Online Teaching and Learning during and after the Pandemic
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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 and after the Pandemic
- 1. Please attribute TU Delft I Extension School CC-BY-NC-SA unless otherwise indicated Photo by Paul Skorupskas on Unsplash_7KLa-xLbSXA_CC-BY Online Teaching and Learning during and after the Pandemic Willem van Valkenburg Executive Director @wfvanvalkenburg
- 2. Agenda • TU Delft Extension School • Teaching & Learning during Covid • EMBED model • Applying the model to TU Delft • Working towards the New Normal • Questions
- 3. | Extension School for Continuing Education Extension School for Continuing Education
- 4. Please attribute TU Delft I Extension School CC-BY-NC-SA unless otherwise indicated Purpose Impact Mission Vision Educate the world Enhance the quality of TU Delft campus and continuing education •Take social responsibility, contribute to SDGs (high quality education on subjects for all) •Realise that availability to knowledge and skills cannot be a barrier for transitions •Make open research and education a standard part of scientific practice In the long term ES (with TU Delft) aspires to •Offering affordable, accessible, available (= open and online) education from pre-university to continuous professional development •Sharing TU Delft expertise with learners by means of high-quality (both in didactic design and in subject matter) education ES stands for •Strengthen collaboration with faculty and their staff and professionals to fulfil society’s needs for continuing education of TU Delft expertise/domains •Expand the ES portfolio (catalogue) with in-demand courses on priority themes •Guarantee quality, by improving the Quality Assurance cycle •Close collaboration with faculty and staff, multi-purpose educational resources •Embed continuing education in the university ES wants to accomplish in the next 5 years
- 5. Please attribute TU Delft I Extension School CC-BY-NC-SA unless otherwise indicated Scope continuing education initial education online f2f Extension School Bringing online experience to blended practice on campus In-company workshops based on online courses
- 6. Portfolio • focus on scalable open & online education and realize more coherence in the online portfolio by prioritizing a few university-wide strategic themes. • in the form of short & stackable programmes that could be combined into a fully online (one-year) professional degree of engineering (MEng).
- 7. Please attribute TU Delft I Extension School CC-BY-NC-SA unless otherwise indicated Strategic Themes https://www.tudelft.nl/extensionschool/portfoli
- 8. Blended Education OpenCourseWare MOOCs ProfEds Online Academic Courses • Learning Activities & Course Materials • Free • Enrolled students only, massive numbers • Mostly Bachelor level • Certificate of Completion • Course Materials • Free • Big Exposure, Worldwide audience • Both Bachelor and Master level • No interaction with faculty • No accredited certificate • Learning Activities & Course Materials • Paid enrollment • Enrolled students only, limited numbers • Accredited Course Certificate • Full Master Degree • Learning Activities & Course Materials • Paid enrollment • Enrolled students only, moderate numbers • Course Certificate • Continuous Education Units
- 9. Extension School Portfolio MOOC Professional Education Online Academic Courses (OAC) Goal Educate the world: increase accessibility of professionals and lifelong learners to knowledge and skills. Intimate learning experience for professionals, contributing to their continuing professional education Advanced (campus like) course for experts and for research in business and universities (PhDs) Short Learning Programmes (SLP) • Micromaster (MM) • Professional Cert Programme (PCP) • XSerie • PCP • (minor) # SLP 1 MM, 17 PCPs, 1 Xseries 5 PCPs # courses 130 56 24
- 11. Please attribute TU Delft I Extension School CC-BY-NC-SA unless otherwise indicated Online Learning Experience “The purpose of the OLE radar graph is to rise reflection and critical thinking regarding online courses, not to judge” https://onlinelearningresearch.weblog.tudelft.nl/2016/06/20/the- tu-delft-online-learning-experience-from-theory-to-practice/
- 12. Please attribute TU Delft I Extension School CC-BY-NC-SA unless otherwise indicated Course team and Support
- 13. Please attribute TU Delft I Extension School CC-BY-NC-SA unless otherwise indicated Website with all supporting documents: https://onlinelearninghub.tudelft.nl/ Production Process
- 14. Photo by Adam Nieścioruk on Unsplash
- 15. Photo by Gabriel Benois on Unsplash
- 16. help, I can’t do this! OMG I pulled it off this worked better than what I did before, I’m not going back! COVID Teacher Journey
- 17. Universities?
