Category — Uncategorized

face one – MARKET FOCUS

A little about CambridgeSoft.com  and its ChemDraw program:

CambridgeSoft is the leading supplier of Internet browser and webserver based life science desktop software, enterprise solutions, chemical databases and consulting services to the biotechnology, pharmaceutical, and chemical industries.

CambridgeSoft offers a complete line of desktop software for chemists including ChemDraw, the industry standard for chemical structure drawing and analysis.

Cambridge Soft introduced, on August 17, 2009, an e-Learning course for new users of ChemDraw software.  The software program is described below.

The * ChemDraw Ultra 12.0 Suite
by CambridgeSoft
Media: Download for Macintosh

Cost is $2330 USD (offered at academic pricing of $890)

http://scistore.cambridgesoft.com/ScistoreProductPage.aspx?ItemID=5548

face two – TYPES OF OFFERINGS

The e-Learning course that I am focusing on is a complimentary product to the purchasers of the ChemDraw software program.

CambridgeSoft offers prepackaged courseware and online training to support that courseware.

It provides online instructions (delivered in modules) as well as an assessment of certification at the end of the course.  You are given access for one full year to ChemDraw Basic e-Learning Course @ $250 USD per individual license (offered at scistore.cambridgesoft.com @ $150).

ChemDraw Basic E-Learning Course

Media: Online

http://scistore.cambridgesoft.com/ScistoreProductPage.aspx?ItemID=5837

face three –WHO IS THE BUYER?

Interested clients include Students, Educators, and Government Employees in the Chemistry / Biology fields.  This particular online course caters to new users of the ChemDraw packaged courseware.  They also offer bulk uploads  – for many students from one organization seeking access to the course.

This could be used by all the teachers in the science department of one school, or perhaps it would be a district initiative to get the program for use at all the schools in all Science programs.  Not only could it be used as an instructional enhancement, but could allow students to work on chemical models in 3-dimensional space.  The e-learning program would instruct the teachers and students alike, on how to use the tools in the ChemDraw software.  In industry, such as the Ministry of the Environment, analysts would use the software for their lab write-ups in their analyses of samples.  The e-learning software would appeal to Ministry labs inplementing the ChemDraw program for the first time, in order to train all scientists on staff as to the effective use of the software application.

face four – GLOBAL MARKETS

CambrigeSoft has offices in the US, Europe (including Germany and France) and Asia Pacific.

They offer support in English, German, French and Japanese.

So CambridgeSoft is catering to Wired Anglophone Countries, European countries that speak English, as well as a few European countries that require translation.  They also market to Asian Countries with quality Internet access, specifically in this case Japan.  This would also appeal to special situation such as military or marine use for scientists in those fields.

face five – DEVELOPMENT OF THE MARKET

The e-Learning that CambridgeSoft is offering is an export oriented Learning Technology.  It is designed to support the global customers of its prepackaged courseware.  This is a well established company with a lengthy line of software products that are being used internationally.

face six – Learning Technology competing with other forms of learning?

This Learning Technology works with a well developed system.  This company sets the bar for other learning technologies of this category.  The development of this e-Learning media download shows expanded support for its customer to use their prepackaged software for effectively.  It will draw more customers into the purchase of its software products, if they know that they will be supported by tutorial programs.  This learning technology is more effective than instructor-led training since the customer will seek help for the particular application that they are employing, and will want to refer back to the instructional software many times, and any order that makes sense to them.

Vernier LabQuest

Background:

This isn’t strictly an internet based company, but one that markets a specific education technology that I have become very familiar with and which I think is quite appropriate for this critique. As you’ll see I am quite an enthusiastic supporter of using Vernier equipment so this may be slightly biased.
Vernier sells and supports a wide range of electronic science equipment.  Sensor probes are plugged into a portable computer unit called a LabQuest which processes and displays the data. Students can manipulate both the collection of data as well as analyze the data after it is recorded on an interactive touch screen.

Market Focus:

Public Schools, specifically middle and high school.

Types of Offerings:

Vernier’s primary offering is the LabQuest computer unit with an extensive and ever growing list of sensors that can be plugged into the LabQuest.  (Examples of these sensors include motion sensors, temperature probes, pH meters, accelerometers, photo spectroscopes, and photo gates). Each sensor is sold separately and schools usually purchase at least one complete class set of both the LabQuest computer unit and the sensors they need.  Vernier also provides new and innovative sensors every year in an attempt to keep up with what science and math teachers need.

