Online Education: challenges and opportunities for Staff and Students
Lehmann, Anders
Anders Lehmann - Online Education: challenges and opportunities for Staff and Students From september 2015 Aarhus School of Engineering will offer the education Bachelor of Electronic Engineering, as a combined online and on campus education. In the talk I will describe the technical and pedagogical setup, we are working at to meet the challenges of having both on-site and remote students. I will also touch on how IPython Notebook, will be part of the technical setup, and how it can be incorporated into the teaching.
 Good afternoon everyone. Thanks for having me. So today on the summit we have talked about Python education and it seems to be that I'm in the other end of the spectrum here because this is university education. So my name is Anna Sleeman and this is a compact view of my 20 years as an electronics engineer. So I've had the luck and honor to have a very diverse career I think. But now I work for the University of Orhus where I am teaching bachelor students in electronic engineering. So the talk that I'm going to present to you today I'll go through these items here. Just short of what we are doing now. What kind of education we have now. And what a little bit about how the Danish university educations look. A brief introduction to the online education landscape if you could call that. And then I'll go into more about what are the challenges for education, for online education. Mainly what can we foresee as challenges and how should we address those challenges. Then I'll present what we are trying to do in our transformation of the existing education. And lastly how Python can fit into this online education of university education. So the existing education that we have today is we call it electronic design engineer. It's an accredited bachelor education. It takes three and a half years. Where there is a six months internship included. We have a very good cooperation with the local industry. So we are able to place almost all our students in companies for these six months. And it tends to be that after they have been six months at a company. Most of them will write their bachelor thesis at that company. From the tasks that these companies give them. And a large percentage of those who have solved problems for the companies. Will continue in employment in these companies. The education is located in Herling which is in the west part of Denmark. It's not a large city. But we are lucky to have a quite large number of industries and some of them are quite big. The most, the largest one is probably Siemens wind power. Which is located less than 20 miles from the education. And of course there's a lot of wind power related companies that support Vestas and Siemens. Which are the largest wind power factories or industries we have. So it's a kind of exclusive education. We only accept 40 students each year. So it's kind of a small education. So a little bit about University of Ous. So University of Ous is the largest university in Denmark. Even though Ous is only the second largest city in Denmark. But over the last five years there has been a lot of mergers in the Danish university sector. So actually Ous has swallowed up a large number of smaller campuses. Among them the campus in Herling. So in Denmark the tuition is free on the university educations. And the students will get an allowance while doing the studies. And they can apply for low interest student loans. The allowance is almost enough for the students to live off from it. It's around 800 euros a month. But they are also allowed to work. There's a limit for how much they can earn in these student jobs. Sometimes when our students go abroad and talk about their conditions as a student. People won't believe them but it's actually true. But I actually think it's a good idea. I'm happy with this system because it allows people to focus on their education. And that's a good thing. So of course we have all heard about these new guys in the education sector. And of course they are a can university, open edX and Stanford. Everyone seems to have offerings in online education. And I think that the traditional university education are slowly coming around to seeing that there's a need for it, there's a demand for online education efforts or offerings. But what we have seen in herning, what we were trying to do in herning, we're not going to emulate these offerings. We are trying to take the best out of them and then provide it in our setting. We want our education to still be accredited. We want our students to be able to obtain these allowance. So that should be the same level of quality and control in order for the education to still be accredited. That's very important for us because that's how the university gets paid. If the education loses its accreditation, we cannot be reimbursed for the work that we are doing. So it's extremely important that we don't lose that accreditation. So as we see it, the online offerings that we see is mostly focused on single subjects, single topics, a single course. Eventually, maybe a kind of certification that can be used to document your skills. The way that they are taught is through short videos explaining the topic. And then there will be some problems that the student can solve. And after each larger section, there will be some tests, either that the student will score themselves to see how they are doing, or there will be, if there are also offerings where there will be a teacher or a system that grades the problem solving skills of the students. So this is what we see that the way that the online education is going. And of course, there's a lot of good things in this. It's nice for the students to be able to study when they have the time and the drive for it, and they can do it at home and in their own pace. But we also see that there are some challenges to this approach, especially if you want to have a full-time education based on online offerings. We see a possible challenge in how can we keep the online students focused, how can we avoid that they spend too much time on everything else that you can do when you sit in front of a computer. And if we have full-time students that only doing their study through online