Sharing a Top Manager’s Experience with the Next Generation: The Use of Electronic Discussions and Short Video Fragments in Teaching

In: A.J. Kallenberg and M.J.J.M. van de Ven (Eds), 2002, The New Educational Benefits of ICT in Higher Education: Proceedings. Rotterdam: Erasmus Plus BV, OECR ISBN 90-9016127-9This paper presents an effective educational method to transfer managerial knowledge to students. This method consists among other of online discussions between small groups of students and video clips of lectures. The set-up of the course and the ICT-tool used in the course were evaluated for two years through a questionnaire among the students. The results show that the applied e-learning concept is highly appreciated and serves as an effective tool to exchange knowledge

ICA-based artifact removal diminishes scan site differences in multi-center resting-state fMRI

Resting-state fMRI (R-fMRI) has shown considerable promise in providing potential biomarkers for diagnosis, prognosis and drug response across a range of diseases. Incorporating R-fMRI into multi-center studies is becoming increasingly popular, imposing technical challenges on data acquisition and analysis, as fMRI data is particularly sensitive to structured noise resulting from hardware, software, and environmental differences. Here, we investigated whether a novel clean up tool for structured noise was capable of reducing center-related R-fMRI differences between healthy subjects. We analyzed three Tesla R-fMRI data from 72 subjects, half of whom were scanned with eyes closed in a Philips Achieva system in The Netherlands, and half of whom were scanned with eyes open in a Siemens Trio system in the UK. After pre-statistical processing and individual Independent Component Analysis (ICA), FMRIB's ICA-based X-noiseifier (FIX) was used to remove noise components from the data. GICA and dual regression were run and non-parametric statistics were used to compare spatial maps between groups before and after applying FIX. Large significant differences were found in all resting-state networks between study sites before using FIX, most of which were reduced to non-significant after applying FIX. The between-center difference in the medial/primary visual network, presumably reflecting a between-center difference in protocol, remained statistically significant. FIX helps facilitate multi-center R-fMRI research by diminishing structured noise from R-fMRI data. In doing so, it impr

PrESTO: A peer review and peer assessment system with incentives for high quality learning

The PrESTO system is a peer review and peer assessment tool that allows large numbers of students to practice open-ended assignments, while keeping the workload of the teaching staff manageable. PrESTO was originally developed for a quantitative modeling course, but is applicable to any course with open-ended assignments that can be divided into successive steps. The software organizes the peer review and peer assessment workflow, and guides the students through the activities required in each step: review, give feedback on and assess the work of an anonymous predecessor, and then improve and extend it with a next step.</p

The PRESTO Project Relay: Open, Asynchronous Learning in Virtual Peer Groups

Policy AnalysisTeaching & Learning Service

The TU Delft Online Learning Experience: From Theory to Practice

Last year, when we presented the OLE at the 2015 EDEN Conference in Barcelona, we were still at an early stage of its development, collecting fundamental background to support it and feedback from online learning experts. Although we only had a collection of ideas translated into 8 principles, it was clear that the model needed to be flexible in order to accommodate many educational scenarios that coexist among TU Delft’s Faculties, but with a clear and useful purpose to help improve the quality of our online education (Jorge, Dopper &amp; van Valkenburg, 2015). This paper describes how the OLE is applied in practice.The main goal of the OLE is to improve the quality of our online education by setting course design and development principles to support course teams. At the same time, the OLE can be used as a tool to promote reflection before the course starts to set expectations, and in the end to evaluate and plan improvements for the next run. In the next sections we’ll describe the OLE in both ways – as course design principles (guidelines) and as a tool (the radar graph).OLD Production & Deliver

Defining a Pedagogical Model: The TU Delft Online Learning Experience

In early 2014, the Delft University of Technology (TU Delft) started an innovation program with the aim to respond even more effectively to recent developments in open and online education. Drawing on the fields of Distance Education research and the university’s vision of the “engineer of the future”, TU Delft’s Extension School created a unified pedagogical model – the Online Learning Experience (OLE) – contributing to greater consistency in the development of online courses.OLD Production & Deliver

