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Mtech’s Coursera course launched January 2013 87,900 enrollments in first offering PowerPoint PPT Presentation


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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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Mtech’s Coursera course launched January 2013 87,900 enrollments in first offering

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Mtech s coursera course launched january 2013 87 900 enrollments in first offering

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 2013 87 900 enrollments in first offering

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

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

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

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 26 600 301

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 26 600 302

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

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

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

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

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

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

    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 graded submissions grading

    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


    Mtech s coursera course launched january 2013 87 900 enrollments in first offering

    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


    Mtech s coursera course launched january 2013 87 900 enrollments in first offering

    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

    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

    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


    Mtech s coursera course launched january 2013 87 900 enrollments in first offering

    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

    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

    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

    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 for information and questions

    Contact forInformation 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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