offerings, there is a real danger that the people get isolated, and they won't feel as if they are part of a larger group or that they are all alone and stuff like that. We are actually fighting these things about isolation, even though we have a campus and we have people coming to classes. In those situations, we actually see that there are some students that for one or another reason get isolated or feel alone. So I think that's a real issue here. Also, when you are doing online learning, you are the driver for the motivation. So online learning will, to some extent, favor people who are good at motivating themselves. Of course, people who are good at motivating themselves also have an advantage in traditional education, but I don't think that the motivation part is going to be smaller in online offerings. And finally, there are also some challenges for the teaching faculty. We need to plan differently. We need to be better to anticipate questions, because if there is no direct interaction with the students, we have to prepare in a different way. So I will briefly go, this is not a talk about learning theory, but I would want to emphasize a few things in the way that we look at teaching and learning. Of course, if we talk about teaching, then the important actor is the teacher. So if we look at education as something that we have to teach, then we will focus on the teacher. And maybe that's not the most beneficial way to look at education or learning, because maybe the outcome of the teaching should be that the student learns something. Also, when we as teachers feel that our students didn't learn what we had hoped or planned, then we could very easily fall into this trap that we could just say, okay, I did everything that I should, I planned, I had all these nice problems, but I made a very good lecture, so if they didn't understand it, they must be stupid. So that's a very dangerous thing to do, I think, to begin to look at the student body and divide it into groups, the good students and the bad students, because the good students, they are going to thrive anyways. If we kind of give up on the bad students, we shouldn't call them bad students, because they don't exist. I think that we have to accept that there are no good students and bad students, there are only different ways of learning. And if we, instead of focusing on the teacher, focusing on the learning, so the outcome of our teaching, then we will focus on the student and we will begin asking questions like, how would you prefer to learn? Would you prefer to read or listen or look at videos? Do problem solving or what is the best way for you to learn this topic? Are there, sometimes, that are better than others? And are there some places where you would prefer to be learning? These questions we can't really ask today, because how is really determined by the teacher? When is determined by the classroom schedule? And where is, that's the on campus. We can't really change that in the traditional settings. We have the possibility in the online situations, we have to make, we can make more allowances for people to choose their learning environment. So as a teacher in this setting, our job will be more to provide the tools and the curriculum to allow for the students to have a learning process. So what we're going to do in the new education is that we will offer this as an online, this bachelor study as an online study, but we will kind of, we will try to mix it. So there will be both on campus students and online students and they can mix and match as they want. Some on campus students can choose to stay at home some days or a week or whatever. And some online students can choose to come to the campus to engage with the other students. So, but we want the start of the study to start with a week long boot camp, gather all the students, either, or both the online and on campus students should come to the campus so that we can set up the computers and form the teams that we all need during the study. And well, introduce them to the teachers and get a relationship going between the students internally, and also between the students and the faculty. The semester we will use this, we call, it's not our invention, but the idea of the flipped classroom, that will be the main way that we are going to teach. So we will have, the students will prepare for the sessions, which we all also will have. Again, by looking at videos at home, doing small problems, and so there will be video lectures and they have to read stuff and things like that. So they are prepared for the session, the online sessions or on campus sessions, where there will be discussion about what was the important part of the lessons for today. And there will be problem solving and stuff like that. And there's something that we haven't tried yet, we don't know if it's going to work, but we want to gather people, both online and on campus, in the same time, so that people on campus can interact with the online students via the internet. So a little more about the flipped classroom. In the top we have the traditional class, the teacher is going through the topic for the today and the students are listening and then they go home one by one and study the, primarily the text for the class. In the flipped classroom there will be a preparation part where the students are prepared for the lessons at home. And then when they come to the lesson, the teacher will be more a facilitator than a lecturer and the students will engage with the topics and with each other, so that they use the preparation in the classroom. And they can use the discussions between the students to further improve their learning. That's the idea. As I said, it's not our invention and it seems that there have been quite successful stories about it. So we are going to use Adobe Connect for the collaboration part and LiveSize for streaming. It's not very important. This is an electronics study, so we have made this box with all the stuff that the engineer will need. So there will be a breadboard, a PC oscilloscope, an embed computer, and all the tools that they need so that they can do exercises at home. And they will get this the first week and they will take that home so they can use it by themselves. The on-campus students, of course, will be