About this blog

This weblog is part of the OpenCourseWare project of Delft University of Technology. We will inform you about updates of OCW-website and other interesting things around OpenCourseWare.

OCW Consortium


Visit other Opencourseware sites from around the world.

Facebook

OpenCourseWare

Sharing information about TU Delft OpenCourseWare project

OE Global 2018 conference in Delft, Netherlands

We are exited to announce the annual OE Global conference will be hosted by TU Delft and the Open Education Consortium from April 24-26 2018, at TU Delft, Netherlands. The main theme will be transforming Education through Open Approaches. The call for proposals is now open.

The Open Education Global Conference is where the world meets to discuss how opening education helps achieve universal access, equity, innovation and opportunity in education. The OE Global conference is the most internationally diverse conference devoted exclusively to open education, attracting researchers, practitioners, policy makers, educators and students from more than 35 countries to discuss and explore how Open Education advances educational practices around the world.

The 2018 conference is hosted by the Open Education Consortium and Delft University of Technology and will be held onsite at the University in Delft, Netherlands on 24-26 April 2018.

For more information on the conference, please visit the conference site at http://conference.oeconsortium.org/2018/.

About TU Delft

A fascination for science, design and engineering is the common denominator driving our students and scientists. With over 20,000 students from around the world, Delft University of Technology is the oldest and largest university of technology in the Netherlands. The university wants to be a breeding ground for cutting-edge technological scientific developments to meet the great societal challenges of our age. Involved in open education since 2007, TU Delft strives to offer an increasingly diverse open portfolio in education and research to support and satisfy the curiosity, personal growth and professional career development of millions of people.

About The Open Education Consortium

The Open Education Consortium is a global network of educational institutions, individuals and organizations that support an approach to education based on openness, including collaboration, innovation and collective development and use of open educational materials. OEC is a non-profit, social benefit organization registered in the United States and operating worldwide.

Call for proposals

The call for proposals enables you to submit proposals to offer ‘presentations‘, ‘panel sessions‘, ‘action labs‘ and ‘poster sessions‘, and there is a journal publication opportunity in the open access journal ‘Open Praxis’. Proposals need to fit tracks mentioned below. Learn more at http://conference.oeconsortium.org/2018/call-for-proposals/

Conference tracks:

  • Open Connections
    Connecting different worlds of Open, such as open access, open science, open source software; strengthening our reach and increasing impact through collaboration.
  • Open Education Research
    Research on practices to mainstream openness in education; evidence of impact, studies of educational transformation using open modalities.
  • Innovation through opening traditional practices
    MOOCs as an accelerator for open & online education, opening teaching practices through open textbooks, openly licensed student work as OER.
  • Policies & strategies for Open Education
    Setting priorities and conditions for mainstreaming Open Education, designing effective policies and strategies, connecting open education policies to larger policy movements such as the UN Sustainable Development Goals and the Open Government Partnership.
  • Institutionalizing Open Education
    Intellectual property arrangements at schools and universities; reward and recognition systems; institutional conventions; disciplinary norms; types of in-service training for Open Education; impact on hiring practices; challenges and barriers for mainstreaming openness; openness as a tool for community outreach, enhancing leadership in open education.
  • Tools & Technologies for Open Education
    Supporting the development and use of tools for OER production, hosting, use and remix, authoring OER, conventions for tagging OER, hosting derivative works, citation conventions for derivative works, standards for remixable formats.
  • Open Educational Practices/Open Pedagogy
    New approaches to teaching and learning based on openness, personalization of education, OER-enhanced teaching, facilitating informal learning with open resources, course redesign with a focus on open.
  • Connecting Open Education to formal education
    Accelerating adoption of open education, recognition and rewards for open education adoption, alignment of open education values to institutional mission, accreditation of open education, recognition of learning through open means.
  • Student perspectives
    Student-led initiatives to advance open education and research, impact of open for students, student perceptions of open education, students as open education leaders.

OCW Survey: share your feedback and help us improve

At TU Delft OpenCourseWare, we are constantly looking for ways to improve your experience in using our website and the educational resources we offer. Therefore we recently launched a survey in our aim to better understand your motivations for and experiences with our website and content. Please take 5 minutes to complete the survey.

Thank you very much!

Help us improve: click the image to complete our survey

Help us improve! Share your feedback

2017: the Year of Open

1701 TU Delft Year of Open Banner-2

“The world is facing challenges that our university of technology alone cannot meet.” With these words, Rector Magnificus Karel Luyben announced the TU Delft Open Science programme at the Dies Natalis 2016. Now, in 2017, the year that the Open Education Consortium has declared ‘The Year of Open’, we are taking another step forward. The aim is to raise awareness among scientists, lecturers, administrators, and students about the importance of open science.

