This presentation presents two case studies on transitioning two on-campus Masters level courses to Professional Education (ProfEd) courses within the Aerospace Structures and Materials Department in the Faculty of Aerospace Engineering at Delft University of Technology.

1. A Paradigm Shift in Teaching Aerospace
Engineering: From Campus Learners to
Professional Learners
A Case Study on Online Courses in Smart Structures and Air
Safety Investigation
Aerospace Structures
& Materials
Faculty of Aerospace Engineering
Gillian Saunders-Smits
Co-authors: Calvin Rans, Michiel Schuurman, Roeland De Breuker, and Jan-Paul van Staalduinen
Faculty of Aerospace Engineering, Delft University of Technology
G.N. Saunders@tudelft.nl

2. 2
Educate the world &
improve the quality of education
Deliver High Quality Open & Online
Education to the World
Find (new) revenue
models
Offer a
comprehensive
portfolio of courses
Deliver out-standing
learning experiences
Improve
Education
Improve campus
education
Conduct relevant
research
in the field of O2E
Innovate
in Education
Improve the quality of
online courses
Grow
Academic Output
Attract talent to the
University
Improve reputation
and visibility
Start or join new
learning & research
networks
CC-BY-Willem van Valkenburg

3. Blended Education
OpenCourseWare
MOOCs
Virtual Exchange /
MicroMasters
ProfEds
Online Academic
Courses
• Learning Activities &
Course Materials
• Free
• Enrolled students only,
massive numbers
• 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

4. Online offerings Aerospace Engineering
4 MOOCs
• Aeronautical Engineering
• Forensic Engineering
• Aerospace Structures &
Materials (Sept 2018)
• Wind Energy (under
development)
4 ProfEd Courses
11 Online Academic Courses
In total more than 90 000
enrollments so far!
CC-BY Extension School TU Delft

5. Differences between on-campus and online learners
On-campusOnline
Grade oriented
Stand Alone &
Diverse Audience
Anytime, Anyplace,
Anywhere
Knowledge oriented
Curriculum FocusedScheduled Classes

6. Case Study 1:
Smart Structures
Roeland De Breuker

7. Case Study I: MSc Course in Smart Structures
Learning objectives original course
1. Explain the field of adaptive structures and
its relevant disciplines
2. Explain why the field is relevant for the
future of aerospace engineering
3. Identify and recognise the difference
between adaptive structures and "classical
structures”
4. Classify the relevance of a discipline for a
particular adaptive structure
5. Integrate a subset of the relevant disciplines
into an adaptive structure on a basic level
6. Judge existing adaptive structures and
identify strengths and weaknesses
7. Apply adaptive structures to real-world
examples
CC-BY-Gillian Saunders

8. Case Study I: Smart Structures
On Campus Course
• Traditional classroom lecturing
combined with demonstrations
• High Bloom’s taxonomy level of
learning
• In-depth discussions and contextual
applications
• Assessment by means of
assignments and final project
• Aimed at aerospace students

9. Case Study I: Smart Structures
Online Course
• Online Lectures but no
demonstrations
• Lower Bloom’s level of Taxonomy
• More knowledge focused and less
diversity in topics
• Assessment consists of 4 homework
Assignments
• Aimed at interested professionals
with different backgrounds

11. Case Study 2:
Forensic Engineering
Michiel
Schuurman
Calvin Rans

12. Case study II: MSc Course in Forensic Engineering
Learning objectives original course
• Describe and explain the accident
investigation goal and identify and analyze
the different investigation phases.
• Demonstrate and apply accident
investigation techniques.
• Select and use forensic investigation
techniques to determine failure causes.
• Have knowledge of constructing and testing
hypothesis and the ability to go through a
verification process.
• Write an Annex 13 accident report with fact,
analyses and conclusion including the
formulation of recommendations to prevent
reoccurrence or diminish the consequence of
future events.

13. Case Study II: Air Safety Investigation
On Campus Course
• Combination of theory with hands
on Exercises
• High Bloom’s level of taxonomy
• Weekly challenges to prepare
students for Crash-Day Exam
• Exam consists of field investigation
of aircraft incident and a report
• Collaboration large part of course
• Aimed solely at aerospace students

14. Case Study II: Air Safety Investigation
On Campus Course
• Combination of theory with online
exercises and virtual labs
• Two tracks: generalist and expert
(Low and High Bloom’s level of
taxonomy)
• Small assignments with optional
report assignment for expert track
• Course made more inclusive by less
context allowing for larger aviation
safety minded audience

15. Creative Organization – Learning is a Journey!

16. Digital Accident Investigation Scene

18. Accident Investigation Simulation Including Media
Coverage

20. Course Demographics
Smart Structures
2016
7
participants
6
certificates
Average
age:
30
6 yrs work
experience
3 continents
2017
5
participants
4
certificates
Average
age:
33
13 yrs work
experience
3 continents

21. Course Appreciation
Smart Structures
0%
27%
73%
2016
Not met Expectations Met Expectations Exceeded Expectations
0%
50%50%
2017
Not met Expectations Met Expectations Exceeded Expectations
Grade:
8.4/10
Grade:
7.5/10

22. Course Demographics
Air Safety Investigation
2016
17
participants
17
certificates
12 expert
track
certificates
Average
age:
41
20 yrs work
experience
5
continents
2017
17
participants
15
certificates
15 expert
track
certificates
Average
age:
39
19 yrs work
experience
5
continents

23. Course Appreciation
Air Safety Investigation
0%
27%
73%
2016
Not met Expectations Met Expectations Exceeded Expectations
8%
67%
25%
2017
Not met Expectations Met Expectations Exceeded Expectations
Grade:
8.9/10
Grade:
8.3/10

24. Conclusions
• As with all teaching: it is essential to understand your target audience
• Use OLE model to design your course and look at differences with respect to
campus courses
• Plan sufficient time to develop your course and aim high!
• ProfEds not only bring in more learners and more revenue, they also bring in
industry perspective

25. Questions?