able to use the laboratories, facilities that we have on the campus. So final topic, and I think I'm almost out of time. So how can we use Python in online education? Of course we can use Python for teaching programming. That's not really any news, but I think it's actually a very good way of teaching computer science also. But since this is an occasion which focuses on embedded systems, we need to supplement it with some C so that students will have that on the CVE as well. I want to use the iPython notebook as a MATLAB replacement. I think that's perfectly reasonable. But we'll see. I'm not the only teacher on my education. Okay, so this is just an observation that when we have these internships, we go and talk with the students while they are at the internship to see if they are all right. And then we actually more times than not discover that Python actually is used in the industries for different things. So I don't think it's necessarily a downside to be able to write on your CVE that you have used Python during your education. I think that's perfectly valid to have that. So I'm at the end. You can read this. I have spent all my time. Thank you. Thank you, Anders. Any questions? Hi, thanks for the talk. You mentioned students potentially becoming disengaged and isolated if they're online only students. How do you know if that's happening? Do you do any analysis of their usage? And if you do see someone who's gone like that, what do you do about it? What I didn't discuss here was how we are going to follow up throughout the semester. But we will have one-on-one Skype sessions with the online students. We do that already with the on-campus students. We talk to them more times throughout the semester to see how they work. If the curriculum is suitable for them or if the teamwork is okay and stuff like that. So we try to interview our students in order to make sure that they are okay. That's something that we value, that there should be a very close between the students and the faculty. We want to have that. And we want to be approachable as well. And that's also why we want this boot camp to actually show ourselves as teachers. But we are also human beings and we are not dangerous. Any more questions? No? Thank you, Anders. Thank you. Thank you.
 Good afternoon everyone. Thanks for having me.  So today on the summit we have talked about Python education and it seems to be that I'm in the other end of the spectrum here because this is university education.  So my name is Anna Sleeman and this is a compact view of my 20 years as an electronics engineer.  So I've had the luck and honor to have a very diverse career I think.  But now I work for the University of Orhus where I am teaching bachelor students in electronic engineering.  So the talk that I'm going to present to you today I'll go through these items here.  Just short of what we are doing now. What kind of education we have now.  And what a little bit about how the Danish university educations look.  A brief introduction to the online education landscape if you could call that.  And then I'll go into more about what are the challenges for education, for online education.  Mainly what can we foresee as challenges and how should we address those challenges.  Then I'll present what we are trying to do in our transformation of the existing education.  And lastly how Python can fit into this online education of university education.  So the existing education that we have today is we call it electronic design engineer.  It's an accredited bachelor education. It takes three and a half years.  Where there is a six months internship included.  We have a very good cooperation with the local industry.  So we are able to place almost all our students in companies for these six months.  And it tends to be that after they have been six months at a company.  Most of them will write their bachelor thesis at that company.  From the tasks that these companies give them.  And a large percentage of those who have solved problems for the companies.  Will continue in employment in these companies.  The education is located in Herling which is in the west part of Denmark.  It's not a large city.  But we are lucky to have a quite large number of industries and some of them are quite big.  The most, the largest one is probably Siemens wind power.  Which is located less than 20 miles from the education.  And of course there's a lot of wind power related companies that support Vestas and Siemens.  Which are the largest wind power factories or industries we have.  So it's a kind of exclusive education.  We only accept 40 students each year.  So it's kind of a small education.  So a little bit about University of Ous.  So University of Ous is the largest university in Denmark.  Even though Ous is only the second largest city in Denmark.  But over the last five years there has been a lot of mergers in the Danish university sector.  So actually Ous has swallowed up a large number of smaller campuses.  Among them the campus in Herling.  So in Denmark the tuition is free on the university educations.  And the students will get an allowance while doing the studies.  And they can apply for low interest student loans.  The allowance is almost enough for the students to live off from it.  It's around 800 euros a month.  But they are also allowed to work.  There's a limit for how much they can earn in these student jobs.  Sometimes when our students go abroad and talk about their conditions as a student.  People won't believe them but it's actually true.  But I actually think it's a good idea.  I'm happy with this system because it allows people to focus on their education.  And that's a good thing.  So of course we have all heard about these new guys in the education sector.  And of course they are a can university, open edX and Stanford.  Everyone seems to have offerings in online education.  And I think that the traditional university education are slowly coming around to seeing  that there's a need for it, there's a demand for online education efforts or offerings.  But what we have seen in herning, what we were trying to do in herning,  we're not going to emulate these offerings.  We are trying to take the best out of them and then provide it in our setting.  