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Www.mtech.umd.edu Coursera experiences from the University of Maryland’s first MOOC Dr. James V. Green Director, Entrepreneurship Education Maryland Technology.

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Presentation on theme: "Www.mtech.umd.edu Coursera experiences from the University of Maryland’s first MOOC Dr. James V. Green Director, Entrepreneurship Education Maryland Technology."— Presentation transcript:

1 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 Maryland Technology Enterprise Institute · A. James Clark School of Engineering · University of Maryland

2 Maryland Technology Enterprise Institute · A. James Clark School of Engineering · University of Maryland Mtech’s Coursera course launched January ,900 enrollments in first offering

3 Goal of developing students’ entrepreneurial mindset and opportunity analysis skill set Maryland Technology Enterprise Institute · A. James Clark School of Engineering · University of Maryland ENTREPRENEURIAL MINDSET Achievement Individualism Control Focus Optimism ENTREPRENEURIAL MOTIVATION Self-efficacy Cognitive motivation Tolerance for ambiguity ENTREPRENEURIAL BEHAVIORS Confidence Risk Interpersonal relationship skills Social capital MACROECONOMIC CHANGES Demographic Psychographic Technical Societal Political Regulatory INDUSTRY CONDITIONS Knowledge conditions Demand conditions COMPETITION Learning curve Capital requirements Complimentary assets Reputation effects OPPORTUNITY IDENTIFICATION Problem Solution Advantage Team INDUSTRY STATUS Industry life cycle Industry structure VALUE CURVE Eliminate Reduce Raise Create The Opportunity Analysis Canvas TM

4 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 Weekly Topics 1. Entrepreneurial Mindset 2. Customer Understanding 3. Industry Understanding 4. Business Models 5. Business Planning 6. Financial Planning Video Lectures Welcome and overview Entrepreneurial mindset Entrepreneurs and strategic decisions Psychology of entrepreneurs Entrepreneurial decision-makers and the use of biases and heuristics Risk taking in entrepreneurial decision-making Exploring real market needs Satisfying real market needs Macro changes that increase new venture opportunities Assessing entrepreneurial opportunities Environmental assessment of entrepreneurial ventures Selecting the right industry Types of innovations Understanding customer adoption Strategic planning The business model canvas Patterns of business model generation Designing business models Strategies for business model generation Process for business model design Defining the business plan Objectives of the business plan Writing the business plan Developing the marketing mix Sales forecasting Keys to raising financial capital Building financial statements Sources of financial capital Leading entrepreneurial growth Final thoughts Assignments Intro Survey & Entrepreneurial Mindset Market Assessment Industry AnalysisDevelopment of a Business Model Canvas Evaluation of a Business Plan Financial Analysis & Course Evaluation

5 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

6 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

7 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

8 Maryland Technology Enterprise Institute · A. James Clark School of Engineering · University of Maryland Ages range from 13-92, with the highest concentration (55%) being years old

9 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 By Continent North America30.13% Europe30.07% Asia20.87% South America10.22% Africa4.76% Oceania2.45% Central America1.51% Most Representation USA24.54% India8.58% Brazil5.54% Spain5.21% UK3.09% Canada2.92% Mexico2.67% Australia2.12% Colombia1.88% Russia1.88% Greece1.80% Portugal1.73% Germany1.68% Ukraine1.50% Netherlands1.37% Italy1.31% France1.27% Philippines1.17% Romania1.13% Rarest Representation Aruba0.004% Bhutan0.004% Bonaire0.004% Guatemala0.004% Kazakhstan0.004% Maldives0.004% Monaco0.004% Samoa0.004% Vanuatu0.004% West Indies0.004% Andorra0.008% Benin0.008% Bermuda0.008% Burundi0.008% Finland0.008% Namibia0.008% St. Lucia0.008% Togo0.008% Guyana0.011%

10 Student engagement is difficult to assess, as their intent and goals vary Maryland Technology Enterprise Institute · A. James Clark School of Engineering · University of Maryland Difficult to differentiate: Students intending to take assessments and “pass” the course versus Those intending to view all lectures without completing assessment

11 75% of enrollments withdraw by the end of week 1 Maryland Technology Enterprise Institute · A. James Clark School of Engineering · University of Maryland Number of Users Week 1 Week 2 Week 3 Week 4 Week 5 Week 6WeeksRetentionRate(w-o-w) 0 to 152% 1 to 250% 2 to 372% 3 to 485% 4 to 582% 5 to 688%

12 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

13 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 s – Poor English writing skills were a commonly cited problem by graders Maryland Technology Enterprise Institute · A. James Clark School of Engineering · University of Maryland

14 Maryland Technology Enterprise Institute · A. James Clark School of Engineering · University of Maryland Assignments (1, 2, 3, & 6): Auto-graded Submissions & Grading Number of Submissions Average Grade = 73% 82% 87% 85%

15 Maryland Technology Enterprise Institute · A. James Clark School of Engineering · University of Maryland Number of Submissions Assignments (4 & 5): Peer-graded Submissions & Grading Average Grade = 66.5% (versus 82.5% of auto-graded assignments)

16 Maryland Technology Enterprise Institute · A. James Clark School of Engineering · University of Maryland Distribution of Final Grades 4,799 Passing 1,840 Passing with Distinction

17 Course evaluations average 3.11 on a 4.0 scale Maryland Technology Enterprise Institute · A. James Clark School of Engineering · University of Maryland x = 3.11 __

18 Improvement in entrepreneurial mindset & opportunity analysis, to include 3.53% self-efficacy increase. Longitudinal survey asked at entry and exit of the six week course (r = 6,637) % Change Thanks to my resourcefulness, I know how to handle unforeseen situations.5.92% I can always manage to solve difficult problems if I try hard enough.5.21% If someone opposes me, I can find the means and ways to get what I want.5.07% It is easy for me to stick to my aims and accomplish my goals.3.99% I am confident that I could deal efficiently with unexpected events.3.94% I can remain calm when facing difficulties because I can rely on my coping abilities. 3.85% I can usually handle whatever comes my way.2.55% When I am confronted with a problem, I can usually find several solutions.2.11% I can solve most problems if I invest the necessary effort.1.45% If I am in trouble, I can usually think of a solution.1.22% Maryland Technology Enterprise Institute · A. James Clark School of Engineering · University of Maryland Average 3.53% Schwarzer, R., & Jerusalem, M. (1995). Generalized self-efficacy scale.

19 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.”

20 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

21 Mtech’s Strategy for Blended & Online Courses 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 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

22 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

23 Dr. James V. Green Director, Entrepreneurship Education Maryland Technology Enterprise Institute (Mtech) A. James Clark School of Engineering Contact for Information and Questions Maryland Technology Enterprise Institute · A. James Clark School of Engineering · University of Maryland


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