Presentatie gehouden op 7 oktober 2010 voor Stichting De Eenbes voor een Kennisnet-bijeenkomst voor ICT-ambassadeurs. Doel was verkenning rondom de ELO.
An early presentation on the weblectures project at Utrecht University, The Netherlands, delivered on the 22nd of March 2007 to the ICT coordinators of the different faculties.
Transitieagenda voor het hoger onderwijs - Derk Loorbach en Gijs Diercks (DRI...SURF Events
In opvolging van het interview met Derk Loorbach, verdiep je je deze sessie in de transitie van het hoger onderwijs. We nemen je mee in de historische context van het hoger onderwijs, de persistente problemen die een transitie nodig maken en in de rol die digitalisering speelt als breekijzer om tot tot transitie te komen. Input voor deze sessie komt uit de transitieagenda welke het Versnellingsplan en DRIFT recent voor het hoger onderwijs hebben opgesteld.
Blijft de kwaliteit van uw ICT-dienstverlening achter? Of brengt dit hoge kosten met zich mee? Is uw ICT afdeling feitelijk ‘te klein voor het tafellaken en te groot voor het servet’ en daardoor ook kwetsbaar? Kortom is ICT geen kerntaak. Dan is mogelijk IT outsourcing een serieuze optie voor u. De IT Regisseur begeleidt het out/insourcing traject van strategie, aanbesteding tot en met transitie.
This document discusses the localization of open online courses (MOOCs) for different contexts and languages. It provides examples of MOOCs from TU Delft being reused by organizations around the world. It also describes the Kienhoc platform in Vietnam which translates high-quality open licensed MOOCs into Vietnamese to make world-class education more accessible in that country through a crowdsourcing translation model.
Deze presentatie is verzorgd op 31 augustus 2010 door Bart van Luik en Tim Remmers van Dactique tijdens de Summer Schools 2010 georganiseerd door Kennisnet.
Er is tijdens de Summer Schools veel getwitterd. De hashtags waren: #knss10 en #sumschool2010.
Masterclass Universiteit van SchipluidenSURF Events
Dinsdag 10 november
Sessieronde 2 & 3
Titel: Flexibele en persoonlijke leeromgeving bij de Universiteit van Schipluiden
Spreker(s): Aart Schouten (Hogeschool van Amsterdam), Frank Snels (Technische Universiteit Twente), Chris Tils (Erasmus Universiteit), Nico Juist (Hogeschool Leiden), Chris Blom (Wageningen Universiteit)
Zaal: Diamond II
Verzorgd door: Herman Rigter
Tien jaar geleden is op de Verenigde Scholen J.A. Alberdingk Thijm gestart met het gebruik van laptops in het onderwijs. Op dit moment hebben op een tweetal scholen (vrijwel) alle leerlingen de beschikking over een persoonlijke laptop. Tijdens deze presentatie wordt een overzicht gegeven van de ontwikkeling die deze scholen hebben doorgemaakt om te worden tot de huidige laptopscholen. Daarnaast zal worden aangegeven aan welke voorwaarden moet worden voldaan om een dergelijke proces succesvol te kunnen doorlopen
Invoering van een DLWO op alle niveaus - Jan-Willem Doornenbal, Edward Zijlst...SURF Events
Dinsdag 11 november 2014
Sessieronde 4
Titel: Invoering van een DLWO op alle niveaus
Sprekers: Jan-Willem Doornenbal (Hogeschool van Amsterdam), Edward Zijlstra (Hogeschool van Amsterdam)
Zaal: Leeuwen l
The document discusses online teaching and learning during and after the pandemic from the perspective of TU Delft Extension School. It provides an overview of the Extension School's mission, vision, and strategic goals to educate the world through affordable and accessible online education. It then discusses TU Delft's experience with teaching and learning during COVID, and introduces the EMBED model as a framework to evaluate and improve blended learning at the institutional, program, and course levels.
Online teaching and learning during the COVID-19 era: lessons learned and lon...Willem van Valkenburg
This document discusses lessons learned from online teaching and learning during the COVID-19 pandemic and their potential long-term impacts. Some of the key changes that may persist include less fear of technology, more blended or hybrid classroom learning becoming standard, new forms of assessment replacing solely paper exams, increased collaboration through global projects, and different types of virtual exchange. The pandemic has accelerated adoption of online learning technologies and practices that may fundamentally change higher education.