- 18. Support activities • Teaching & Learning Services (TLS) collaborated with the Extension School to provide 7 days a week support. • Extended the support website brightspace-support.tudelft.nl. • Started working group on Online Assessment. • Provided additional webinars, training and workshops. • Many faculties hired additional support staff. TLS Support 4 FTE Learning Technology Support Officers 2 FTE instructional designers 3 FTE of support assistants Learning Development 6 FTE online LDs 6 FTE trainers 8 FTE blended experts Educational Innovation 2 FTE education Project managers external PMs
- 20. What will be the New Normal?
- 21. • No more Fear of Technology • Blended Learning • New Forms of Assessment • New ways of Collaboration
- 22. Blended Learning will become the new normal
- 23. [ 23 CC-BY 4.0 What are we blending?
- 24. [ 24 CC-BY 4.0 CC-BY-NC Jodie Taylor
- 25. [ 25 CC-BY 4.0 •learning as a result of a deliberate, integrated combination of online and face-to-face learning activities. Blended learning •designing and facilitating blended learning activities. Blended teaching •the formal context of BL that is determined by policies and conditions with regard to the organization and support of blended learning. Blended education
- 26. [ 26 CC-BY 4.0 Macro (government & society) Policy Rules & Regulations Meso (institute) Policies Conditions Micro (course/programme) Teaching Learning
- 31. 31 New education building Pulse http://campusdevelopment.tudelft.nl/project/pulse/ Virtual tour: https://nmc360.tudelft.nl/vt_pulse/
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- 35. [ 35 CC-BY 4.0 • Teachers get paid based on hours in class • Reducing class time is political sensitive • Some governments are promoting blended learning with grant programme for digital education
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- 38. [ CC-BY 4.0 38
- 39. [ 39 the decision- making process. Among others, program coordinators and heads of teaching and learning centers are involved. INSTITUTIONAL SUPPORT The manner in which an institution supports teachers and students’ blended learning activities Level 1 Ad Hoc Level 2 Consolidated Level 3 Strategic Limited support for blended learning and teac hing aimed at individual teaching staff and students Dedicated support for blended learning and teaching is available for all teachers, students and departments. Support for blended learning and teaching is part of the standard support services of the institution. Continuous quality improvement is deliberately embedded in order to improve the support for blended learning. INSTITUTIONAL STRATEGY
- 41. [ 41 CC-BY 4.0
- 43. [ 43 CC-BY 4.0
- 45. [ 45 CC-BY 4.0
- 46. [ Applying the model 46 CC-BY 4.0
- 47. [ 47 CC-BY 4.0 • With our EMBED team we applied the EMBED framework to TU Delft • Based on the results we wrote a plan to make improvements.
