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.

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

19. Source:
https://philonedtech.com/covid-19-update-for-fall-2021-flexible-course-delivery-is-a-big-part-of-campus-re-integration-strategies/

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

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What are we blending?

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CC-BY 4.0 CC-BY-NC Jodie Taylor

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•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

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Macro (government & society)
Policy
Rules &
Regulations
Meso (institute)
Policies
Conditions
Micro (course/programme)
Teaching Learning

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MICRO LEVEL
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F2F
Online
Watch
video
Discuss
Quiz
Calcu-
lations
Online
Quiz
Peer
Instruction
Read
paper
Discuss
calculations
In-depth
Lecture
Read
material
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29. [
MESO LEVEL
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Cookbook
Cookbook Educational Spaces:
https://pietvanderzanden.weblog.tudelft.nl/2018/04/21/cookbook-education-spaces-version-2/

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New education building Pulse
http://campusdevelopment.tudelft.nl/project/pulse/
Virtual tour: https://nmc360.tudelft.nl/vt_pulse/

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MACRO LEVEL
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• 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

36. [
CONCEPTUAL
FRAMEWORK
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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

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COURSE LEVEL
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PROGRAMME LEVEL
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INSTITUTION LEVEL
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Applying the model
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• With our EMBED team we applied the EMBED framework to TU Delft
• Based on the results we wrote a plan to make improvements.

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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.
✓

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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.
✓

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Institutional Support
LD Expertise group Curriculum Design Coordinator & Expert
1 BL expert per faculty
Extra capacity for Learning Technology support (ID/LTSO/FM)

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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.
✓

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Sharing and Communities
Develop supporting documents for blended learning
Best Practices (such as BLEAP, PRIME)
Special Interest Groups and Peer Consultations

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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.
✓

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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

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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
✓

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Quality Assurance
Include blended learning in Quality Assurance processes
Measure effectiveness (educational research)

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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
✓

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Governance
Workshop EMBED for (edu) management in faculties
Awareness & Communications
Governance on new educational technology
https://brightspace-support.tudelft.nl/educational-tooling/

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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
✓

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Finance
Extra hands for teachers
Structural budget for implementing learning technology

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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.
✓

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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
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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
W.F.vanValkenburg@tudelft.nl
@wfvanvalkenburg