www.mtech.umd.edu 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 www.mtech.umd.edu Mtech’s Coursera course launched January 2013 87,900 enrollments in first offering Maryland Technology Enterprise Institute · A. James Clark School of Engineering · University of Maryland www.mtech.umd.edu Goal of developing students’ entrepreneurial mindset and opportunity analysis skill set The Opportunity Analysis Canvas ENTREPRENEURIAL MINDSET Achievement Individualism Control Focus Optimism MACROECONOMIC CHANGES Demographic Psychographic Technical Societal Political Regulatory TM ENTREPRENEURIAL MOTIVATION ENTREPRENEURIAL BEHAVIORS Self-efficacy Cognitive motivation Tolerance for ambiguity Confidence Risk Interpersonal relationship skills Social capital INDUSTRY CONDITIONS COMPETITION Knowledge conditions Demand conditions Learning curve Capital requirements Complimentary assets Reputation effects INDUSTRY STATUS VALUE CURVE Industry life cycle Industry structure OPPORTUNITY IDENTIFICATION Problem Solution Advantage Team Eliminate Reduce Raise Maryland Technology Enterprise Institute · A. James Clark School of Engineering · University of Maryland Create www.mtech.umd.edu Developed a rigorous course on complex topics that challenged students through weekly assignments Weekly Topics 1. Entrepreneurial Mindset 2. Customer Understanding 3. Industry Understanding 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 Intro Survey & Entrepreneurial Mindset Market Assessment Assignments Industry Analysis 4. Business Models 5. Business Planning 6. Financial 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 Development of a Business Model Canvas Evaluation of a Business Plan Financial Analysis & Course Evaluation Maryland Technology Enterprise Institute · A. James Clark School of Engineering · University of Maryland www.mtech.umd.edu Initial student profile for our course (r =26,600, 30%) 48% 18% 17% 17% First entrepreneurship course Taken at least one entrepreneurship course in the past Written a business plan Started my own business Maryland Technology Enterprise Institute · A. James Clark School of Engineering · University of Maryland www.mtech.umd.edu 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 www.mtech.umd.edu 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 www.mtech.umd.edu Ages range from 13-92, with the highest concentration (55%) being 20-30 years old 13 15 17 19 21 23 25 27 29 31 33 35 37 39 41 43 45 47 49 51 53 55 57 59 61 63 65 67 69 71 73 75 78 80 84 92 Maryland Technology Enterprise Institute · A. James Clark School of Engineering · University of Maryland www.mtech.umd.edu Our students create a truly global classroom (r =26,600, 30%) • • 75% of the students from beyond U.S. 153 countries By Continent North America 30.13% Europe 30.07% Asia 20.87% South America 10.22% Africa 4.76% Oceania 2.45% Central America 1.51% Most Representation USA 24.54% India 8.58% Brazil 5.54% Spain 5.21% UK 3.09% Canada 2.92% Mexico 2.67% Australia 2.12% Colombia 1.88% Russia 1.88% Greece 1.80% Portugal 1.73% Germany 1.68% Ukraine 1.50% Netherlands 1.37% Italy 1.31% France 1.27% Philippines 1.17% Romania 1.13% Rarest Representation Aruba 0.004% Bhutan 0.004% Bonaire 0.004% Guatemala 0.004% Kazakhstan 0.004% Maldives 0.004% Monaco 0.004% Samoa 0.004% Vanuatu 0.004% West Indies 0.004% Andorra 0.008% Benin 0.008% Bermuda 0.008% Burundi 0.008% Finland 0.008% Namibia 0.008% St. Lucia 0.008% Togo 0.008% Guyana 0.011% Maryland Technology Enterprise Institute · A. James Clark School of Engineering · University of Maryland www.mtech.umd.edu Student engagement is difficult to assess, as their intent and goals vary 87,900 Enrolled Avg. MOOC = 33,000 45,938 Attended (52.26% of Enrolled) 20,395 Tested (44.40% of Attended) 4,799 Passed Avg. MOOC 2,600 (23.53% of Tested) 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 www.mtech.umd.edu 75% of enrollments withdraw by the end of week 1 50000 Weeks Retention Rate (w-o-w) 0 to 1 52% 1 to 2 50% 2 to 3 72% 3 to 4 85% 20000 4 to 5 82% 15000 5 to 6 88% 45000 Number of Users 40000 35000 30000 25000 10000 5000 0 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 www.mtech.umd.edu 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 www.mtech.umd.edu 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 www.mtech.umd.edu Assignments (1, 2, 3, & 6): Auto-graded Submissions & Grading Average Grade = 73% 82% 87% 85% 30000 Number of Submissions 25000 20000 15000 10000 5000 0 Tell us about yourself Assignment 1A: Assignment 1B: Self-Assessment Entrepreneurial Mindset & Decision-Making Assignment 2: Market Assessment Assignment 3: Industry Analysis Assignment 6: Financial Analysis Assignment: Final SelfAssessment and Course Evaluation Maryland Technology Enterprise Institute · A. James Clark School of Engineering · University of Maryland www.mtech.umd.edu Assignments (4 & 5): Peer-graded Submissions & Grading Average Grade = 66.5% (versus 82.5% of auto-graded assignments) Number of Submissions 6,000 5,000 4,000 3,000 2,000 1,000 Assignment 4: Business Model Canvas (grade) Assignment 5: Business Plan Evaluation (grade) Maryland Technology Enterprise Institute · A. James Clark School of Engineering · University of Maryland www.mtech.umd.edu Distribution of Final Grades 4,799 Passing 1,840 Passing with Distinction Maryland Technology Enterprise Institute · A. James Clark School of Engineering · University of Maryland www.mtech.umd.edu Course evaluations average 3.11 on a 4.0 scale 4.00 3.42 3.25 3.17 3.15 __ x = 3.11 3.13 3.00 2.84 2.80 The course was intellectually challenging. The instructor helped create an atmosphere that kept me engaged in course content. 2.00 1.00 0.00 The instructor was Course guidelines The instructor was I learned a lot from Overall, this well-prepared for were clearly effective in this course. instructor was an class. described in the communicating the effective teacher. syllabus. content of the course. Maryland Technology Enterprise Institute · A. James Clark School of Engineering · University of Maryland www.mtech.umd.edu 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% Schwarzer, R., & Jerusalem, M. (1995). Generalized self-efficacy scale. Average 3.53% Maryland Technology Enterprise Institute · A. James Clark School of Engineering · University of Maryland www.mtech.umd.edu 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 www.mtech.umd.edu 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 www.mtech.umd.edu 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 – MOOCs – Enhance for-credit online courses through a mini-lecture approach with online assessments • Flipped classroom opportunity for face-to-face courses • 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 Provides video lecture content and know-how for integration into for-credit 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 – Maryland Technology Enterprise Institute · A. James Clark School of Engineering · University of Maryland www.mtech.umd.edu 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 www.mtech.umd.edu Contact for Information and Questions Dr. James V. Green Director, Entrepreneurship Education Maryland Technology Enterprise Institute (Mtech) A. James Clark School of Engineering [email protected] 301.314.1450 Maryland Technology Enterprise Institute · A. James Clark School of Engineering · University of Maryland
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