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
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Mtech’s Coursera course launched January 2013 87,900 enrollments in first offering
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. - PowerPoint PPT Presentation
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www.mtech.umd.edu
Coursera experiences from the University of Maryland’s
first MOOC Dr. James V. Green
Director, Entrepreneurship EducationMaryland 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
Maryland Technology Enterprise Institute · A. James Clark School of Engineering · University of Maryland
Mtech’s Coursera course launched January 2013
87,900 enrollments in first offering
www.mtech.umd.edu
Goal of developing students’ entrepreneurial mindset and opportunity analysis skill set
Maryland Technology Enterprise Institute · A. James Clark School of Engineering · University of Maryland
Maryland Technology Enterprise Institute · A. James Clark School of Engineering · University of Maryland
4,799 Passed
Avg. MOOC 2,600(23.53% of
Tested)
20,395 Tested
(44.40% of Attended)
45,938 Attended (52.26% of Enrolled)
87,900 EnrolledAvg. MOOC =
33,000
Difficult to differentiate: • Students intending to
take assessments and “pass” the course versus
• Those intending to view all lectures without completing assessment
www.mtech.umd.edu
75% of enrollments withdraw by the end of week 1
Maryland Technology Enterprise Institute · A. James Clark School of Engineering · University of Maryland
Num
ber
of U
sers
0
5000
10000
15000
20000
25000
30000
35000
40000
45000
50000
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6
Weeks
Retention
Rate(w-o-w)
0 to 1
52%
1 to 2
50%
2 to 3
72%
3 to 4
85%
4 to 5
82%
5 to 6
88%
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
Maryland Technology Enterprise Institute · A. James Clark School of Engineering · University of Maryland
Average Grade = 66.5% (versus 82.5% of auto-graded assignments)
www.mtech.umd.edu
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
www.mtech.umd.edu
Course evaluations average 3.11 on a 4.0 scale
Maryland Technology Enterprise Institute · A. James Clark School of Engineering · University of Maryland
0.00
1.00
2.00
3.00
4.00 3.42 3.25 3.17 3.15 3.13 2.84 2.80
x = 3.11__
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%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.
www.mtech.umd.edu
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.”
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
• 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
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
Dr. James V. GreenDirector, Entrepreneurship Education