We want our education to still be accredited.  We want our students to be able to obtain these allowance.  So that should be the same level of quality and control in order for the education to still be accredited.  That's very important for us because that's how the university gets paid.  If the education loses its accreditation, we cannot be reimbursed for the work that we are doing.  So it's extremely important that we don't lose that accreditation.  So as we see it, the online offerings that we see is mostly focused on single subjects, single topics, a single course.  Eventually, maybe a kind of certification that can be used to document your skills.  The way that they are taught is through short videos explaining the topic.  And then there will be some problems that the student can solve.  And after each larger section, there will be some tests,  either that the student will score themselves to see how they are doing,  or there will be, if there are also offerings where there will be a teacher or a system that grades the problem solving skills of the students.  So this is what we see that the way that the online education is going.  And of course, there's a lot of good things in this.  It's nice for the students to be able to study when they have the time and the drive for it,  and they can do it at home and in their own pace.  But we also see that there are some challenges to this approach,  especially if you want to have a full-time education based on online offerings.  We see a possible challenge in how can we keep the online students focused,  how can we avoid that they spend too much time on everything else that you can do when you sit in front of a computer.  And if we have full-time students that only doing their study through online offerings,  there is a real danger that the people get isolated,  and they won't feel as if they are part of a larger group or that they are all alone and stuff like that.  We are actually fighting these things about isolation, even though we have a campus and we have people coming to classes.  In those situations, we actually see that there are some students that for one or another reason get isolated or feel alone.  So I think that's a real issue here.  Also, when you are doing online learning, you are the driver for the motivation.  So online learning will, to some extent, favor people who are good at motivating themselves.  Of course, people who are good at motivating themselves also have an advantage in traditional education,  but I don't think that the motivation part is going to be smaller in online offerings.  And finally, there are also some challenges for the teaching faculty.  We need to plan differently.  We need to be better to anticipate questions, because if there is no direct interaction with the students,  we have to prepare in a different way.  So I will briefly go, this is not a talk about learning theory,  but I would want to emphasize a few things in the way that we look at teaching and learning.  Of course, if we talk about teaching, then the important actor is the teacher.  So if we look at education as something that we have to teach, then we will focus on the teacher.  And maybe that's not the most beneficial way to look at education or learning,  because maybe the outcome of the teaching should be that the student learns something.  Also, when we as teachers feel that our students didn't learn what we had hoped or planned,  then we could very easily fall into this trap that we could just say,  okay, I did everything that I should, I planned, I had all these nice problems,  but I made a very good lecture, so if they didn't understand it, they must be stupid.  So that's a very dangerous thing to do, I think, to begin to look at the student body  and divide it into groups, the good students and the bad students,  because the good students, they are going to thrive anyways.  If we kind of give up on the bad students, we shouldn't call them bad students,  because they don't exist.  I think that we have to accept that there are no good students and bad students,  there are only different ways of learning.  And if we, instead of focusing on the teacher, focusing on the learning, so the outcome of our teaching,  then we will focus on the student and we will begin asking questions like,  how would you prefer to learn?  Would you prefer to read or listen or look at videos?  Do problem solving or what is the best way for you to learn this topic?  Are there, sometimes, that are better than others?  And are there some places where you would prefer to be learning?  These questions we can't really ask today, because how is really determined by the teacher?  When is determined by the classroom schedule?  And where is, that's the on campus.  We can't really change that in the traditional settings.  We have the possibility in the online situations, we have to make, we can make more allowances for people to choose their learning environment.  So as a teacher in this setting, our job will be more to provide the tools and the curriculum to allow for the students to have a learning process.  So what we're going to do in the new education is that we will offer this as an online, this bachelor study as an online study,  but we will kind of, we will try to mix it.  So there will be both on campus students and online students and they can mix and match as they want.  Some on campus students can choose to stay at home some days or a week or whatever.  And some online students can choose to come to the campus to engage with the other students.  So, but we want the start of the study to start with a week long boot camp,  gather all the students, either, or both the online and on campus students should come to the campus  so that we can set up the computers and form the teams that we all need during the study.  And well, introduce them to the teachers and get a relationship going between the students internally,  and also between the students and the faculty.  The semester we will use this, we call, it's not our invention, but the idea of the flipped classroom,  that will be the main way that we are going to teach.  So we will have, the students will prepare for the sessions, which we all also will have.  Again, by looking at videos at home, doing small problems, and so there will be video lectures  and they have to read stuff and things like that.  