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.
- a new master course published in OpenCourseWare: Technology Development and Impact Assessment
- TU Delft wins 3 Open Education Awards for Excellence
- Open Education Week 2015 – Thank you!
- Two courses published: Introduction to Drinking Water Treatment and Introduction to Credit Risk Management
- New courses published in December 2014
Visit other Opencourseware sites from around the world.
- September 2015 (1)
- March 2015 (2)
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- November 2014 (1)
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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.
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).
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)
This year, three TU Delft courses have won Awards for OpenCourseWare Excellence from the world-wide Open Education Consortium. This consortium is the largest international organisation in the field of open education. Hundreds of educational institutions and similar organisations that share course material freely via the internet are affiliated to the consortium. The awards will be presented at the annual Open Education Consortium conference, which this year will take place in Banff, Alberta, Canada, between 22 and 24 April.
Free online courses
The Open Education Consortium presents three awards for free open online courses (open MOOCs). ‘Open’ means that the material may be used by third parties (for non-commercial purposes). Two of these awards have been won by TU Delft.
Solving Complex Problems, by Alexander de Haan, is about Complex Multi Actor Systems, ‘spaghetti situations’ in which everything appears to be interlinked and many factors influence each other. Consider, for example, a situation in which new energy technology is introduced into an existing energy market. In such situations, people often talk about solutions, but nobody is exactly sure what the question is, or the best solution. Quantitative and qualitative models can help people understand such complex issues. Course participants will acquire practical tools and methods with which to structure and analyse complex problems.
Delft Design Approach, by Jaap Daalhuizen, has also received an Award of Excellence in the ‘Open MOOC’ category. The Delft Design Approach is a structured approach that helps designers cope with complex design projects – from the formulation of a strategic vision and mapping users and their contexts to developing and selecting meaningful designs for products and services. TU Delft hopes that this MOOC will introduce participants to its own unique approach to design, using several models and design methods, and drawing upon the knowledge and experience of experts from both education and practice. The online course allows participants to compare their results with those of students studying on campus at Delft and designers from the profession.
The Human Controller, by David Abbink, is a course in the Mechanical Engineering Master’s degree programme. The course material (video lectures, exercises, articles, exam questions, etc.) is freely available as OpenCourseWare (OCW) on the internet. The Open Education Consortium has awarded the course as an ‘Outstanding (OCW) Course’.
The course studies man’s abilities and limits with regard to controlling machines. Various human sensors are explained, and participants learn how muscles work and how movement is coordinated. Man’s ability to control is explained within the context of control technology – a tricky subject that is made somewhat easier by considering examples from the practical situation. Two of the course assignments involve students doing their own experiments to demonstrate that the theory also applies to them. In one of these projects, the students download software that requires them to follow a moving dot with their mouse. This game allows the students to experience just how difficult it can be to control different types of systems, and teaches them how to measure their own control behaviour and construct mathematical models.
TU Delft considers sharing knowledge with the rest of the world to be one of its core tasks. It has therefore been publishing course material online as OpenCourseWare since 2007. Some 150 courses have now been published, which are visited by 1,500 people per day.
TU Delft has been offering MOOCs free of charge to anyone with internet access since September 2013. Up until now, the courses have reached more than 350,000 people across the globe. At present, TU Delft is running 17 MOOCs. The MOOCs at TU Delft stand out because they are totally open (i.e. published under a free or open licence), which means that the material may be used by third parties for non-commercial purposes.
As you know, last week many activities have been organised to celebrate Open Education during the Open Education Week, and it was a great success. We are very happy with all the attention for the activities we organised and the response we got from the participants.
Following a successful Research Seminar in the morning, the Education Seminar for instance covered many experiences on the opportunities and impact of Open Education for both online and campus students and learners worldwide, both by teaching, research and support staff from our own university, and several speakers from other institutions (like Fontys University of Applied Sciences, The Hague University of Applied Science and Leiden University) shared a balanced mix of experiences. We are very thankful for all of their contributions.
The other activities have also reached a lot of (teaching) staff, who got a better understanding of what it takes to design a(n open) course design, what it takes to record video’s at the New Media Center and what challenges lie ahead for Open Education. We’ve seen a lot of people renewing their enthusiasm or being inspired with new creative ideas around Open Education.
For some activities recordings have been made. These recordings and in most cases the presentations are now available on the website.
The Open Education Week once again gave way to new enthusiasm and inspiration for Open Education in our University. We are very thankful for all contributions and participation and we’re looking forward to continue to work on Open Education.
Two courses published: Introduction to Drinking Water Treatment and Introduction to Credit Risk Management
Since January two new former MOOCs have been published:
Introduction to Drinking Water Treatment
Learn about urban water services, focusing on conventional technologies for drinking water treatment.