In 2016, the focus on open science – that is, making scientific knowledge accessible online to all levels of society free of charge – led to the formulation of the open access policy and the creation of a data framework policy (in other words, policy for research data management). Events like the Open Education Week, the Open Access Week, and the launch of the open science course, helped the ideas behind open science to become more firmly established and integrated.

This year, there will be another full open science programme that you too can take part in. Examples include the Open Education Week in March, the launch of the open science course in June, the ten-year anniversary of OpenCourseWare, and the Open Access Week in October.

So keep your eyes and ears open and regularly check the website for all the great things that will be happening as part of The Year of Open.

A global perspective

The Year of Open is a global focus on open processes, systems, and tools, created through collaborative approaches, that enhance our education, businesses, governments, and organisations, organised by the Open Education Consortium. At its core, open is a mindset about the way we should meet collective needs and address challenges.

Communities around the world are bringing open practices to many different fields, such as open source software, open government, open data, and of course open education. Open represents freedom, transparency, equity and participation. When something is openly created and released, the intent is for others to use it, contribute to its development and make it better for everyone, whether that’s adding more features or information, or finding errors and fixing them (source). Learn more about the global Year of Open

Several new courses in TU Delft OpenCourseWare

Last September three new courses were published in TU Delft OpenCourseWare. All three were former MOOCs but now the course materials are also available at TU Delft OpenCourseWare.

screen-shot-2016-10-24-at-14-35-37

 

  1. Creative Problem Solving and Decision Making

This MOOC is about exploring complex, multi-actor systems in which one factor influences all other factors. For instance, how innovative energy technologies merge into the existing energy system, or how new transport possibilities impact current processes. Armed with this information, learn to decide whether they should be further developed, consider possible negative results and weigh associated costs.

screen-shot-2016-10-24-at-14-38-35

2. Leadership for Engineers

This course has three parts:

  • In the first part, you will explore the context that leaders are facing, building an understanding of the complexities of global and business challenges. You will discover the ambiguities and the many stakeholders that leaders must consider when making their choices. You will get a sense of effective leadership practices.
  • In the second part, you will discover your “who am I” through personal and group exercises. You will create a “Personal Charter” that can serve as a life-long guide, helping you, as a leader, to make important choices in your personal and professional life.
  • In the third part, we will bring the knowledge of the context and yourself together. We will translate the insights of this course into a leadership model and you will discover what sustainable leaders do. We will offer you frameworks to help you make your own career choices. We will finally help you to ‘sell’ yourself as a leader.

 

screen-shot-2016-10-24-at-14-53-33

3. Circular Economy

In this course we explore the Circular Economy: how businesses can create value by reusing and recycling products, how designers can come up with amazingly clever solutions, and how you can contribute to make the Circular Economy happen.

You will learn to re-think the economic system you’re experiencing every day, and act upon it. Be a leader in this major paradigm shift! Shape a more circular future together with our global network.

These course materials are part of  online courses of TU Delft. Do you want to experience an active exchange of information between academic staff and students? Then join the community of online learners and enroll in this MOOCs.

Quality Increase by reusing existing content

Being involved in open & online education has reignited the spark to improve learning for students in the oourses we offer on campus in many ways. Using existing materials developed by others is one of them. Here’s a story from Prof. dr. ir. Herman Russchenberg, who is involved in both a DelftX MOOC on Water and Climate and several campus courses, where he introduced the Flipped Classroom principle based on video’s developed for the MITx MOOC on Global Warming Science in the Master course on Climate Change: Science and Ethics.

Climate Change: Science and Ethics: A flipped approach

Prof. Russchenberg is about to offer the Master course in Climate Change: Science and Ethics in flipped format for the third time. The course used to be a course in the traditional lecture model: students were asked to prepare for their lectures and the full contact time was used by offering traditional lectures, offered by the professor. However, students did not seem to prepare very well. And the hours on which the course was taught, were not very stimulating either. The combination lead to students staying away from the lectures.

‘In the time where we were developing the MOOC on Water and Climate, we decided to change the course setup. We applied the Flip the classroom model, where students needed to prepare before class starts and we applied more interactive elements in the contact hours’, Prof. Russchenberg mentions.