So they are prepared for the session, the online sessions or on campus sessions,  where there will be discussion about what was the important part of the lessons for today.  And there will be problem solving and stuff like that.  And there's something that we haven't tried yet, we don't know if it's going to work,  but we want to gather people, both online and on campus, in the same time,  so that people on campus can interact with the online students via the internet.  So a little more about the flipped classroom.  In the top we have the traditional class, the teacher is going through the topic for the today  and the students are listening and then they go home one by one and study the,  primarily the text for the class.  In the flipped classroom there will be a preparation part where the students are prepared for the lessons at home.  And then when they come to the lesson, the teacher will be more a facilitator than a lecturer  and the students will engage with the topics and with each other,  so that they use the preparation in the classroom.  And they can use the discussions between the students to further improve their learning.  That's the idea.  As I said, it's not our invention and it seems that there have been quite successful stories about it.  So we are going to use Adobe Connect for the collaboration part and LiveSize for streaming.  It's not very important.  This is an electronics study, so we have made this box with all the stuff that the engineer will need.  So there will be a breadboard, a PC oscilloscope, an embed computer,  and all the tools that they need so that they can do exercises at home.  And they will get this the first week and they will take that home so they can use it by themselves.  The on-campus students, of course, will be able to use the laboratories, facilities that we have on the campus.  So final topic, and I think I'm almost out of time.  So how can we use Python in online education?  Of course we can use Python for teaching programming.  That's not really any news, but I think it's actually a very good way of teaching computer science also.  But since this is an occasion which focuses on embedded systems,  we need to supplement it with some C so that students will have that on the CVE as well.  I want to use the iPython notebook as a MATLAB replacement.  I think that's perfectly reasonable.  But we'll see.  I'm not the only teacher on my education.  Okay, so this is just an observation that when we have these internships,  we go and talk with the students while they are at the internship to see if they are all right.  And then we actually more times than not discover that Python actually is used in the industries for different things.  So I don't think it's necessarily a downside to be able to write on your CVE  that you have used Python during your education.  I think that's perfectly valid to have that.  So I'm at the end.  You can read this. I have spent all my time.  Thank you.  Thank you, Anders.  Any questions?  Hi, thanks for the talk.  You mentioned students potentially becoming disengaged and isolated if they're online only students.  How do you know if that's happening?  Do you do any analysis of their usage?  And if you do see someone who's gone like that, what do you do about it?  What I didn't discuss here was how we are going to follow up throughout the semester.  But we will have one-on-one Skype sessions with the online students.  We do that already with the on-campus students.  We talk to them more times throughout the semester to see how they work.  If the curriculum is suitable for them or if the teamwork is okay and stuff like that.  So we try to interview our students in order to make sure that they are okay.  That's something that we value, that there should be a very close between the students and the faculty.  We want to have that.  And we want to be approachable as well.  And that's also why we want this boot camp to actually show ourselves as teachers.  But we are also human beings and we are not dangerous.  Any more questions?  No?  Thank you, Anders.  Thank you.  Thank you.
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Good afternoon everyone. Thanks for having me. So today on the summit we have talked about Python education and it seems to be that I'm in the other end of the spectrum here because this is university education. So my name is Anna Sleeman and this is a compact view of my 20 years as an electronics engineer. So I've had the luck and honor to have a very diverse career I think. But now I work for the University of Orhus where I am teaching bachelor students in electronic engineering. So the talk that I'm going to present to you today I'll go through these items here. Just short of what we are doing now. What kind of education we have now. And what a little bit about how the Danish university educations look. A brief introduction to the online education landscape if you could call that. And then I'll go into more about what are the challenges for education, for online education. Mainly what can we foresee as challenges and how should we address those challenges. Then I'll present what we are trying to do in our transformation of the existing education. And lastly how Python can fit into this online education of university education. So the existing education that we have today is we call it electronic design engineer. It's an accredited bachelor education. It takes three and a half years. Where there is a six months internship included. We have a very good cooperation with the local industry. So we are able to place almost all our students in companies for these six months. And it tends to be that after they have been six months at a company. Most of them will write their bachelor thesis at that company. From the tasks that these companies give them. And a large percentage of those who have solved problems for the companies. Will continue in employment in these companies. The education is located in Herling which is in the west part of Denmark. It's not a large city. But we are lucky to have a quite large number of industries and some of them are quite big. The most, the largest one is probably Siemens wind power. Which is located less than 20 miles from the education. And