This course focuses on conventional technologies for drinking water treatment. Unit processes, involved in the treatment chain, are discussed as well as the physical, chemical and biological processes involved. The emphasis is on the effect of treatment on water quality and the dimensions of the unit processes in the treatment chain. After the course one should be able to recognise the process units, describe their function, and make basic calculations for a preliminary design of a drinking water treatment plant.
Introduction to Credit Risk Management
What is credit risk? Why is it so important, in modern economies, to correctly deal with it? This course combines theory with practice to answer these questions.
You are a bank and a big part of your daily business is to lend money. Unfortunately for you, lending money is definitely a risky activity: there is no 100% guarantee that you will get all your money back. For example you may expect losses in your portfolio because of the default of your counterpart. Or, in a less extreme situation, the credit quality of your counterpart may deteriorate according to some rating system, so that your loan becomes more and more risky. These are typical situations in which credit risk manifests itself. According to the Basel Agreements, credit risk is one of the three fundamental risks, together with market risk and operational risk, a bank (or another regulated financial institution) has to face when operating on the markets. As the 2008 financial crisis has shown us, a correct understanding of credit risk and the ability to cope with it are fundamental in the world of today. The aim of this course is to provide an introduction to credit risk modeling and hedging. At the end of the course, the students will be able to understand and correctly use the basic tools of credit risk management, both from a theoretical and, most of all, a practical point of view. This will be a quite unconventional course. For every methodology, we will analyze its points of strengths, but we will also stress its points of weakness. We will try to do this in a rigorous way, but also with fun. In addition to the video lectures and exercises, recent economic developments will be discussed in the forum based on news articles, and key practitioners from the financial world will share their views through interviews.
At the end of December two courses published in OpenCourseWare:
Both are former MOOC’s
Technology for Biobased Products
As fossil-based fuels and raw materials contribute to climate change, the use of renewable materials and energy as an alternative is in full swing. This transition is not a luxury, it is has become a necessity. We can use the unique properties of microorganisms to convert organic waste streams into biomaterials, chemicals and biofuels. This course provides the insights and tools for biotechnological processes design in a sustainable way. Five experienced course leaders will teach you the basics of industrial biotechnology and how to apply these to the design of fermentation processes for the production of fuels, chemicals and foodstuffs. Throughout the course, you will be challenged to design your own biotechnological process and evaluate its performance and sustainability.
Solving Complex Problems
Solving Complex Problems addresses complex multi-actor systems; so called ‘spaghetti situations’ in which everything is connected to everything, and everything influences everything. Situations, for instance, in which innovative new energy technologies emerge into the existing energy system. Or new health technology, medicine, treatments or screening technologies are being developed and society has to decide about whether they should be allowed and what they may cost.
Want to know more about these free courses and other OpenCourseWare courses go to TU Delft OpenCourseWare
Open Education Week’s goal is to raise awareness about free and open educational opportunities. At TU Delft we want to highlight how open education can help people meet their goals in education, whether that’s to develop skills and knowledge for work, supporting formal studies, learning something new for personal interest, or looking for additional teaching resources. Therefore, starting March 9th, we kick off the Open Education Week 2015. The perfect opportunity for (teaching) staff and students to discover more about the possibilities of online and open education. During the Open Education Week we organize several activities about open and online education. For instance, there will be a research seminar on Monday, a carousel with speakers from TU Delft and other institutions, workshops and a debate on the 12th.
Monday, March 9th: Research Seminar: Data Science
During the research seminar we will address topics like learning analytics, gamification and assessment. Many researchers from TU Delft and other universities will share their visions on research in Open & Online Education | More info
Monday March 9th: Education Seminar: Open Education
During the education seminar both our E-dean of Open & Online Education, one of the board members of the Open Education Consortium and lecturers of TU Delft and other HE institutions will shed their light on sharing and reusing Educational resources and the impact of Online education on campus | More info
Tuesday, March 10th, Workshop: Develop an ‘Open’ Course design
Learn about what open educational practices are and how you can design your course around reusing Open Education(al resources) More info
Wednesday, March 11th: Visit the New Media Centre
Sign up for a tour to the New Media Centre, catch a glimpse of the recording studios, learn how to prepare for recording learning videoclips (short workshop) and find out everything you want to know about the services the New Media Centre can provide | More info
Thursday, March 12th: A Future for Open Education?
