Category — Module Discussions

In approaching Activity 2, I wanted to evaluate an open source technology.  While Google has developed several open source applications, I chose to focus on Google Docs.

Face 1: Market Focus

Google Docs is being used in a variety of settings from K-12 to higher education institutions as well as in business venues.

Face 2: Types of Offerings

Google Documents encompasses a variety of offerings from word processing to presentations.

Face 3: Who is the Buyer?

Because Google Documents is open source technology, there is no “buyer” per say, but rather a customer. The decision to use Google Docs can be made by individuals or by institutions. In the educational arena, many utilize Google Docs for its collaborative features.

Face 4 – Global Markets

Google Docs is uniquely positioned in the global marketplace. Due to the popularity of Google’s free web browser and electronic mail service, customers can easily access Google documents. For those who are unfamiliar with how to use Google documents, tutorials are readily available such as this one from CommonCraft.

http://video.google.com/videoplay?docid=5270543939540408357

Face 5 – Development of the Market

A growing demand for open source applications ensures the continuing development of the market for application such as Google Docs. Other open source roducts such as OpenOffice  provide competition in the market. As a company, Google is committed to ongoing development and open access to an both products and an infrastructure which allow for ease of access (portability). For more information see http://www.google.com/intl/en/corporate/.

Face 6 – Learning Technology Competing with Other Forms of Learning

I am not entirely sure how to address this aspect. While Google Docs is not solely a learning technology, the growing demand from various sectors for open source productivity applications stimulates competition. Within the educational realm, the need for dependable, collaborative applications ensures that Google Docs and other developing open source productivity applications will be well received.

I approached Activity #2 (alternative marketplace offered by international development opportunities) as a cube analysis again…hopefully I interpreted that correctly.

I chose to focus on a companies’ long term investment into a project that will bring them returns later in the future…

Technology giants such as Cisco Systems, Intel, and Microsoft are setting their sights beyond the United States and are investing heavily in global education reform initiatives.  These efforts are benefitting developing nations such as India, Jordan, and Kenya.

Intel is working with governments and educators to help integrate technology into teaching and learning, investing $100 million a year.

See an introductory video here:

www.intel.com/education/video.htm?xmlFilePath=education_intiative.xml
FACE 1:  Market Focus

According to Intel, the goal of  the Intel® Teach program is to help 13 million teachers in more than 40 countries develop new skills to incorporate technology into their curriculum by 2011.

Intel introduces the ®Teach program in communities that are chosen based on the strength of their commitment to the program.
A three-year evaluation of the Intel® Teach Program finds that a large majority of teachers increased the use of technology in the classroom after taking an Intel Teach course.

FACE 2:  Types of Offerings

The Intel® Teach Program helps teachers to be more effective educators.  They provide professional development which focuses on how to integrate technology into their lessons.  This program promotes problem solving, critical thinking and collaboration skills among the students. “With more than 6 million teachers trained in over 50 countries, Intel® Teach is the largest, most successful program of its kind”.
The company works with an initial group of teachers to help them learn 21st-century teaching methods, and these teachers then train other educators in these methods.

The program consists of 24-40 hours of face-to-face, interactive instruction delivered through up to 11 curricular modules through the use of online tools.

The goal is for teachers to leave the course with a standards-based unit plan, support materials, and implementation strategies to improve and assess students’ higher-order thinking with the use of free online tools.

FACE 3:  Who is the Buyer

Intel Foundation

Founded in 1989, the Intel Foundation is a philanthropic organization focused on programs that advance education and improve communities worldwide.

As mentioned in my introductory paragraph, Intel is working with governments and educators to help integrate technology into teaching and learning, investing $100 million a year.

By providing funding for national and localized grants, the foundation helps fuel innovation in classrooms. The goals of the Intel Foundation are to increase interest in math and science education, and to help develop a future workforce that represents the diversity around the world.  In this way they can produce their next generation of employees and customers!