Open Education Global is a global non-profit organization that supports the development and use of open education worldwide. Its vision is for everyone to have access to high-quality, shared education. It builds community among open education advocates, convenes events, and advocates for open education policies and practices. It also curates and shares examples of open education and facilitates collaboration on special projects like the UNESCO OER Recommendation.
The presentation outlines TU Delft's strategic plan for open science and open education. It discusses establishing an open science program with projects on open access, an open publishing platform, FAIR data and software, and cross-cutting themes. The goals for open education are to be a frontrunner, gain recognition for teachers, innovate education, keep it accessible and affordable, and contribute to sustainable development goals. Next steps include hiring dedicated staff to implement the strategic plan.
The document discusses open education and its goals of providing lifelong learning opportunities for all through open educational resources (OERs). It notes that open education combines traditional knowledge sharing with modern technology to create openly shared educational resources that are responsive to learners' needs. OERs offer free access to courses and programs, as well as cost savings over expensive textbooks. They allow educators to adapt materials to local contexts and innovate. Open education promotes inclusion, equity, quality, and access to education for all.
This document presents a European maturity model for blended learning. It defines key terms related to blended learning such as blended learning, blended teaching, and blended education. It describes blended learning at the micro (course/program), meso (institute), and macro (government/society) levels. The conceptual framework includes dimensions for evaluating blended learning courses, such as course design process, flexibility, and interaction. The goal is to help institutions and educators improve blended learning practices through a structured approach.
The document discusses the long-term impact of MOOCs and open education. It argues that in the short term, MOOCs have increased enrollment and visibility for universities. However, in the long run, MOOCs will have a greater impact by transitioning from standalone courses to integrated programs and credits, expanding education globally, supporting continuous learning beyond initial degrees, blending online and in-person learning, and advancing the open education movement. Universities will evolve from traditional models to embrace these long-term trends fueled by open online education.
This document summarizes the history and goals of open and online education at Delft University of Technology. It began with OpenCourseWare in 2007 and MOOCs in 2013. The goals are to educate the world, improve education quality, find new revenue models, and conduct relevant research. Delft offers a range of open courses from OpenCourseWare to online academic courses, as well as professional certificates and microcredentials. It supports online learning through instructional design, multimedia, and evaluation. Blended learning combines online and on-campus education to enrich students' experience.
The long run impact of MOOCs will be significant according to the presenter. In the long run, MOOCs will lead to (1) courses being bundled into credit-bearing programs and microcredentials, (2) education becoming more global in reach from national to worldwide, and (3) a shift from initial education to continuous lifelong learning. Classrooms will also evolve from traditional lectures to blended learning combining online and in-person. Overall education will move towards being more open through open educational resources and MOOCs.
This document discusses the impact of online education at Delft University of Technology. It begins with an overview of TU Delft, including its degree programs and growing student population. It then covers the history of online initiatives at TU Delft dating back to 2007. A major part of the presentation focuses on TU Delft's Open and Online Education Program, which includes MOOCs, blended education and online courses. The document discusses several ways online education has impacted campus education, including increasing international enrollments, enriching students' learning experiences, enabling blended learning approaches and fostering new connections between education and research. Research in online learning at TU Delft is also summarized.
keynote presentation for EADTU conference on Thursday 11th October 2018 in Aarhus (Denmark) about the EMBED project: European Maturity Model on Blended Education
The document discusses the long term impact of MOOCs at Delft University of Technology. In the short term, MOOCs led to increased enrollment in online courses and programs. However, in the long run MOOCs are transforming education by moving from standalone courses to full programs and credits, expanding from national to global learners, transitioning from initial to continuous education, blending online and on-campus learning, and progressing toward more open education. MOOCs are helping to educate learners worldwide and improve the quality of education access and delivery.
This document discusses quality assurance for online education programs at Delft University of Technology. It outlines Delft's vision to educate the world through open and online education. It also describes Delft's process for ensuring quality, including an educational quality cycle of course development, evaluation, and improvement. Delft has received external recognition and awards for its innovative online learning programs and MOOCs. Key challenges include addressing conservatism in education and determining quality recognition for MOOCs with their typically low completion rates.