of course there's a lot of wind power related companies that support Vestas and Siemens. Which are the largest wind power factories or industries we have. So it's a kind of exclusive education. We only accept 40 students each year. So it's kind of a small education. So a little bit about University of Ous. So University of Ous is the largest university in Denmark. Even though Ous is only the second largest city in Denmark. But over the last five years there has been a lot of mergers in the Danish university sector. So actually Ous has swallowed up a large number of smaller campuses. Among them the campus in Herling. So in Denmark the tuition is free on the university educations. And the students will get an allowance while doing the studies. And they can apply for low interest student loans. The allowance is almost enough for the students to live off from it. It's around 800 euros a month. But they are also allowed to work. There's a limit for how much they can earn in these student jobs. Sometimes when our students go abroad and talk about their conditions as a student. People won't believe them but it's actually true. But I actually think it's a good idea. I'm happy with this system because it allows people to focus on their education. And that's a good thing. So of course we have all heard about these new guys in the education sector. And of course they are a can university, open edX and Stanford. Everyone seems to have offerings in online education. And I think that the traditional university education are slowly coming around to seeing that there's a need for it, there's a demand for online education efforts or offerings. But what we have seen in herning, what we were trying to do in herning, we're not going to emulate these offerings. We are trying to take the best out of them and then provide it in our setting. We want our education to still be accredited. We want our students to be able to obtain these allowance. So that should be the same level of quality and control in order for the education to still be accredited. That's very important for us because that's how the university gets paid. If the education loses its accreditation, we cannot be reimbursed for the work that we are doing. So it's extremely important that we don't lose that accreditation. So as we see it, the online offerings that we see is mostly focused on single subjects, single topics, a single course. Eventually, maybe a kind of certification that can be used to document your skills. The way that they are taught is through short videos explaining the topic. And then there will be some problems that the student can solve. And after each larger section, there will be some tests, either that the student will score themselves to see how they are doing, or there will be, if there are also offerings where there will be a teacher or a system that grades the problem solving skills of the students. So this is what we see that the way that the online education is going. And of course, there's a lot of good things in this. It's nice for the students to be able to study when they have the time and the drive for it, and they can do it at home and in their own pace. But we also see that there are some challenges to this approach, especially if you want to have a full-time education based on online offerings. We see a possible challenge in how can we keep the online students focused, how can we avoid that they spend too much time on everything else that you can do when you sit in front of a computer. And if we have full-time students that only doing their study through online offerings, there is a real danger that the people get isolated, and they won't feel as if they are part of a larger group or that they are all alone and stuff like that. We are actually fighting these things about isolation, even though we have a campus and we have people coming to classes. In those situations, we actually see that there are some students that for one or another reason get isolated or feel alone. So I think that's a real issue here. Also, when you are doing online learning, you are the driver for the motivation. So online learning will, to some extent, favor people who are good at motivating themselves. Of course, people who are good at motivating themselves also have an advantage in traditional education, but I don't think that the motivation part is going to be smaller in online offerings. And finally, there are also some challenges for the teaching faculty. We need to plan differently. We need to be better to anticipate questions, because if there is no direct interaction with the students, we have to prepare in a different way. So I will briefly go, this is not a talk about learning theory, but I would want to emphasize a few things in the way that we look at teaching and learning. Of course, if we talk about teaching, then the important actor is the teacher. So if we look at education as something that we have to teach, then we will focus on the teacher. And maybe that's not the most beneficial way to look at education or learning, because maybe the outcome of the teaching should be that the student learns something. Also, when we as teachers feel that our students didn't learn what we had hoped or planned, then we could very easily fall into this trap that we could just say, okay, I did everything that I should, I planned, I had all these nice problems, but I made a very good lecture, so if they didn't understand it, they must be stupid. So that's a very dangerous thing to do, I think, to begin to look at the student body and divide it into groups, the good students and the bad students, because the good students, they are going to thrive anyways. If we kind of give up on the bad students, we shouldn't call them bad students, because they don't exist. I think that we have to accept that there are no good students and bad students, there are only different ways of learning. And if we, instead of focusing on the teacher, focusing on the learning, so the outcome of our teaching, then we will focus on the student and we will begin asking questions like, how would you prefer to learn? Would you prefer to read or listen or look at videos? Do problem solving or what is the best way for you to learn this topic? Are there, sometimes, that are better than