FACE 4:  Global Markets

Intel Corp., a company with four decades of educational reform initiatives—including the Intel International Science and Engineering Fair, the Intel Computer Clubhouse Network, the Learn Program, and the Model School program—has incorporated its Teach program throughout many parts of India.
The focus of Intel and the other major technology giants such as Cisco Systems, and Microsoft, is on developing nations with poor technology resources.

FACE 5:  Development of the Market

The current market that Intel is targeting (developing nations such as India, Jordan, and Kenya) does not support learning technologies.
For reasons of poverty, marginal languages, and poor or restricted Internet infrastructure or geographic isolation, the target market cannot support learning technology ventures of any type that will be viable businesses.
Funding is provided by grants.  The Intel Foundation provides the money (up to $100 million) in national and localized grants.

FACE 6:  Learning Technology competing with other forms of learning

This learning technology substitutes for other types of learning  – enhancing the traditional teacher delivery model that is currently the most cost effective in these developing, yet poor economy countries.
By policy decision, learning technology is displacing other forms of learning. The existing learning solutions are not working (e.g. rural public schools in less developed nations – they do not have the funds to incorporate technology on their own).  As learning technology is not the “best” solution in all cases, gaps in learning performance may persist.  However Intel is not just providing the technology, but is supporting the training of the educators that will implement the technology into their classrooms.

Like Bev, I am not exactly clear on how to present this alternative model. Having viewed many pitches in Mod 2 unlike the Dragon’s Den approach, kiva.org is a site that connects enrepreneurs in the developing world with personal lenders in the microcredit manner.  Many of the entrepreneurs are from Tier 4 (and Tier 3?) of the pyramid. A new analytical model that appeared relevant from Prahalad and Harts article was the vetting of business proposals.  The Grameen Banks acceptance of community based evaluation of loan applications by 5 non family is sound. It saves Grameen the expensive legal, logistical HR hassles and promotes the lender in the community while serving a very real need. In Tier 4, the Cube face related to Market Focus may need to include “community ed” that does not entail traditional K-12 etc. For these typically rural communities, the educational focus could be public health or agricultural information . “Who is the Buyer” -in addtion to NGOs and Governenets, this may include microcredit lenders who see value in education as well as the individual. Tier 4 would fall on the “Market Does Not Support Elearning”  face but perhaps this could be further subdivided.  The OLPC  program takes advantage of cell phone communication networks providing  connectivity in previously isolated areas. Perhaps “Wireless” “With out Wireless” may be reasonable?

Jim

This is an annual forum I came across, field trip anyone?

http://www.whartonafricaforum.com/

It has some interesting topics and is very pro-Africa as a place to invest.  Thoughts?

Sharon

I am not sure if I understand exactly what we are suppose to be posting here about alternative approaches but I’ll give it a shot. While reading through some of the links I recalled reading ( I think written by Thomas Friedman) about a very successful project where women in rural areas in India were given cameras and trained to be the village photographers. While trying to find more information on this I came across the following article: Jhunjhunwala, A., Ramachandran, A. & Bandyopadhyay, A., n-Logue: The Story of a Rural Service Provider in India , The Journal of Community Informatics, (2004), Vol. 1, Issue 1, pp. 30-38. retrieved from the internet Sept. 27, 2009

This article discusses how an organization called n-Logue that focuses on rural India, helped to establish internet kiosks through-out rural India. Kiosks, which cost less than $1000 to set up were financed by bank loans and were established by trained entrepreneurs in the villages- mostly women. Further tech support is provided by n-Logue. It was determined in the original business plan that these kiosks would need to make around $70 per month in order to break even. This amounts to about 7 or 8 cents per person per month which the authors felt was affordable and sustainable.

These kiosks provide an amazing variety of services in these communities from training children how to type, to providing farmers access to on-line veterinary services. Many of the kiosk owners also bought digital cameras so they have also become the village photographer. At the time of writing they were proposing to add internet banking services as well.

