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www.mtech.umd.edu
Coursera experiences from the University of Maryland’s
first MOOC
Dr. James V. GreenDirector, 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
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
ENTREPRENEURIAL MINDSET
AchievementIndividualism
ControlFocus
Optimism
ENTREPRENEURIAL MOTIVATION
Self-efficacyCognitive motivation
Tolerance for ambiguity
ENTREPRENEURIAL BEHAVIORS
ConfidenceRisk
Interpersonal relationship skillsSocial capital
MACROECONOMIC CHANGES
DemographicPsychographic
TechnicalSocietalPolitical
Regulatory
INDUSTRY CONDITIONS
Knowledge conditionsDemand conditions
COMPETITION
Learning curveCapital requirementsComplimentary assets
Reputation effects
OPPORTUNITY IDENTIFICATION
Problem Solution
AdvantageTeam
INDUSTRY STATUS
Industry life cycleIndustry structure
VALUE CURVE
EliminateReduceRaiseCreate
The Opportunity Analysis CanvasTM
www.mtech.umd.edu
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
assignmentsWeekly Topics
1. Entrepreneurial
Mindset
2. Customer Understanding
3. Industry Understanding
4. BusinessModels
5. Business Planning
6. FinancialPlanning
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
MarketAssessment
Industry Analysis Development of a Business Model
Canvas
Evaluation of a Business Plan
Financial Analysis &
Course Evaluation
www.mtech.umd.edu
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
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
13 16 19 22 25 28 31 34 37 40 43 46 49 52 55 58 61 64 67 70 73 76 80 86
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
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
Maryland Technology Enterprise Institute · A. James Clark School of Engineering · University of Maryland
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
USA24.54
%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
Aruba0.004
%
Bhutan0.004
%
Bonaire0.004
%
Guatemala0.004
%
Kazakhstan0.004
%
Maldives 0.004
%
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
%
www.mtech.umd.edu
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
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
Nu
mb
er
of
Use
rs
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
Assignments (1, 2, 3, & 6): Auto-gradedSubmissions & Grading
Nu
mb
er
of
Su
bm
issi
on
s
Tell u
s ab
out y
ours
elf
Assign
men
t 1A: S
elf-A
sses
smen
t
Assign
men
t 1B: E
ntre
pren
euria
l Mind
set &
Dec
ision
-Mak
ing
Assign
men
t 2: M
arke
t Ass
essm
ent
Assign
men
t 3: I
ndus
try A
nalys
is
Assign
men
t 6: F
inanc
ial A
nalys
is
Assign
men
t: Fina
l Self
-Ass
essm
ent a
nd C
ours
e Eva
luatio
n
0
5000
10000
15000
20000
25000
30000
Average Grade = 73% 82% 87% 85%
www.mtech.umd.edu
Maryland Technology Enterprise Institute · A. James Clark School of Engineering · University of Maryland
Assignment 4: Business Model Canvas (grade) Assignment 5: Business Plan Evaluation (grade) -
1,000
2,000
3,000
4,000
5,000
6,000
Nu
mb
er
of
Su
bm
issi
on
s
Assignments (4 & 5): Peer-gradedSubmissions & Grading
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 3.132.84 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
Maryland Technology Enterprise Institute (Mtech)
A. James Clark School of [email protected]
301.314.1450
Contact forInformation and Questions
Maryland Technology Enterprise Institute · A. James Clark School of Engineering · University of Maryland