Open Education Stimulation Fund 2022
Awarded project grants
To enable TU Delft staff to innovate their courses with open education, the Open Education Stimulation Fund 2022 awarded grants to 11 out of 25 submitted project proposals. The projects should be finalised by the end of 2023. A brief introduction to all the proposals that were awarded grants and their project teams is provided below.
Mario van den Berg, PhD Student / Teaching assistant, Civil Engineering and Geosciences faculty
Jakob Christiaanse, PhD Student / Teaching assistant, Civil Engineering and Geosciences faculty
Floris Calkoen, PhD Student / Teaching assistant, Civil Engineering and Geosciences faculty
Stuart Pearson, Assistant Professor, Civil Engineering and Geosciences faculty
Judith Bosboom, Senior lecturer, Civil Engineering and Geosciences faculty
José A. Á. Antolínez, Assistant Professor, Civil Engineering and Geosciences faculty
The Coastal Dynamics Open Codebook (CDoc) is an Open Education project providing interaction functionality to the Coastal Dynamics Open Textbook (CDot). It will consist of a series of open-source interactive exercises, which will engage students in an active ‘learning-by-doing’ process.
The CDoc will increase the learning efficiency and efficacy of students in courses such as Coastal Systems, Advanced Coastal Systems and Coastal Modelling. It will enhance the integrity and transparency of the educational approach by connecting to new Open Research and Open Data. We will deliver project outputs following the FAIR principle so that these can be used by TU Delft students and the international Coastal Community.
This project is a pilot for the current transformation of the MSc Hydraulic Engineering track, in the framework of the redesign of the MSc programme of Civil Engineering and Geosciences.
Camilo Andres Benitez-Avila, Post-doc, Technology, Policy and Management faculty
Nazli Yonca Aydin, Assistant Professor, Technology, Policy and Management faculty
Carissa Champlin, Assistant Professor, Industrial Design Engineering faculty
Claudiu Forgaci, Assistant Professor, Architecture and the Built Environment
Juan Pablo Aguilar Lopez, Assistant Professor, Civil Engineering and Geosciences faculty
Maria Nogal-Macho, Assistant Professor, Civil Engineering and Geosciences faculty
One of the barriers educators face is the unexpected additional time and effort required to find the right resources and adapt the material to their needs, when there is immense potential for open educational materials to contribute to curricula and assist educators with proven materials. ‘Cooking up OER’ is a 5-minute instructional video produced by a teacher who has already engaged in producing and re-using an OER, aiming to increase the usability of existing materials available at the 4TU OER platform.
The project comprises the following steps:
• Assessing usability and enhancing existing OER.RE packages
• Collaborative workshop for TUDelft + 4TU.RE educators
• Recording five-minute videos “Cooking up OER” videos
• Updating current 4TU.RE.OER and website
Knowledge acquired from our initiative will be shared with the wider Delft OER community for operationalising, showcasing and institutionalising OER ‘usability’. In this regard, we contribute to new ways of recognising cross-sectional work when sharing (educational) knowledge.
Willemijn Elkhuizen, Assistant Professor, Industrial Design Engineering faculty
Anne van der Dool, Teacher, Industrial Design Engineering faculty
Niels van Silfhout, Teaching Assistant, Industrial Design Engineering faculty
Sander Minnoye, Teacher, Industrial Design Engineering faculty
Wolf Song, Associate Professor, Industrial Design Engineering faculty
The Materialising Futures section will develop new, open education materials for computational design for designers; they will develop tutorials and a knowledge base, based on the Rhino Grasshopper computational design software. It will cover topics like design for personalised fit, generative design exploration, and design for digital fabrication.
The course materials will allow for flipped classroom teaching and autonomous learning, in both cases allowing for a self-paced and customised learning experience. Students with an interest in the topic will be invited to join the initial development and pilot testing of the course materials. Following the initial development, the educational materials will be deployed in the Minor Advanced Prototyping and the Computational Design for Digital Fabrication elective.
The knowledge base is intended to be expanded gradually in the coming years, gathering input from sources such as research collaborations, graduation projects and related courses. The tutorials are initially aimed at TU Delft (industrial) design students, but can also be used by students outside TU Delft, whilst we also explore opportunities for collaborations to later expand to other technical domains (e.g. Architecture and Civil Engineering).