In addition to the hardware they sell the company also markets training and support services.  Because the technology can initially seem quite daunting and may be confusing to the uninitiated, the training sessions are quite popular and can usually be arranged onsite at the school.  If a school purchases an entire class set (~$450/each) they provide free support and training.  For smaller purchases there are additional costs associated with it.

Who is the Buyer:

In almost every case, the buyer is the school or school board.  The LabQuest computers are relatively expensive at nearly $500 each so it becomes quite restrictive for a student to buy it themselves.  Although the sensors that plug into the LabQuest are more affordable, the expense is generally not something that individual students, who will likely only use the LabQuest for one or two courses, want to deal with.

Global Markets:

Vernier markets their products and services around the world.  I have personally used them in Asia and North America and received excellent product support in both places.  The company has modified its software to suit the needs of the country it is operating in without difficulty. By using specialized adaptors, the hardware can be used in any area of the world and although software updates are available through the internet, it is not a requirement.

Development of the Market:

The market in the developed world is particularly well suited to Vernier.  As the student population becomes more comfortable and versatile using technology and as teachers learn more about the benefits of this technology, Vernier will likely experience significant growth in North America, Europe and parts of Asia.  However, because of the expensive nature of the equipment, developing nations will be hard pressed to justify the expenses associated with this computer technology.  Publicly funded education in developing countries will likely focus on the necessities of a proper science education like well trained science teachers with suitable lab environments before they begin to consider luxury science education items like the LabQuests.  Exceptions to these policies will likely come from offshore private education institutions.  However, as developing countries progress there will be a steady increase in the demand for Vernier equipment.  Currently there are very few competing companies, the most notable being Pasco Equipment.  As a result, there are few reputable and established alternatives for interested buyers.

Competition from other Forms of Learning:

One consistent argument against Vernier equipment is that it does not sufficiently teach students proper lab skills or prepare them for real science because most of the data gathering is done by computer.  While there is no arguing that nearly all the data is gathered by computers, assuming that real world science is not done on computers is a fallacy.  Modern sciences (and many other related disciplines) embrace technology as a way to improve speed and productivity.  Educators will have to follow this line both in terms of teaching methodology and as a content area.  Students will need not only the most up to date learning techniques, but they also need to be prepared for the technology that awaits them in the real world.

Hi:

Perhaps others are “new” to the venture side of elearning as I am so there are many  terms/connected concepts that are challenging to grasp the first time.  There are probably many sites but this one has a comprehensive list of “investor terms”  Might be of use.

Cheers,  Greg

http://www.elineventures.com E-line ventures.com is a venture dedicated to the creation of digital entertainment that engages and empowers.

According to their website E-Line is currently developing several original games and comics. The focus for these projects is to be fun, relevant and make meaningful impact in the areas of learning, health and youth empowerment.