others? And are there some places where you would prefer to be learning? These questions we can't really ask today, because how is really determined by the teacher? When is determined by the classroom schedule? And where is, that's the on campus. We can't really change that in the traditional settings. We have the possibility in the online situations, we have to make, we can make more allowances for people to choose their learning environment. So as a teacher in this setting, our job will be more to provide the tools and the curriculum to allow for the students to have a learning process. So what we're going to do in the new education is that we will offer this as an online, this bachelor study as an online study, but we will kind of, we will try to mix it. So there will be both on campus students and online students and they can mix and match as they want. Some on campus students can choose to stay at home some days or a week or whatever. And some online students can choose to come to the campus to engage with the other students. So, but we want the start of the study to start with a week long boot camp, gather all the students, either, or both the online and on campus students should come to the campus so that we can set up the computers and form the teams that we all need during the study. And well, introduce them to the teachers and get a relationship going between the students internally, and also between the students and the faculty. The semester we will use this, we call, it's not our invention, but the idea of the flipped classroom, that will be the main way that we are going to teach. So we will have, the students will prepare for the sessions, which we all also will have. Again, by looking at videos at home, doing small problems, and so there will be video lectures and they have to read stuff and things like that. So they are prepared for the session, the online sessions or on campus sessions, where there will be discussion about what was the important part of the lessons for today. And there will be problem solving and stuff like that. And there's something that we haven't tried yet, we don't know if it's going to work, but we want to gather people, both online and on campus, in the same time, so that people on campus can interact with the online students via the internet. So a little more about the flipped classroom. In the top we have the traditional class, the teacher is going through the topic for the today and the students are listening and then they go home one by one and study the, primarily the text for the class. In the flipped classroom there will be a preparation part where the students are prepared for the lessons at home. And then when they come to the lesson, the teacher will be more a facilitator than a lecturer and the students will engage with the topics and with each other, so that they use the preparation in the classroom. And they can use the discussions between the students to further improve their learning. That's the idea. As I said, it's not our invention and it seems that there have been quite successful stories about it. So we are going to use Adobe Connect for the collaboration part and LiveSize for streaming. It's not very important. This is an electronics study, so we have made this box with all the stuff that the engineer will need. So there will be a breadboard, a PC oscilloscope, an embed computer, and all the tools that they need so that they can do exercises at home. And they will get this the first week and they will take that home so they can use it by themselves. The on-campus students, of course, will be able to use the laboratories, facilities that we have on the campus. So final topic, and I think I'm almost out of time. So how can we use Python in online education? Of course we can use Python for teaching programming. That's not really any news, but I think it's actually a very good way of teaching computer science also. But since this is an occasion which focuses on embedded systems, we need to supplement it with some C so that students will have that on the CVE as well. I want to use the iPython notebook as a MATLAB replacement. I think that's perfectly reasonable. But we'll see. I'm not the only teacher on my education. Okay, so this is just an observation that when we have these internships, we go and talk with the students while they are at the internship to see if they are all right. And then we actually more times than not discover that Python actually is used in the industries for different things. So I don't think it's necessarily a downside to be able to write on your CVE that you have used Python during your education. I think that's perfectly valid to have that. So I'm at the end. You can read this. I have spent all my time. Thank you. Thank you, Anders. Any questions? Hi, thanks for the talk. You mentioned students potentially becoming disengaged and isolated if they're online only students. How do you know if that's happening? Do you do any analysis of their usage? And if you do see someone who's gone like that, what do you do about it? What I didn't discuss here was how we are going to follow up throughout the semester. But we will have one-on-one Skype sessions with the online students. We do that already with the on-campus students. We talk to them more times throughout the semester to see how they work. If the curriculum is suitable for them or if the teamwork is okay and stuff like that. So we try to interview our students in order to make sure that they are okay. That's something that we value, that there should be a very close between the students and the faculty. We want to have that. And we want to be approachable as well. And that's also why we want this boot camp to actually show ourselves as teachers. But we are also human beings and we are not dangerous. Any more questions? No? Thank you, Anders. Thank you. Thank you.
Mainly what can we foresee as challenges and how they are part of a larger group or that they are challenges for the teaching faculty. We need to the new education is that we will offer this as it. So there will be both on campus students and either, or both the online and on campus students the idea of the flipped classroom, that will be In the flipped classroom there will be a thanks for the talk. You mentioned students