Collaboration & Learning Environment to enable to be a university leader in e...Willem van Valkenburg
This document summarizes the TU Delft's project to migrate from Blackboard to Brightspace. It discusses (1) the context and goals of TU Delft, (2) how the project was set up with interdependent teams, (3) their change and implementation strategy of involving faculty and a two-stage migration, (4) lessons learned about ensuring education is the focus, governance, and support, and (5) their plans for education innovation now that the foundation is in place.
This presentation discusses the long-term impact of MOOCs at TU Delft. In the short term, TU Delft saw over 2 million MOOC enrollments and growth of online courses and programs. However, the presentation argues the long term impact will be greater. This includes moving from standalone courses to entire programs and credentials online, expanding from national to global students, and shifting from only initial education to continuous learning. It also suggests education will transition from traditional lectures to blended models combining online and on-campus learning. Overall, the presentation argues that while the early impact of MOOCs seems large, their influence on education could be even more significant in the long run.
Delft University of Technology has offered open and online education for 3 years with the goals of educating the world, improving the quality of education, and finding new revenue models. They have launched 68 MOOCs reaching over 1.65 million enrollments, 25 online courses, and 24 blended education projects. This outreach has improved TU Delft's international reputation, campus education, and relationships between education and research.
This document outlines the agenda for a discussion on short learning programmes at TU Delft Online. It provides context on TU Delft's education vision and strategy to offer professional and post-academic courses. Examples of potential short learning programmes are provided across various engineering and science themes. Challenges with online short learning programmes include lack of online expertise, additional workload, accreditation speed, and mindset shifts. Solutions proposed are forming expert course teams, providing training and incentives, streamlining accreditation, and clarifying business models.
D2LFusion: A Collaboration & Learning Environment to enable to be a universit...Willem van Valkenburg
The document discusses the context and implementation of a new collaboration and learning environment at Delft University of Technology. Key points:
- TU Delft had a high ambition for open and online education and needed a more flexible system to replace its 17-year use of Blackboard.
- It conducted a best value procurement process and selected Brightspace as its new platform in July 2016.
- The implementation involved setting up the technical, functional, and change management aspects in an interdependent way.
- A two-stage migration strategy was developed to move all courses to the new system by September 2017 while focusing on education quality and minimizing burden on teachers.
D2LFusion: A Collaboration & Learning Environment to enable to be a universit...
TU Delft: 10 Jaar DLWO
1. 10 jaar een DLWO aan de TU Delft Nationale E-Learning Congres Ir. W.F. van Valkenburg
2. Wie ben ik? e-learning consultant voor Shared Service Centre ICT van TU Delft Projecten waarbij ik betrokken ben (geweest): Blackboard (Functioneel beheerder en projectleider) Social Software (weblogs, wikis, twitter) OpenCourseWare TU Delft Mobile TU Delft Multimedia E-merge projecten Blog op www.e-learn.nl Twitter on twitter.com/wfvanvalkenburg
3. Agenda Het begin Infrastructuur Het gebruik Ontwikkelingen Lessons Learned Vragen
6. Keuze voor teleleerplatform In 1999 onderzoek naar Teleleerplatformen door Surf Op de TU Delft ook eigen onderzoek gedaan Conclusie : Blackboard is het meest gebruiksvriendelijk Uit Quickscan van Surf in 2001 blijkt: Blackboard marktleider in HO-NL 10 universiteiten 17 hogescholen Andere gebruikte systemen: O.a. WebCT, Lotus Learning Space, Teletop, N@tschool Instellingen die Blackboard gebruiken zijn verder in de implementatie Gong Reflection, Teleleerplatforms in Nederland, Quickscan keuze, implementatie en gebruik in het hoger onderwijs , november 2001