- 48. [ 48 CC-BY 4.0 Level 1 Ad Hoc Level 2 Consolidated Level 3 Strategic No uniform blended learning strategy is in place. A dedicated blended learning strategy is consolidated within the institution. University administrators recognize and advocate the importance of blended learning, teaching and education. Blended learning is an integral part of the institutional strategy. The strategy is embedded in the whole institution (throughout faculties and departments), well documented, and evaluated and adjusted on a regular basis. University administrators and departments recognize and advocate for the importance of blended learning, teaching and education. The extent to which blended learning, teaching and education are embedded in the vision, educational model and goals of an institution. ✓
- 49. [ 49 CC-BY 4.0 Level 1 Ad Hoc Level 2 Consolidated Level 3 Strategic Limited support for blended learning and teaching aimed at individual teaching staff and students Dedicated support for blended learning and teaching is available for all teachers, students and departments. Support for blended learning and teaching is part of the standard support services of the institution. Continuous quality improvement is deliberately embedded in order to improve the support for blended learning. The manner in which an institution supports teachers and students’ blended learning activities. ✓
- 50. [ 50 CC-BY 4.0 Institutional Support LD Expertise group Curriculum Design Coordinator & Expert 1 BL expert per faculty Extra capacity for Learning Technology support (ID/LTSO/FM)
- 51. [ 51 CC-BY 4.0 Level 1 Ad Hoc Level 2 Consolidated Level 3 Strategic Individual teachers or departments share ‘blended’ best practices with colleagues. Communities for sharing ‘blended’ best practices are facilitated. Processes and/or platforms are in place for sharing good practices and/or materials. Communities for sharing ‘blended’ best practices are facilitated, actively built and maintained. Processes and platforms are in place for sharing good practices and materials. Processes are in place for quality assurance of the shared materials. The degree to which an institution facilitates communities for sharing blended practices, materials and courses. ✓
- 52. [ 52 CC-BY 4.0 Sharing and Communities Develop supporting documents for blended learning Best Practices (such as BLEAP, PRIME) Special Interest Groups and Peer Consultations
- 53. [ 53 CC-BY 4.0 Level 1 Ad Hoc Level 2 Consolidated Level 3 Strategic A few different workshops or courses related to blended learning and teaching are offered. Solid efforts to organise workshops and/or courses related to blended learning and teaching are offered for the teaching staff. The blended teaching activities of staff are incidentally recognized. All teaching staff is trained in blended learning and teaching. The institution offers a well aligned portfolio of workshops and/or courses (related to blended learning and teaching) for the continuous professional development of their staff. The blended teaching activities of staff are recognized and valued by the institution. The extent to which teaching staff are able to develop their blended teaching skills. ✓
- 54. [ 54 CC-BY 4.0 Professional Development Blended Learning Trainings Training for Graduation Phase Recognition and Reward for Blended Teaching
- 55. Launch of DigiTelPro Course Programme on 18 November: • Synchronous Hybrid Education: based on settings that have in common that both on- site or 'here' students and remote or 'there' students are included simultaneously; • Blending your Education: with a deliberate mix of synchronous and asynchronous methods: based on a course design with a conscious combination of online and offline learning activities; • Online Distance Education: based on a course design with a continuous physical separation between teacher and student. • Student Readiness for Digital Education: giving students the digital edge to succeed as an online learner at university and setting them on the path to achieving their learning goals. CC-BY 4.0 55 Digitelpro.eadtu.eu
- 56. [ 56 CC-BY 4.0 Level 1 Ad Hoc Level 2 Consolidated Level 3 Strategic No deliberate quality assurance for blended courses, programs, strategy and policies. Special processes for evaluation of blended courses, programs, strategy and policies are developed and implemented. Some research is conducted on blended courses and/or programs. Quality assurance for blended courses is part of the standard quality assurance processes of the institution. The evaluation and improvement are based on clear criteria and multiple data sources. The institution has a research agenda for researching its own courses, programs and education. The process where blended courses, programs, strategy, rules and regulations are evaluated and revised on a regular basis ✓
- 57. [ 57 CC-BY 4.0 Quality Assurance Include blended learning in Quality Assurance processes Measure effectiveness (educational research)
