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Coursera experiences from the University of Maryland’s first MOOC Dr. James V. Green Director, Entrepreneurship Education Maryland Technology Enterprise Institute (Mtech) A. James Clark School of Engineering April 4, 2013.
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Coursera experiences from the University of Maryland’sfirst MOOC Dr. James V. GreenDirector, Entrepreneurship EducationMaryland Technology Enterprise Institute (Mtech)A. James Clark School of EngineeringApril 4, 2013 Maryland Technology Enterprise Institute · A. James Clark School of Engineering · University of Maryland
Mtech’s Coursera course launched January 201387,900 enrollments in first offering Maryland Technology Enterprise Institute · A. James Clark School of Engineering · University of Maryland
Goal of developing students’ entrepreneurial mindset and opportunity analysis skill set The Opportunity Analysis CanvasTM Maryland Technology Enterprise Institute · A. James Clark School of Engineering · University of Maryland
Developed a rigorous course on complex topics that challenged students through weekly assignments Maryland Technology Enterprise Institute · A. James Clark School of Engineering · University of Maryland
Initial student profile for our course (r =26,600, 30%) 48% First entrepreneurship course 18% Taken at least one entrepreneurship course in the past 17% Written a business plan 17% Started my own business Maryland Technology Enterprise Institute · A. James Clark School of Engineering · University of Maryland
Initial student profile for our course (r =26,600, 30%) 45% plan to start a business in the future 14% actively starting a business 12% interested in improving my existing business Maryland Technology Enterprise Institute · A. James Clark School of Engineering · University of Maryland
Initial student profile for our course (r =26,600, 30%) 48% industry professional 27% university student 5% academic, professor, research scientist 2% high school student Maryland Technology Enterprise Institute · A. James Clark School of Engineering · University of Maryland
Ages range from 13-92, with the highest concentration (55%) being 20-30 years old Maryland Technology Enterprise Institute · A. James Clark School of Engineering · University of Maryland
Our students create a truly global classroom(r =26,600, 30%) • 75% of the students from beyond U.S. • 153 countries Maryland Technology Enterprise Institute · A. James Clark School of Engineering · University of Maryland
Student engagement is difficult to assess, as their intent and goals vary • Difficult to differentiate: • Students intending to take assessments and “pass” the course versus • Those intending to view all lectures without completing assessment Maryland Technology Enterprise Institute · A. James Clark School of Engineering · University of Maryland
75% of enrollments withdraw by the end of week 1 Number of Users Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Maryland Technology Enterprise Institute · A. James Clark School of Engineering · University of Maryland
Creation and production of lecture content largely developed concurrently with course delivery. • An early stage challenge is determining the right type and quantity of content to record for the course • Content from existing courses was a basis for the Coursera course • Still required significant rework to break into bite size pieces, 16 x 9 ratio, text placement adjustments, etc. • Six week course target was 5 videos/week of 8-12 minutes/video • Actual delivery was 4-6 videos/week of 7-15 minutes/video • Video production required ~ 3 hours per 1 hour of content • 1 hr. of final content required 1 hr. 15 min. of recording + 45 min. of editing, rendering, and posting + 1 hr. of QA • Instructor experiences in online course development, video recording, and software design likely made this a faster time than many other faculty on campus Maryland Technology Enterprise Institute · A. James Clark School of Engineering · University of Maryland
Design of assessments were the most challenging piece of this initial Coursera offering. • Time to development the automated assessments, while initially intensive, became more efficient over time • Weekly automated assessments typically included 10 questions with several true-false, multiple choice, numeric solutions, and keyword solutions • Keyword based scoring was particularly helpful in more complex assessments, although there was the need to “trick” the system for the desired scoring logic • Peer assessments were, per one student, “Quite a disaster!” • 2 of 6 weekly assessments were peer-graded (week 4 and week 5) • Greatest source of discontent based on discussion boards and emails • Poor English writing skills were a commonly cited problem by graders Maryland Technology Enterprise Institute · A. James Clark School of Engineering · University of Maryland
