activities of the university: open education, blended education, online education, education for professionals and teacher training.

The Digital Credential Consortium has published an interesting white paper on building the digital credential infrastructure for the future. The Digital Credentials Consortium was founded by leading universities with expertise in the design of verifiable digital credentials. Together, we are designing an infrastructure for digital credentials of academic achievement. Founding members are Delft University of Technology (The Netherlands), Georgia Institute of Technology (USA), Harvard University (USA), Hasso Plattner Institute, University of Potsdam (Germany), Massachusetts Institute of Technology (USA), McMaster University (Canada), Tecnologico De Monterrey (Mexico), TU Munich (Germany), UC Berkeley (USA), UC Irvine (USA), University of Milano-Bicocca (Italy), University of Toronto (Canada).
The Delft Extension School is involved in this project, and I'm one of the participants and I reviewed this white paper.

Full story »

This week the Executive Board has appointed me as the new Executive Director of the Delft Extension School per the 1st of January 2020. I’m delighted with this appointment and looking forward to lead the Extension School into a new phase.

Strengthening the foundation of the Extension School

Part of my new role is the transition of the Extension School into a new phase. Together with professor Arno Smets I’m leading a project team to prepare a business and implementation plan for the Extension School. After six years of exponential growth and tremendous success in Open & Online Education for learners worldwide, the foundation of the original setup of the Extension School needs enhancement. In 2021 the Extension School will become a permanent institute of TU Delft to educate the world by offering high-quality online education.

Transition

Per January I will combine the new role with my existing role as Manager Teaching & Learning Services until March 1st. From March 1st I will be fulltime focused on my new role as Executive Director.

There is a growing need for online learning. Blended learning and online courses are becoming a norm for both campus and professional education. The role and tasks of the teacher are different online from teaching in physical classes. It requires additional qualities and digital skills to stimulate a conducive learning experience for students.

That is why my team has developed two courses for our teachers and we now decided to open these courses for an external audience.

Designing an Online Course

After taking the course, you will be able to:

• Describe online learning and the course development process.
• Design an online course module, using three of the principles of the TUD Online Learning Experience model and the course development process.
• Build a learning sequence for an online course in Open edX.
• Reflect on your role in online learning.

The course starts January 28th 2020 and costs € 300. More information and registration can be found on the online-learning website.

Teaching an Online Course

After taking the course, you will be able to:

• Describe moderation techniques and best practices.
• Produce an engaging artifact for an online course.
• Provide feedback in an online environment.
• Provide a list of online student expectations.
• Create a strategy for student engagement with both peers and content.

The course starts March 11th 2020 and costs € 300. More information and registration can be found on the online-learning website.

Every ranking is debatable, but if you are ranked #1 worldwide it does feel good!

Yesterday the MoocLab introduced the new World University Rankings by MOOC Performance (WURMP). This ranking evaluates universities on 5 performance indicators that measure an institution's performance across the number of MOOCs provided, the provision of learning pathways, micro-credentials, degrees and the institution's average world ranking.

The WURMP 2020 includes over 200 universities across the world that offer courses on the three leading MOOC platforms - Coursera, edX and FutureLearn. The WURMP are the first ever world university rankings based on MOOC provision.

The top 10 is dominated by US universities, but my own university Delft University of Technology is leading the top 10.

Top 10 Universities ranked by MOOC performance

1. Delft University of Technology – Netherlands
2. University of Pennsylvania - USA
3. University of Illinois at Urbana-Champaign - USA
4. Coventry University - GBR
5. University of Michigan - USA
6. University of Washington - USA
7. Massachusetts Institute of Technology - USA
8. Deakin University - Australia
9. Harvard University - USA
10. University of California, Berkeley - USA

More information about the methodology and the complete ranking. You can find our MOOCs on online-learning.tudelft.nl.

In January 2020 we are organising the second Erasmus Exchange Week from January 28 to 31 in the TU Delft Teaching Lab:

The Delft Teaching Academy invites both academic and administrative staff members from Higher Education Institutions to our Teaching Lab, the home of our teachers; a place where we bring educational activities together under one roof, accelerate initiatives and strengthen collaborations with peers. At TU Delft, we approach education like we approach research: experiment, learn and share findings. 

Programme

In a four-day programme we’ll dive into a wide range of topics. From online and open education to teacher training and the best way to support our TU Delft teaching community. During our Erasmus+ Exchange Week, we aim to exchange ideas, evidence and expertise. We’ll share our vision on education and focus on the variety of available services and programmes to help teachers improve their education. We’ll give demonstrations of our spaces for experimentation, collaboration and exposure. And we are very much interested in your own institutes’ vision and practices!