What have they done with the MOOCs?! The impact of MOOCs on Campus Education

In 2013 Delft University of Technology (TU Delft) started to offer Massive Open Online Courses (MOOCs) on the EdX platform. One of the main principles in the MOOC development process was to publish all educational resources under an open license (Creative Commons License) (Ouwehand, 2015). This aligned with TU Delft’s Open Access Policy. Another important starting point in the MOOC development process was the aim to improve campus education by integrating MOOC content in those courses. The impact of MOOCs concerns not only the world outside the university, but more importantly also within the university. Especially for a traditional brick-and-mortar research-based university, like TU Delft, this is a big gain: education has become more important. In the past three years it has become clear that developing a MOOC has led lecturers to re-think their approach towards teaching and to integrate MOOC materials in campus education, which has impact on the way they teach on campus. MOOCs are used on campus in different ways, from a small addition to an existing course to a full integration into a completely redesigned campus course. Moreover, some teachers became conscious of the importance of educational resources under CC License and started to use material from other universities. One of the faculties created a course which uses MOOC materials to help the students to prepare for a master program. This paper describes the way in which MOOCs have been used in campus education and the impact this has had on teaching and learning.OLD Production & Deliver

What have they done with the MOOCs?! The impact of MOOCs on Campus Education

In 2013 Delft University of Technology (TU Delft) started to offer Massive Open Online Courses (MOOCs) on the EdX platform. One of the main principles in the MOOC development process was to publish all educational resources under an open license (Creative Commons License) (Ouwehand, 2015). This aligned with TU Delft’s Open Access Policy. Another important starting point in the MOOC development process was the aim to improve campus education by integrating MOOC content in those courses. The impact of MOOCs concerns not only the world outside the university, but more importantly also within the university. Especially for a traditional brick-and-mortar research-based university, like TU Delft, this is a big gain: education has become more important. In the past three years it has become clear that developing a MOOC has led lecturers to re-think their approach towards teaching and to integrate MOOC materials in campus education, which has impact on the way they teach on campus. MOOCs are used on campus in different ways, from a small addition to an existing course to a full integration into a completely redesigned campus course. Moreover, some teachers became conscious of the importance of educational resources under CC License and started to use material from other universities. One of the faculties created a course which uses MOOC materials to help the students to prepare for a master program. This paper describes the way in which MOOCs have been used in campus education and the impact this has had on teaching and learning

Molecular pathways involved in frontotemporal lobar degeneration with tdp‐43 proteinopathy

Frontotemporal lobar degeneration (FTLD) is a neurodegenerative disorder clinically characterized by behavioral, language, and motor symptoms, with major impact on the lives of patients and their families. TDP‐43 proteinopathy is the underlying neuropathological substrate in the majority of cases, referred to as FTLD‐TDP. Several genetic causes have been identified, which have revealed some components of its pathophysiology. However, the exact mechanisms driving FTLD‐ TDP remain largely unknown, forestalling the development of therapies. Proteomic approaches, in particular high‐throughput mass spectrometry, hold promise to help elucidate the pathogenic molecular and cellular alterations. In this review, we describe the main findings of the proteomic profiling studies performed on human FTLD‐TDP brain t

Molecular pathways involved in frontotemporal lobar degeneration with tdp‐43 proteinopathy: What can we learn from proteomics?

Frontotemporal lobar degeneration (FTLD) is a neurodegenerative disorder clinically characterized by behavioral, language, and motor symptoms, with major impact on the lives of patients and their families. TDP‐43 proteinopathy is the underlying neuropathological substrate in the majority of cases, referred to as FTLD‐TDP. Several genetic causes have been identified, which have revealed some components of its pathophysiology. However, the exact mechanisms driving FTLD‐ TDP remain largely unknown, forestalling the development of therapies. Proteomic approaches, in particular high‐throughput mass spectrometry, hold promise to help elucidate the pathogenic molecular and cellular alterations. In this review, we describe the main findings of the proteomic profiling studies performed on human FTLD‐TDP brain tissue. Subsequently, we address the major biological pathways implicated in FTLD‐TDP, by reviewing these data together with knowledge derived from genomic and transcriptomic literature. We illustrate that an integrated perspective, encompassing both proteomic, genetic, and transcriptomic discoveries, is vital to unravel core disease processes, and to enable the identification of disease biomarkers and therapeutic targets for this devastating disorder