Trivik Verma, Assistant Professor, Technology, Policy and Management faculty
Juliana Goncalves, Assistant Professor, Architecture and the Built Environment faculty
With advances in computational infrastructures, data science (and AI more generally) has advanced, and in part replaced, several engineering processes. Our engineers with data science knowledge now work in all sectors of society.
Educational material is dominated by western perspectives and largely developed by able-bodied, cis-gendered men, centring singular thinking in how we collect, clean, map, model, interpret and evaluate data, and share or cite evidence. Those who are represented get to shape futures for themselves (educated, urban, young adults), while the rest of the identities and issues are shifted to the margins of society. When colonial forms of education at scale are combined with nationally funded Artificial Intelligence programmes of research, it legitimises data extraction and unequal forms of participation in decision-making, labour and society, further perpetuating damage to vulnerable communities.
To make space for alternate social realities, lived experiences, datasets, methodologies, map-building practices, and frameworks, we will develop a decolonising process for data science education. Our approach will combine non-western geographical knowledge, transdisciplinarity, community participation, and intersectional and reflexive thinking to deliver an open, interactive and co-created textbook for data science education at engineering universities.
Trivik Verma will lead the project and be supported by Juliana Goncalves. They also are seeking community support and collaborations across all Dutch Universities. Feel free to reach out to them.
Karel Terwel, Assistant Professor, Civil Engineering and Geosciences faculty
Michiel Schuurman, Assistant Professor, Aerospace Engineering faculty
Arjo Loeve, Assistant Professor, Mechanical, Maritime and Materials Engineering faculty
Karel Terwel, Michiel Schuurman and Arjo Loeve have developed the award-winning Delft Method for forensic investigations. The method is taught through online (MOOC Forensic Engineering) and offline courses (Forensic Structural Engineering, Forensic Engineering at Aerospace Engineering, among others). The method is derived from existing investigation practices and is currently applied in various disciplines (civil engineering, aerospace engineering and biomedical engineering).
It is difficult to simulate this method in real-time to enable students or practitioners who want to implement it to practise and gain experience with it. Furthermore, current learning methods such as examining case studies are relevant but might be less appealing to the current generation of students.
Therefore, a virtual forensic escape room will be developed, with the goal of being able to experience and practise the Delft Method for forensic engineering, especially the data collection phase. In this escape room, various rooms will be designed that reflect different aspects of data collection. The idea is to present a site overview with a collapsed building. A lot of information can be collected here through observation, measurements, checking documents and conducting interviews. All these aspects can be implemented in a digital environment.
Alessandro Bombelli, Lecturer, Aerospace Engineering faculty
Bilge Atasoy, Associate Professor, Mechanical, Maritime and Materials Engineering faculty
Stefano Fazi, Assistant Professor, Technology, Policy and Management faculty
Doris Boschma, Project manager at Gamelab, Technology, Policy and Management faculty
The Open Education project ‘From theory to application: learning to optimise with Operations Research in an interactive way’ focuses on increasing students’ understanding of and engagement with Operations Research (OR). Even though OR is quite an intuitive approach to problems, its rigorous models are challenging for students due to their high level of abstraction, especially in fast-paced courses.
Education-related literature highlights that fostering enthusiasm for developing optimisation models is a difficult aspect of teaching OR. We plan to increase that enthusiasm level in a three-fold manner: first, by developing an open textbook on OR models; second, by providing open source coded examples and visualisations that refer back to the book; third, by designing board games mimicking the same models that can be played for experimentation. With such a comprehensive educational tool, students can learn OR using a multi-faceted, engaging and fun approach.
Hugo Ledoux, Associate Professor, Architecture and the Built Environment faculty
Most engineering programmes teach advanced courses about theories and concepts. One essential topic that is often not taught—students are left to figure it out by themselves—is advanced computing literacy, which Ledoux broadly defines as the computer skills necessary to automate repetitive manual tasks.
This is because most professors/lecturers do not consider tools (e.g. the version control software git and the text processor LaTeX) and workflows (e.g. how to connect to a Linux server and how to automate the compilation of scripts) to be part of the curriculum. These are deemed ‘not scientific enough’ and other topics have priority. However, the number of tools and workflows that engineers should use in real job environments is continually growing, and it is difficult for students to learn them as they try to understand and memorise the theory. Also, when students are left to figure out tools/workflows to perform an assignment, they become inefficient and Ledoux has noticed that they will often solely focus on this, at the expense of the theory.