This article does not conclude how things are going, but the authors were very optimistic about the future. I think this is a really interesting idea and with over 6 000 000 villages in India has great potential.

One laptop per child posts the following as its mission statement:

Mission Statement: To create educational opportunities for the world’s poorest children by providing each child with a rugged, low-cost, low-power, connected laptop with content and software designed for collaborative, joyful, self-empowered learning.

Personally I view OLPC as great starting point for e-learning as it provides the basic tool required to access the wired world.  I once helped ship books to Africa as part of a community service club.  It was time consuming heavy and costly.  The amount of knowledge that we sent was worth less then the cost of the books.  If one could access that information times 100 for only 100$ I think it would be well worth the cost.  Here is OLPC cubed, granted it doesn’t work that well.

Market Focus:

OLPC is focused on bringing learning to the poorest countries through the form of a laptop and the software and hardware that it contains.  The aim is the K-12 market, with the residuel efect of educating those that care for the children.

Type of Offering:

OLPC offers content and services.  The laptop is both hardware and software equipped and training and costume materials can be included.

Who is the Buyer:

So far the buyers have been at the national level including countries such as Nigeria and now Rawanda.  The Laptops have been bought on scale to the 100,000 range.

Global Market

The globe is the market, but specifically countries with high rates of poverty and low education.

Development of Market:

Market does not support Learning technologies.  The solution will be funded at national or international level.  The company tried a buy one give one laptop program.

Learning Technology Competing with other forms of Learning:

OLPC is advocating education.  I don not feel as if it views it self as in competition with other forms of education.

BainPOP Cubed

BrainPOP describes itself as a creator of animated curriculum-based content which helps to support students and educators through engaging materials.  BrainPOP offers lesson plans, video tutorials, quizs, games for most topics and curriculum componenets.

Here is sample video to get started…

Face 1: Market Focus

The market focus is the K-12 public school system.  BrainPOP offers curriculum connections from k-12 in Spanish and English.

Face 2: Types of Offerings

BrainPOP is a content developer that create the curriculum based activities that can be access once a subscription our licensing fee is paid.

Face 3: Who is the Buyer?

BrainPOP has done an excellent job in regard to addressing the various levels of purchasing.  By offering a variety of purchasing agreement BrainPOP access the level of learning bought for learner and learning bought centrally.  Here is a list of the option: school wide, district wide, media lab, classroom, home school, family, or a virtual subscription.

Face 4 – Global Markets

The United States of America and wired Anglophone countries are the primary global markets.  Although the content is offered in Spanish this is more for the Spanish speakers within the United States.  As for the content it is primarily American centric in that the social studies and history aspects are in coordination with American curriculum organizers.  The other aspects are more generally applicable and to offer a wide variety of topics to be explored.

Face 5 – Development of the Market

From my understanding of BrainPOP it would be situated within a market that supports export oriented learning and substitutions of imports.  The American curriculum would make it better suited than perhaps a British or Canadian company offering the same products, but could be used in both of those countries as well.

Face 6 – Learning Technology Competing with Other Forms of Learning

BrainPOP works well with a well-developed learning system.  In fact, BrainPOP is used as a way to reinforce the already exciting system and not replace it.

BrainPOP is a great resource I recommend trying a free trial….

I have many email addresses because of this feature…..