‘In preparation for the Water & Climate MOOC I was looking for MOOCs already offered on the subject and I stumbled upon a MOOC offered by MITx on Global Warming. The video’s offered there were not immediately useful for the MOOC we were creating, but I remembered the video’s. And in redesigning the master course we decided to use some of these video’s. Students need to study the video’s before class. In class, we would not repeat the contents, but only spend time on the ‘white spots’, to explain on the connection between the MITx video’s and the context of our course. After that we used FeedbackFruits <https://feedbackfruits.com/> to stimulate active discussions and interaction with peers to process the contents on a deeper level and have side discussions as well. This new setup really led to a more engaging atmosphere.’

Besides the flipped setup, students also need to do practical work in the course. This practical work involves modeling with an online tool, with which you can model the impact of climate elements on earth. First students discuss what they expect to happen when a certain intervention is applied, asking students to actively process the theory they studied. Later, the assumptions were tested by using the tool to model the problem, and results were compared.

Using MITx video’s in TU Delft Campus Education

Prof. Russchenberg stumbled upon the MITx video’s used in the TU Delft Master course by chance, in preparation for the development of the DelftX MOOC on Water & Climate. The video’s would fit the course content-wise, but not all of them, and not the entire MOOC. So Prof. Russenberg decided to offer the video’s in the university’s learning environment to his students. ‘The entire MOOC was too much, went too deep, for our students in the course time we have in this course. And not all the topics covered are covered the way we like it.’

Student feedback

‘Most students liked the material. But they do complain that the studyload for the course is too high and it is too much. But in fact it isn’t. Students just have to actually meet the hours required for the course related to the amount of ECTS. Where in the past students could get away with not preparing for the lectures and study for their exams just in time, the current setup does not allow this anymore. The workload seems to have shifted a bit to students, but the amount of EC was the same. Students now have to make the hours that stand for the EC’s.’

‘Also, students seem to appreciate the current structure as a whole very well. Students seem to have a better understanding thanks to this structure. The course contents stick better, since there is always interaction, students need to actively participate, and they get to understand the contents much better.’

Teacher feedback

‘This is the third year we run the course in this way and it works well. You get a very lively atmosphere in the classroom among students. And by using the video’s offered by MITx I save time. Initially it took me some time to redesign the course. But now I reap the benefits. I still spend my hours to prepare my lectures, but it gave me time: I don’t have to offer the lecture anymore, and can go into discussions more. I can go deeper into the contents or talk about it in a wider context.’

Open sharing of education – making education accessible to everyone

Screen Shot 2016-06-10 at 15.19.31From day one the mission of KienHoc was clear and simple: to make world-class education accessible for every Vietnamese. Kienhoc believes that high-quality education should and could be made totally free, or at minimum costs. Eight Massive Open Online Courses from renowned western Universities have been translated to Vietnamese. This has already enriched the learning experience of over 2000 people who had limited exposure to such high-grade content previously. This is a story about how open sharing of education (via Creative Commons licensing) and crowdsourcing impacts the lives of thousands of learners by increasing access to education.

Increasing access

Kienhoc is a Vietnamese nonprofit organisation, founded in September 2015, by a team of young Vietnamese with a passion for education. At that time, MOOCs (massive open online courses) had already become mainstream through platforms like Coursera, edX, Udacity, and Udemy offering thousands of online courses to millions of people worldwide. There was enthusiasm about their potential to democratise education for every person on this planet.

The problem was that most of these courses are delivered in English, and it can be an enormous challenge to study in a foreign language, especially for highly technical subjects. They realised that these incredibly rich and wonderful contents remain distant to the people most in need, in developing countries like Vietnam. So the founders of Kienhoc decided to team together to change that situation by closing this gap.

Standing on the shoulders of giants

Kienhoc: “Our current approach is to stand on the shoulders of giants when it comes to sourcing educational contents. We take courses (in English) offered by top universities under the Creative Commons license, which lets us reuse and adapt the materials for the local audience. Admittedly, this model has a limitation as at the moment only a handful of MOOCs have such a license. This is regrettable because making MOOCs truly open, like the second ‘O’ in its title, can bring huge benefits to both universities and learners. Releasing educational materials under an open license is unlikely to put any extra burden on universities as most MOOC courses are free to audit, for example on platforms like edX and Coursera. Yet doing so will put the community in the driver’s seat and allows them to not only translate but also create derivative or additional works that are more friendly toward learners like ours. So we see this as a very practical solution to democratising college and higher education.”

A community of learners, translators and experts

Kienhoc: “Translation of courses is done via crowdsourcing with the help of hundreds of volunteers. We place a very strong emphasis on the quality of the output of this process: All translations are reviewed by subject-matter experts, whom we call course advisors, to assure that there is no loss in the translated versions, and that the new contents are comprehensible for learners. Experts are also responsible for designing a syllabus that fits the interests of local learners, including the creation of quizzes, assignments and exams.”