The proposed grant would be used to develop a collection of interactive lessons (with YouTube videos and tutorials) on tools/workflows relevant to engineers. The resulting website, built with the open source tools covered in the lessons and released as ‘CC BY 4.0’, would become the source students use to find out ‘the best tool to perform X’ and would empower them to solve issues that they thought were impossibly complex.
Martin Lesueur, Assistant Professor, Civil Engineering and Geosciences faculty
Oriol Colomés, Assistant Professor, Civil Engineering and Geosciences faculty
Frans van der Meer, Associate Professor, Civil Engineering and Geosciences faculty
The discipline of computational modelling, taught in various forms in every faculty of TU Delft, remains purely virtual. Its teaching can become too abstract for students who lack manual interactivity. The absence of visual feedback can prevent students from relating to their topic as well as the opportunity to inspect their model to check its validity and be able to present their results to the teachers.
To fill this gap, we turn to the field of scientific visualisation, which provides an external aid to improve interpretations of results. In this project, we propose to create an open database for scientific visualisation to educate students on how to use those methods in their courses. This would constitute the first self-education resource available in this domain. Students will be able to browse a collection of examples of similar projects uploaded by students who have already graduated, from which they can find inspiration for their own projects.
Chris Verhoeven, Associate Professor, Electrical Engineering Mathematics & Computer Science faculty
Anton Montagne, Principal Educator, Electrical Engineering Mathematics & Computer Science faculty
Many students enter the TU-Delft master’s programme after completing a bachelor’s abroad. The diversity in the knowledge and skills of these students requires homologation, which would be most efficient if personalised. In this project, software is developed to automate this. Using an extensive parameterised database of questions tagged with, e.g., topic, Bloom level and type, a Quiz Generator creates individualised quizzes to profile the student’s level of knowledge and skills. The students can use this to decide which topics and skills to work on next. The Quiz Generator can expand parameterised meta-questions in the database to many different questions for use in tests and exams. Creating a well-balanced quiz or exam is supported by using the Bloom-level tags of the questions. The Quiz Generator can work independently and export questions (with equations, etc.) to Brightspace.
Tom Vroegrijk, PRIME Programme manager, Electrical Engineering Mathematics & Computer Science faculty
Beryl van Gelderen, PRIME Coordinator, Electrical Engineering Mathematics & Computer Science faculty
Willem Schouten Straatman, Lecturer, Electrical Engineering Mathematics & Computer Science faculty
Christophe Smet, Lecturer, Electrical Engineering Mathematics & Computer Science faculty
We are PRIME, the Programme of Innovation in Mathematics Education at TU Delft. We design, improve and organise 45 courses for 20,000+ students at TU Delft, covering Calculus, Linear Algebra, Differential Equations, Probability and Statistics. We use blended learning designs to boost study results and student participation.
Our 300+ videos, applets and branching videos are published under CC-by licences and are scattered across multiple platforms. We will use the Open Education Stimulation Fund grant to make our materials easier to find, with tags, filters and a search function. Two main groups will benefit: lecturers designing courses, and students looking for quality materials. We plan to use the TU Delft website, promote through various channels and provide feedback functionality. Our goal is to improve education and give independence to students by helping lecturers and students find high-quality materials with the appropriate engineering context and familiar mathematical conventions.
Wim Bouwman, Associate Professor, Applied Sciences faculty
Jacob Hoogenboom, Associate Professor, Applied Sciences faculty
Ron Haaksman, Lecturer, Applied Sciences faculty
Many students want autonomy as regards their time and pace of study. During COVID, we hurriedly recorded around 100 short videos in Dutch for the Electricity and Magnetism course, which makes self-study possible. We will improve this series with some introduction and corrections. To make the videos more open, we will draft a story to guide students through the list of videos and write python codes to illustrate the applications of the equations describing electromagnetism and to visualise the results. We will write the story in a Jupyter book to make it easily maintainable. Students can also easily give feedback on the story so that we can further improve it. We will communicate the existence of the book to fellow physics teachers at universities (of technology) in Dutch-speaking countries.
The members of the Open Science Programme, and more specifically the Open Education project team, are very pleased to see the interest that has been expressed in submitting proposals. Efforts have already been made to ensure resources are available for future calls related to Open Education. For questions about Open Education and how the Open Education project team can support you, please contact Michiel de Jong, Open Education project lead at the TU Delft Library.