7. I CT in het onderwijs binnen de TU Delft 2000-2005 Geschreven door Maarten van de Ven, Joost Groot Kormelink en Piet van der Zanden Kenmerken van het plan: het planmatig invoeren van faciliteiten voor ICT in het onderwijs aan de TU Delft het projectmatig realiseren van onderwijsvormen van hoge kwaliteit, gebruikmakend van moderne hulpmiddelen het versterken van het gezicht van de TU Delft, zowel intern als extern
10. Welke systemen gebruiken we? Functionaliteit Systeem Portal Blackboard AS LMS Blackboard AS E-portfolio Blackboard AS Assessment Blackboard AS, Mapple TA LCMS Blackboard AS, Harvest Road Hive Collaboration/Groupware Blackboard AS, Wiki, Wimba Collaboration Suite Identity Management Novel eDirectory
11. Implementatie 2000 - 2005 Elke faculteit kiest eigen implementatie . Faculteit TBM was de voorloper hierin Faculteit TBM: Uitgangspunten: Docenten worden niet gedwongen , maar worden verleid Goede support is essentieel Ervaringen moeten gedeeld worden Resultaat: faculteit TBM had in 2002 80% van alle vakken in Blackboard 90% van de docenten was actief in Blackboard
12. Projecten Vanaf 2000 zijn er continue stimulatieprogramma’s geweest. Binnen de TU Faculteitsbrede ICTO projecten SOM-projecten Grassroot-projecten Met andere universiteiten E-merge projecten 3TU projecten Samenwerking Leiden-Delft Via Surf Lorenet NBKW Acculturatie
20. Infrastructuur Begonnen met een enkele server met Blackboard CourseInfo 4 Nu volledig load-balanced omgeving met 12 servers en 6 TB aan data. Blackboard is een common system geworden Blackboard heeft vele koppelingen met andere systemen
23. ELS Social Software Gaming ?? Authoring tools Blackboard Collegerama & Vodcast Toetsystemen Peer review systemen Smartboards Coördinatie
24. Training Training voor eerstejaars in begin collegejaar Training voor internationale studenten Meerdere keren per jaar cursussen voor docenten Basiscursus Advanced cursus Wat is er nieuw rondom de update On the job instructie Basiskwalificatie onderwijs Custom cursussen, bijvoorbeeld toetsen, social software, etc. voor onderwijsdagen, afdelingen e.d.
27. Gebruikersonderzoek Voor studenten: RISBO: Monitor logistieke kwaliteit 2009 Voor docenten: Van der Zanden: ICT in het Onderwijs 2008 onderzoek naar opbrengsten van ICT voor de onderwijspraktijk bij de TU Delft op basis van de mening van docenten Conclusie : Blackboard wordt door studenten en docenten goed gewaardeerd. Het wordt vooral gebruikt voor logistieke zaken.
30. Open-source Single sign-on A-Select Blackboard Verschillende building blocks Weblogsysteem B2evolution Wiki-omgeving Twiki Onderwijsmateriaal TU Delft OpenCourseWare
31. Waarom doet de TU Delft OCW? Instellingsniveau : Reputatie Open academische gemeenschap : open kennisorganisaties in wereldwijde netwerken. Onomkeerbare trend Bundeling van lokale initiatieven : onder 1 vlag brengen Vakgebied: Exposure : Laten zien wat je doet, internationale reputatie, spil zijn in kennisnetwerken en dit verder uitbouwen Bedienen van de groep van Life Long Learners Masters-instroom : laten zien wat je doet Positieve impact op aantrekken promovendi Met het oog op gezamenlijke opleidingen Positieve impact op kwaliteit onderwijsmateriaal Reputatie docent
32. Social Software Vanaf 2004 ontstaan er verschillende Social Software pakketten, die ook binnen het onderwijs interessant zijn. Vanuit gebruikers vraag naar: TU-breed weblogsysteem TU-breed wikisysteem Niet geïntegreerd in Blackboard, omdat gebruik niet alleen voor onderwijs is.
33. Mobiel Enquete over mobiel gebruik door studenten: Meer dan 60% heeft een smartfoon Apple iPhone is de meest populaire smartfoon T-mobile is meest gebruikte provider Meer dan 80% van de smartfoon gebruikers heeft een data-abonnement Bijna 80% van de smartfoon gebruikers gebruikt zijn mobiel dagelijks om mee te internetten Nu i TU Delft iPhone app beschikbaar in App Store http://www.e-learn.nl/2010/01/06/resultaten-tu-delft-mobile-survey
34.
35. Video Collegerama: sinds 2005 opnemen van colleges Sinds 2007/2008 op grote schaal in het onderwijs Er wordt gebruik gemaakt van MediaSite
36. Video in het onderwijs Wordt veel gebruikt Leidt niet tot lege collegezalen Distributie: Via Blackboard Via OpenCourseWare Via TU Delft Multimediaportal (in aanbouw) en …
37. TU Delft op iTunes University Vanaf vandaag is de TU Delft te vinden op iTunes University . Samen met OpenUniversiteit de eerste in Nederland Er staan zo’n 200 video op van de TU Delft