Join the debate and discuss the current developments and future directions of TU Delft Open & Online Education with Anka Mulder, Vice president Education & Operations TU Delft | More info
If you are around at TU Delft don’t hesitate to register for one or more of the activities. And if you’re interested, you might also want to have a look at the Global Open Education Week website, listing all activities organised worldwide.
today a new course has been published: Advanced Design and Optimization of Composite Structures I, a master course of Aerospace Engineering
This course introduces the basic components of an airframe structure and discusses their use and limitations. The realities of composite design such as the effect of material scatter, environmental knockdowns, and damage knockdowns are discussed and guidelines accounting for these effects and leading to robust designs are presented. The resulting design constraints and predictive tools are applied to real-life design problems in composite structures. A brief revision of lamination theory and failure criteria leads into the development of analytical solutions for typical failure modes for monolithic skins (layup strength, buckling under combined loads and for a variety of boundary conditions) and stiffeners (strength, column buckling under a variety of loads and boundary conditions, local buckling or crippling for one-edge and no-edge-free conditions). These are then combined into stiffened composite structures where additional failure modes such as skin-stiffener separation are considered. Analogous treatment of sandwich skins examines buckling, wrinkling, crimping, intra-cellular buckling failure modes. Once the basic analysis and design techniques have been presented, typical designs (e.g. flange layup, stiffness, taper requirements) are presented and a series of design guidelines (stiffness mismatch minimization, symmetric and balanced layups, 10% rule, etc.) addressing layup and geometry are discussed. On the metal side, the corresponding design practices and analysis methods are presented for the more important failure modes (buckling, crippling) and comparisons to composite designs are made. A design problem is given in the end as an application of the material in this part of the course.
Deze week een nieuwe cursus: Lineaire Algebra 1 gepubliceerd, een bachelor cursus Technisch Wiskunde: http://bit.ly/1runBJ9
Leren rekenen met vectoren en matrices.
De methode van rijreductie voor het oplossen van lineaire systemen.
De begrippen lineair onafhankelijk, span en basis
Elementaire lineaire transformaties, de begrippen surjectief en injectief.
De begrippen deelruimte, basis en dimensie en voorbeelden hiervan.
Eigenwaardes en eigenvectoren van een matrix.
Dit vak is een combinatie van de vakken Lineaire Algebra 1 en Lineaire Algebra 2 die bij andere TU-opleidingen aangeboden worden.
Het kennen van basisbegrippen, het gebruik van basismethodes.
Het maken van logische afleidingen met behulp van deze begrippen en methodes
Een nieuw module toegevoegd aan de Delftse Leerlijn voor Scheikunde: Evenwichten en het methanolproces
Er is een nieuw module toegevoegd aan de Delftse Leerlijn voor Scheikunde, Evenwichten en het methanolproces: http://bit.ly/1sbeTyd. Dit is module 7 van de Delftse Leerlijn voor Scheikunde voor vwo leerlingen.
Uitgangspunten van de Leerlijn:
Leerlingen zullen aan de hand van maatschappelijke-, chemische- en technologische vraagstukken concepten leren om een antwoord op deze vraagstukken te geven op grond van chemische argumenten. Er wordt ingestoken op nieuwe materialen, duurzaamheid, innovatieve technologie en de chemische industrie.
Deze module behandelt:
Evenwichten bij de productie van methanol
Onderzoek naar: De meest groene en duurzame methode om methanol te produceren.
Reactiesnelheid, reactie-energie, activeringsenergie, energiediagrammen, botsende-deeltjes model, snelheidsbepalende stap, evenwichten, evenwichtsvoorwaarde, evenwichtsconstante, beïnvloeden van een evenwicht.
Rekenen aan evenwichtsreacties
Beïnvloeden van evenwichtsreacties met Excelprogramma
Rekenen aan een methanolproductieproces
Betoog schrijven over een groene en duurzame methanolproductie
A new course Next Generation Infrastructures part 1 has been published, the course is a former MOOC from the faculty Technology, Policy and Management: http://bit.ly/Z4ad2i
Infrastructures for energy, water, transport, information and communications services create the conditions for livability and economic development. They are the backbone of our society. Similar to our arteries and neural systems that sustain our human bodies, most people however take infrastructures for granted. That is, until they break down or service levels go down.
In many countries around the globe infrastructures are ageing. They require substantial investments to meet the challenges of increasing population, urbanization, resource scarcity, congestion, pollution, and so on. Infrastructures are vulnerable to extreme weather events, and therewith to climate change.
Technological innovations, such as new technologies to harvest renewable energy, are one part of the solution. The other part comes from infrastructure restructuring. Market design and regulation, for example, have a high impact on the functioning and performance of infrastructures.
This course will help you to understand the complexity of infrastructure systems. Complexity is one of key words of this course and we will describe the tremendous implications for the design and governance of infrastructure systems. Part II of the MOOC NGI (September/Otober 2014) will have a more applied nature: the focus will be on smart, secure and sustainable infrastructures ( smart grids, eco cities, ICT/big data &performance of infrastructures and asset management).
The MOOC: Next Generation Infrastructures – Part 2 will start 21 September 2014