Noah

1.  INVESTING IN COUNTRIES IN AFRICA

http://www.ted.com/talks/andrew_mwenda_takes_a_new_look_at_africa.html

http://www.ted.com/talks/euvin_naidoo_on_investing_in_africa.html

http://www.ted.com/talks/ngozi_okonjo_iweala_on_doing_business_in_africa.html

2.  INVESTING IN INDIA

http://www.ted.com/talks/nandan_nilekani_s_ideas_for_india_s_future.html

3.  INVESTING IN AFGHANISTAN

http://www.ted.com/talks/iqbal_quadir_says_mobiles_fight_poverty.html

4.  INVESTING IN CAPITALISM, ENDING POVERTY, AND REVIEWING AID

http://www.ted.com/talks/jacqueline_novogratz_on_patient_capitalism.html

http://www.ted.com/talks/jacqueline_novogratz_a_third_way_to_think_about_aid.html

http://www.ted.com/talks/jacqueline_novogratz_invests_in_ending_poverty.html

Enjoy!

Barrie

For this activity, investigate the alternative marketplace offered by international development opportunities through the links provided and others that you find. Join the online discussion in the Module 3: Global Learning Technologies Marketplace where we will examine the kinds of business opportunities that may exist in a development market where divergent thinking may needed to validate “the cube,” or develop a new market analysis paradigm.

RE: Alternative Learning & Skills Development Project (ALSD)

(From the African Development Bank Group)

http://www.afdb.org/en/projects-operations/project-portfolio/project/alternative-learning-skills-development-project-alsd-525/

FACE 1: MARKET FOCUS

ALSD is intended for out-of-school youth.

FACE 2: TYPES OF OFFERINGS

ALSD is a project aimed at developing human resource by providing access to alternative learning, to skills, and to employment opportunities.  Here, ALSD is to (a) provide assistance to out-of-school youth attain basic and secular education and (b) improve self-employment further.

FACE 3: THE BUYER

Learning bought nationally – open to regions – local guide offers via the African Development Bank Group

FACE 4: GLOBAL MARKETS

A region with no, restricted, or poor quality Internet service

FACE 5: DEVELOPMENT OF THE MARKET

Market does not seem to support E-learning/learning technologies

FACE 6: LEARNING TECHNOLOGY COMPETITION WITH OTHER FORMS OF LEARNING

Not yet applicable

CONCLUSION

As an educational venture analyst (EVA), there may be a business opportunity present in this project, for there is no infrastructure (i.e. LMS, CMS, virtual classrooms), no market development around E-learning, and no E-learning system.

Cube analysis of Blackboard

I haven’t really used E-learning tools other than Blackboard, so I’m digging in to analyze this online platform in regard to its use in our University System in Baja California, Mexico.
I’d just like to contextualize before I begin the analysis: CETYS University is a system consisting of three campuses in Mexicali (main campus), Tijuana and Ensenada. The three campuses are in completely different economical and student population situations. Several years ago, the president along with academic advisors, decided to buy Blackboard for system-wide use.

Face 1: Market Focus

Higher education. As I mentioned, Blackboard was bought by the system to use within University level, although it has also been adopted by high school teachers and students of the same system.

 Face 2: Types of Offerings

Infrastructure. CETYS University initially bought Blackboard to deliver and manage content, considering the possibility to expand on distance education later on.

Face 3: Who is the Buyer?

Blackboard was bought FOR the learner and it was bought centrally. As I mentioned, the three campuses didn’t really make the decision (or teacher for that matter) to buy the software and students are somewhat obligated to use Blackboard for their courses.

Face 4 – Global Markets

We are located in a somewhat complex situation. Although we would technically be situated within the European countries requiring translation, our University System is located in the border with the US, most of your students are fluent English speakers. Our internet and connection services are somewhat poor due to budget restrictions-this last characteristic limits our accessibility to Blackboard, especially in Ensenada’s campus.

 Face 5 – Development of the Market

Market supports export oriented learning technologies and substitution of imports. We currently import much of our infrastructures, but are working towards the development of content and systems that will eventually replace Blackboard within our System.

Face 6 – Learning Technology Competing with Other Forms of Learning

Learning Technology Works With a Well-Developed Learning System. In CETYS’ case, we had a well-defined and developed system before adapting Blackboard onto our System. We have used the platform to extend the reach of our programs and elaborate hybrid courses for students and teachers.