“Initially they are recruited from our academic network, but increasingly more experts choose to work with us because they believe in our cause. They may be postdoctoral researchers, university lecturers, or someone who has expertise in a certain field. They live in Vietnam or overseas in different continents. But they all do this out of their passion for spreading knowledge and doing so as volunteers. Another aspect we care about is learners’ experience and their participation in a course. For this we are actively promoting course discussions using a common study group on Facebook, which is frequently monitored by our team and course advisors. Soon we will try other approaches such as having online sessions where students can interact and have their questions answered by instructors in real time.”

The first courses

Kienhoc officially launched their first two courses in March 2016, which were the popular CS50 – Introduction to Computer Science from Harvard, available on edX, and the first module in the self-paced course Fundamentals of Biology from MIT, available on MIT OCW. Since then they have released six additional courses, among which two courses from TU Delft: Frame101x – Framing: how politicians debate, and Ex101x – Data analysis: take it to the MAX(), and others like Justice from Harvard; Fundamentals of Biology Part II from MIT; Introduction to Psychology and Financial Markets from Yale.

A number of factors contributed to this initial selection of course catalog, most notably the limited availability of Creative Commons courses and accessibility to subject-matter experts, who had to be recruited but were persuaded by their mission. In the near future Kienhoc plans to have more liberal art courses, including those in social science that are in high demand.

Screen Shot 2016-06-10 at 15.19.02

The first eight released courses and three others soon to be released

Kienhoc: “We would also like to have a few foundational courses for each field of study so that anyone who is interested can start their journey from scratch with us. Furthermore, more in-depth programs like a specialisation or series on Coursera and edX are also being considered.”

First results

Kienhoc: “So far we have got some encouraging feedback, and our team would like to thank our wonderful community of volunteer translators, collaborators, reviewers, and advisors, for making it possible. At the time of writing we have over 2,000 active learners who registered over 3,500 enrolments in the eight courses. Most students are aged from 18 to 25, a sizable number are with a bachelor or higher degree. The majority of users live in Vietnam but we do see people residing in other countries enrolling in our courses, too. Together they have watched over 83,000 hours of video lectures. Our two most popular courses are CS50 and Psychology, the latter attracted over 1,000 learners within the first day of launching.”

“One of our initial concerns was that learning through English lectures with Vietnamese captions may not be effective. So we spoke to our users and contrary to our thought, most of them said that was not an issue. In fact they are happy that they can now study with subtitles whereas before a significant amount of time had to be spent on the language matter. Students are also very excited to experience Western education and pleased with the content which has not been accessible to them previously.”

Learn more

If you would like to hear more about their journey, feel free to Take a look at the Kienhoc website or contact the team at info@kienhoc.vn 

Delftx Courses on Kienhoc: Framing & Data Analysis

 

Open Education Award for Pre-University Calculus

This week, during the annual Open Education Global Conference, TU Delft received an Open MOOC award for the Pre-University Calculus MOOC.

“The Open Education Awards for Excellence provide annual recognition to outstanding contributions in the global Open Education Consortium community. These awards recognize distinctive open education sites, technological innovations, notable open courses, and exemplary leaders in Open Education worldwide. The Open Education Awards for Excellence are annually issued by the Open Education Consortium.”

We are very proud to receive this award as a recognition for our efforts to enable global learning in the field of Science, Design and Engineering. And we are very proud of the course team responsible for developing this course.

This award is a great new addition to the awards TU Delft has won in the past. An overview is available on our new OpenCourseWare website.

Open Education Seminar: Next steps for Open Education

On her blog, Anka Mulder (Vice president education & operations, Delft University of Technology) invites you to participate in the Open Education Seminar on March 10, 2016. Join us now, and enrol!

 “TU Delft started sharing Open Educational resources back in 2007. Now, TU Delft Open Education has matured in such a way that we are ready to take the next step: offering credits for MOOCs.

As I mentioned before, offering credits for MOOCs is a big step for brick and mortar universities.

Currently TU Delft aims at setting up an alliance with several international partners, like the University of Queensland, the University of British Columbia, EPFL, Rice University and Australian National University. Their shared ambition is to recognize and integrate MOOCs in (formal) campus education. This would mean that in the future any student registered at one of the partner universities can take any MOOC offered by these universities and be awarded formal Credits for it.