Assignments (1, 2, 3, & 6): Auto-gradedSubmissions & Grading AverageGrade = 73% 82% 87% 85% Number of Submissions Maryland Technology Enterprise Institute · A. James Clark School of Engineering · University of Maryland
Assignments (4 & 5): Peer-gradedSubmissions & Grading AverageGrade = 66.5% (versus 82.5% of auto-graded assignments) Number of Submissions Maryland Technology Enterprise Institute · A. James Clark School of Engineering · University of Maryland
Distribution of Final Grades 4,799 Passing 1,840Passing with Distinction Maryland Technology Enterprise Institute · A. James Clark School of Engineering · University of Maryland
Course evaluations average 3.11 on a 4.0 scale __ x = 3.11 Maryland Technology Enterprise Institute · A. James Clark School of Engineering · University of Maryland
Improvement in entrepreneurial mindset & opportunity analysis, to include 3.53% self-efficacy increase. Average 3.53% Schwarzer, R., & Jerusalem, M. (1995). Generalized self-efficacy scale. Maryland Technology Enterprise Institute · A. James Clark School of Engineering · University of Maryland
Word cloud from 5,000+ course evaluations highlight “thank,” “good,” “time,” & “think,” “learned,” “helpful.” Maryland Technology Enterprise Institute · A. James Clark School of Engineering · University of Maryland
Revisions for the next Coursera offering of this course include, but are not limited to: • Major changes in the peer assessment • One summative assessment as the final, with more explicit instructions (hopefully without leading the witness) • Better reading references (unpaid and paid options) • Absence of a required paid textbook/materials is a challenge • Recommended low-cost books (in the U.S) from our first offering still expensive for many Courserians globally • 75% international students provides an opportunity to discuss international opportunities and challenges within the course content and deliverables • Exploring ideas for next course offering Maryland Technology Enterprise Institute · A. James Clark School of Engineering · University of Maryland
Mtech’s Strategy for Blended & Online Courses • MOOCs • Provides video lecture content and know-how for integration into for-credit courses • Enhance for-credit online courses through a mini-lecture approach with online assessments • Flipped classroom opportunity for face-to-face courses • Enables a recruitment opportunity to attract entrepreneurial students to UMD • Contributes to UMD’s brand as an innovative and entrepreneurial university, and serves public interests • For-credit blended & online courses • Now offer 5 online for-credit courses/yr. • Increases the number of UMD entrepreneurship and innovation course offerings and students • Build entrepreneurship & innovation skills • Leads to venture creation • Key criteria for entrepreneurship rankings • Improves access to courses in Mtech’s Minor in Technology Entrepreneurship year-round • Generates revenues for Mtech in winter and summer terms • Provides an opportunity to serve students beyond UMD, to include other universities in the U.S. and via international partnerships Maryland Technology Enterprise Institute · A. James Clark School of Engineering · University of Maryland
Key Takeaways • Experience of educating thousands of students globally is exciting, educational (for our UMD team), and rewarding • Goal of developing students’ entrepreneurial mindset and opportunity analysis skill set was met (and can be improved) • 4,799 students passing the course, and 3.53% self-efficacy increase, evidences progress towards this goal • Opportunities to enhance assessments, design, and delivery with reasonable effort by second offering in May 2013 • Collection of video lecture content and know-how is already being integrated into Mtech’s for-credit courses • Enhancing for-credit online courses through a mini-lecture (8-12 min.) approach with online assessments • Adding flipped classroom content/approach for face-to-face courses Maryland Technology Enterprise Institute · A. James Clark School of Engineering · University of Maryland
Contact forInformation and Questions Dr. James V. Green Director, Entrepreneurship Education Maryland Technology Enterprise Institute (Mtech) A. James Clark School of Engineering jvgreen@umd.edu 301.314.1450 Maryland Technology Enterprise Institute · A. James Clark School of Engineering · University of Maryland