- 58. [ 58 CC-BY 4.0 Level 1 Ad Hoc Level 2 Consolidated Level 3 Strategic Some informal policies, rules, regulations, action plans and guidelines related to blended learning are used in the institution. The institution does not have standardized models for blended course and program design. Policies, rules, regulations, action plans and guidelines related to blended learning are developed and implemented in the institution. Some key actors in the institution are involved in the process of developing new and existing policies, rules, regulations and action plans. Models for blended course and program design are Policies, rules, regulations, action plans and guidelines related to blended learning are embedded in the standard governance structure of the institution. The governance of the institution is systematically reviewed and adjusted. Key actors, at different levels in the institution, are involved in the process of reviewing, adjusting and developing new and existing policies, rules, regulations and action plans. Standardized models for blended course and program development are provided. The way in which the vision and policies are translated to rules, regulations and actions that facilitate blended education ✓
- 59. [ 59 CC-BY 4.0 Governance Workshop EMBED for (edu) management in faculties Awareness & Communications Governance on new educational technology https://brightspace-support.tudelft.nl/educational-tooling/
- 60. [ 60 CC-BY 4.0 Level 1 Ad Hoc Level 2 Consolidated Level 3 Strategic No allocation of financial resources specifically for blended learning purposes. Financial resources are incidentally allocated (e.g. projects, pilots) to develop, support, stimulate and improve blended learning and teaching. The allocation of the resources is evaluated. Financial resources are structurally allocated to develop, support, stimulate and improve blended learning, teaching and blended education. The allocation of the resources is systematically evaluated and adjusted, based on clear criteria and qualitative and quantitative data. The extent to which financial resources are allocated to develop, support, and stimulate blended learning ✓
- 61. [ 61 CC-BY 4.0 Finance Extra hands for teachers Structural budget for implementing learning technology
- 62. [ 62 CC-BY 4.0 Level 1 Ad Hoc Level 2 Consolidated Level 3 Strategic Limited availability of blended learning and teaching facilities. A wide variety of facilities is available. This includes both digital (e.g. digital learning environment, educational tools) and physical (e.g. video recording studios, the availability of different classroom set-ups) facilities. A wide variety of facilities is available. This includes both digital (e.g. digital learning environment, educational tools) and physical (e.g. the availability of different classroom set- ups, video recording studios) facilities. Teachers have influence on the scheduling of the facilities. The development of facilities is aligned with the institutional strategy. The quality, quantity and assortment of facilities is systematically evaluated and adjusted, based on clear criteria and multiple data sources. The extent to which institutions are equipped to facilitate blended learning and teaching. ✓
- 63. [ 63 CC-BY 4.0 Facilities Improve scheduling of blended courses Product Owner Learning Technology Create hybrid classrooms
- 64. [Institutional S trategy Institutional S up port S ha ring a nd Comm unities Profe ssio na l Deve lopm ent Qua lity Assurance Governa nce Fina nc e Fa cilitie s 64 CC-BY 4.0 Institutional S trategy Institutional S up port S ha ring a nd Comm unities Profe ssio na l Deve lopm ent Qua lity Assurance Governa nce Fina nc e Fa cilitie s 2019 2021
- 65. Please attribute TU Delft I Extension School CC-BY-NC-SA unless otherwise indicated Working towards the New Normal • Transforming into the new normal is more challenging than the Covid emergency transition. • There is a willingness to change. • Teacher want to use the Covid experience to improve their courses. • Use the momentum of Covid to make structural improvements in the support of blended education. • The new normal is unknown. • Sense of urgency is gone. • Teachers need to take a break. • Projects got postponed. • Budgets are tight.
- 66. Please attribute TU Delft I Extension School CC-BY-NC-SA unless otherwise indicated Photo by Paul Skorupskas on Unsplash_7KLa-xLbSXA_CC-BY Questions? tudelft.nl/extensionschool [email protected] @wfvanvalkenburg
Editor's Notes
- #16: In March when most universities abruptly had to close down their campus and switch to remote teaching and learning. I specifically use the pharsing of Remote Teaching and Learning. Creating online education takes time. Careful design and rigorous delivery are important for a good learning experience. Online education is something different that giving your class via Zoom or Teams. Online education has the right mix between synchronous and asynchronous activities, there is a carefully designed learning experience with appropriate tools to support this.
- #20: Phill Hill
- #29: Model for blended learning & learning activities 1. Online components 2. Face 2 face components 3. Time 4. Activities. In this case online activities. Students need to Watch, Read and do a quiz 5. Offline activities. They did the preparation at home. In the lecture they're going to discuss the quiz. 6. Go home, online activities 7. Next lecture, discussion & indepth lecture 8. Wave --> Activities follow upon each other. What they do at home/online is the input for the f2f meeting This is called the wave,
- #32: No traditional classroom All setup for blended learning and especially for switching between project work and frontal instruction
- #39: Open Information Security Maturity Model
- #49: Blended learning is included in the university strategic framework and in the vision on education These document are evaluated and evaluated every 6 years. There is a yearly review on the progress of the goals Our VPE has set blended learning as one of the 2 priorities for education
- #54: Digitelpro project