Experiences of the first week

In 2019 we organised this week for the first time to streamline all the visit requests we receive. 12 people participated and all were enthousiast about what they learned in the week:

“The TU Delft Exchange Week offered me a unique chance to share best practices and processes with colleagues from TU Delft and around the world. It was truly inspiring!”

“The best thing about visiting at TU Delft was to gain insight into their explicit strategies and approaches for online and blended learning. Highly recommended”

For more information and registration, please check out this page.

Our university is facing growing number of students and are hiring more teachers. This also has a influence on the support staff, so I have been hiring quiet some new people and currently have two positions open:

SUNY OER Services has published an interesting framework on OER sustainability:

This OER Field Guide provides information and resources to help colleges and universities implement sustainable OER programs on their campuses. Although “sustainability” is often interpreted as the financial resources necessary for continued support, it actually requires a broader conceptualization of resource requirements. The Guide presents a comprehensive OER framework built around ten individual components. When implemented as a coordinated system of integrated activities, it positions colleges and universities to sustain OER well beyond their current state or grant funding initiatives.

The OER Field Guide is organized around three core components of the sustainability framework:

• Infrastructure – Building the campus guidelines, processes, and capabilities necessary to support OER;
• Resources – Identifying the dollars or staff time required to support the work, as well as opportunities to conserve resources through efficiency improvements;
• Culture – Using OER to support broad institutional visions and goals, including measuring and communicating OER successes.

The framework shows many similarities with the European OpenEdu framework.

The OER field guide contains many good examples, although they are very US focused.

Image is CC-BY-NC-SA SUNY

Florence Martin, Kiran Budhrani, and Chuang Wang wrote an interesting paper on faculty perception of their readiness to teach online:

Faculty readiness to teach online is a state of faculty preparedness for online teaching. In this study, it is measured by faculty attitudes about the importance of online teaching competencies and faculty’s perceptions of their ability to confidently teach online. Validity and reliability of faculty responses to an online instrument and factors related to faculty perception are examined. Descriptive statistics and item-level means for the competencies are provided. For course design, course communication, and technical competencies, faculty rated the perception of importance higher than they rated their ability in these areas, whereas for time management their perception of their ability was higher than their attitude about its importance. MANOVA showed significant differences in gender, years of teaching online, and delivery method for faculty perceptions of importance of online teaching competencies. Significant differences were also noted in years of teaching online and delivery method with respect to ability to teach online.

Online Teaching Competencies

In this study, the examine four areas of online teaching competencies:

• Course Design. Course design is identified as a pedagogical competency, alongside course implementation, facilitation, and assessment.
• Course Communication. Faculty must be able to communicate through writing and/or audio to the students within the given learning modality. Feedback needs to be adequate, timely, and prompt.  Facilitating discussions is a key competency when teaching online.
  
• Time Management. Competent faculty have adequate time-management skills so that lifestyle commitments do not interfere with the ability to instruct the course. Online course design and planning is time-consuming and takes significantly longer for a first-timer, as all the course objectives, content, activities, and assessments have to be redesigned for an online format. The second time the online course is taught is less time-consuming compared to the first time
  
• Technical. Technical competencies are specific to the use of the technology, independent of pedagogy. They include technical knowledge (e.g., knowledge about how to use software, synchronous and asynchronous tools, operating systems, learning systems and tools, and Web browsers, and how to implement security updates) and proficiency in the use of current technology, the ability to troubleshoot technology issues, and the ability to assist learners effectively.

I fully recognise these competences to be necessary for succesful teaching online.

Framework

They define faculty readiness to teach online as a state of faculty preparation for online teaching. Within the context of this study, they focus on two aspects of readiness:

1. faculty attitude on the importance of online teaching
2. faculty perceptions of their ability to confidently teach online. 

Conclusion

For me this framework is a useful tool to help is select new online courses. We have already experienced that some course development and running of courses goes without problems and others have all different kind of issues. This framework can help to pinpoint the issues and help to get to a solution.

Reference

• MARTIN, Florence; BUDHRANI, Kiran; WANG, Chuang. Examining Faculty Perception of Their Readiness to Teach Online. Online Learning, [S.l.], v. 23, n. 3, sep. 2019. ISSN 2472-5730. Available at: https://olj.onlinelearningconsortium.org/index.php/olj/article/view/1555. Date accessed: 05 sep. 2019. doi:http://dx.doi.org/10.24059/olj.v23i3.1555.