Please join us at the Open Education Seminar (March 10th, 14:00h, TU Delft campus)! During the Seminar:

  • We will share our vision on the next steps in Open Education, supported by our alliance partners.
  • The opening presentation will be followed by a range of guest speakers who will share their experience and ideas about bringing Open Education closer to formal education, leading to an increase in quality of learning for our students.
  • The Seminar will be closed with a debate, where everyone present can share his or her opinion and vision.

I would like to invite all who are interested to join the seminar. Please register here. Visit the website to learn more about the program and guest speakers.”

Open Education Week 2016 (March 7-11)

oew16The idea of free and open sharing in education is not new. In fact, sharing is probably the most basic characteristic of education: education is sharing knowledge, insights and information with others, upon which new knowledge, skills, ideas and understanding can be built. TU Delft has been active in the field of Open Education since 2007, when the OpenCourseWare program was started. Since 2013 the portfolio has been complemented with Massive Open Online Courses (MOOCs), reaching nearly a million learners worldwide. Now, it is time to take the next step in Open Education.

During the Open Education Week (March 7 – 11), we will organise several workshops and an Open Education Seminar at Delft University of Technology, where you will learn more about the basics of Open Education, how to connect and/or integrate Open Education in formal education and how you could use open education to increase the learning experience for your campus students.

If you do not have time to visit all the events, use this short overview to make it easier to choose:

Learn about the basics of Open Education

Would you like to know more about what Open Education is and what sets it apart from online education? Then we’d recommend to register for:

Learn more about connecting and integrating Open Education in formal education

Would you like to learn how you could use open education to increase the quality of your course, how to enhance the learning experience of your students or what plans the university has in this area, we’d recommend to register for:

Learn more about options to make your own recordings

We hope to see you there!

a new master course published in OpenCourseWare: Technology Development and Impact Assessment

a new course of the master Engineering and Policy Analysis published in TU Delft OpenCourseWare: Technology Development and Impact Assessment.

This course is also available as online master course and will start the 18th of April 2016.

floods

The course gives knowledge of and insight into
(1) technology development from a societal perspective,
(2) a wide range of impact assessment procedures and methods to assess and regulate the potential impact of technological projects, programmes and technology policies, and
(3) ethical theories and tools to judge and manage social consequences of these initiatives.

Ad (1) To overcome one-sided Technology Push and Market Pull approaches of technological innovation, a (quasi-)evolutionary model of technological variation and social selection will be presented. Relevant concepts are ‘socio-technical system’ (technology plus actors involved) and ‘technological regime’ (rule-set). Consequently, a simple Technology Assessment step-by-step plan will be introduced as a base for the methods and techniques of Impact Assessment and as a base for a comprehensive ethical evaluation.

Ad (2) New technology-related plans, programmes and policies have all kinds of effects, including ‘second order’ effects, which should be assessed and managed in accordance with social aims and expectations. Hereto the course presents four different forms and applications of impact assessment:
– Environmental Impact Assessment
– Social Impact Assessment
– Social Cost Benefit Analysis
– Risk Analysis.

Ad (3) Ethical theories and tools will be presented to analyse and balance new technologies and the range of effects that could be expected on the basis of the series of impact assessments. This leads to an ethical-strategic perspective for action and transition (Strategic Impact Assessment).

Study Goals

Several theoretical viewpoints concerning the interrelationship and dynamics of technology and society, resulting in a view of co-evolution and co-construction of technology
– The conceptual difference between goals and effects and between scoping and screening
– A step-by-step plan on the basis of which a series of impact assessments and associated ethical evaluations can be carried out
– The existence, application, requirements and structure of a number of impact assessment methods, esp.:
• Environmental Impact Assessment
• Social Impact Assessment
• Social Cost Benefit Analysis
• Risk Analysis
– How to match the demands of a specific policy context with the appropriate modifications of an assessment technique
– Ethical theories and tools for reflecting on the gathered Impact Assessment data- Understanding the (ethical) assumptions underlying the above methods and their inherent limitations
– How to draw conclusions on the basis of the ethical analysis in terms of Strategic Impact Assessment

After taking the module the student will be able to:
– Identify and redefine problems in which developments of technology and society are intertwined, i.e. in terms of socio-technical systems and technological regimes
– Delineate system and context as well as goals and effects
– Determine which impact assessment method(s) is/are required in a given situation and (ethically) reflect on the chosen impact assessment(s)
– Design a global organizational set-up of an impact assessment study and justify the scope and delineation of the chosen approach
– Assess the quality of existing impact studies and reports
– Formulate ethical criteria that could help in comparing different technologies (for instance nuclear power plants and hydropower dams)
– Apply the assessment techniques to interpret policy principles (such as the Precautionary Principle)

 

 

© 2011 TU Delft