At this time the strength of this venture is in the personnel the E-Line team features. Described as “seasoned executives who’ve helped build some of the world’s leading game and digital comic franchises as well as social entrepreneurs who are committed to harnessing popular media for impact.”
Face 1: Market Focus
- Public schools (K- 12) Although the concept of gaming is not exclusive to young people aged K-12 there seems to be a strong base for interest from this group based on the statistics quoted on the eline website (stated below but not supported by a documented source) and through personal experience of how many young people gravitate to and enjoy computer based gaming environments.
97% of kids in America play computer & video games
86 million gamers visited casual gaming sites in December, 2008
The game industry is a $30+ billion global business that experienced 20% growth in 2008, despite the down economy.
There are approximately 100 million Nintendo DS handheld game machines and 50 million Nintendo Wii consoles which offer great opportunities for family friendly gameplay.Face 2: Types of Offerings – Services/Content
 “Talkers and Doers” is one example of a game designed to empower youth who are at risk for dropping out of school and give them tools and motivation to become young entrepreneurs. This game seeks to utilize fun and relevant gameplay with the integration of real- world mentors, opportunities and resources. This company seems to be going through a morph as indicated by the soon to be released sections of their website “view all eline game projects” and “view all eline comic projects”. From my review I cannot determine if this project is open to creating games/comics for their customers or if they do market research to inform them of what gaming/comic content development would be the most marketable. I am presuming the later although they may be open to original projects if adequately compensated. Also I am presuming that the games are web based requiring adequate infrastructure and computers to run them.
Face 3: Who is the Buyer? – Learning bought Centrally – Local Guide offers to Learners My interest in gaming environments would be to provide engaging and valuable learning experiences to my students. According to the website for E-line the following list are examples of organizations or groups for whom games with real-world impact can significantly accelerate their mission and outreach:
Foundations
Non-profits
Educational institutions
Government
Documentary filmmakers
Book publishers
Corporations (CSR)
Philanthropists
Social Entrepreneurs
E- line does not give an adequate explanation for how these groups would utilize their services. They are marketing a service for building customized content but evaluation of how well a product is accomplishing the goals set out by the customer needs to be addressed.
Face 4 – Global Markets – Wired Anglophone Countries Potentially this product could be used anywhere a computer had adequate memory and processing to run the game program (assuming it is not net based) but if having adequate internet support is a requirement the market would be restricted.
Face 5 – Development of the Market – Market Only Supports Custom work or Indigenous Suppliers The market for this product seems to be extremely competitive and based on the customer’s ability to buy the product. A game simulation can be adapted for other countries and culture and may be valuable in terms of a basic model but could easily be ripped apart and rebuilt as a clone of the original product. Therefore, this company needs to work where copyright laws will protect the content of the game/comic.
Face 6 – Learning Technology Competing with Other Forms of Learning A key element for this learning technology is the appeal that games and comics hold for young students. Currently both forms of learning are elements of popular culture. Why Nintendo would not start to develop this type of product should it become lucrative enough seems to be answered in that different potential customers may require unique elements and circumstances to be included in their learning product (game or comic) to maximize it’s effectiveness. This could be accomplished but there is not a clear formula as to what the costs would be. Also programs such as comic life allow students to create their own comics, which is a more extensive learning process then taking in a comic that has already been prepared.

Originally, known as PBWiki, PBWorks is an online collaborative environment that allows users to create wikis fairly easily. It operates on the “freemium” model (free low level features plus a fee for higher levels that offer more features) and uses its own proprietary software which seems to evolve and improve year by year. When it was first released, it was markedly simpler to use than other wiki programs and has added more functionality such as more stringent security measures and audit logs which holds appeal for commercial applications. I have some experience with the company/product through doing a wiki for a History 12 class. A great product/service that I feel educators should explore given the time. So…

Face 1: Market Focus-(K-12, higher education, commercial)

PBWorks has and is being used by all three of the above categories. Save lower level grades (which might not be able to use computers until a certain age), this product has huge appeal for middle school and high school, universities/colleges, and businesses as well. According to their website, commercial ventures are their main focus with the claim to fame that they have users in half of the Fortune 500 list.

 Face 2: Types of Offerings-services rendered/product description

Obviously, the company offers workspaces for individuals, companies, cohorts etc to collaborate on various projects or personal quests. Simply, a wiki is a set of interlinked web pages that allows the user(s) to edit and share information in particular field or application. These wikis allow for different levels of access and editing/deletion abilities so as to preserve the integrity of the work being done. One is able to navigate fairly easily through a number of pages in specific folders and users can leave comments and insert both links to other pages/sites and actual multimedia files.

 Face 3: Who is the Buyer?

The buyer fits into seven different categories including:

 Master Pricing Guide

 The basic/free level appeals to individuals and those needing only basic services. The “Public” level is aimed at libraries/institutions while the differences between the Classroom and Campus editions is the number of users and number of workspaces. Standard, Legal and Project editions all allow for unlimited storage measured in Gigabytes. The differences between all seven categories is fairly substantial. For more go to:

http://pbworks.com/content/pricing-overview

 Face 4 – Global Markets

According to PBWorks, the only language that it is offered in is English (main business language) “PBworks itself (tools, help, support) is not available in languages other than English.” However, it utilizes Unicode meaning that any language that you can type in from your computer will be displayed in the workspace pages. So, you can use other languages but if you need help it is going to be in English. Customers include companies from Australia, the US, the UK, South Korea, Canada and China. A company like Bracewell and Giuliani has ten offices around the world and 450 attorneys. Basically, the nature of the product/service makes it very attractive for anyone with Internet access that wants a collaborative experience.

 Face 5 – Development of the Market

Arguably, PBWorks is the giant in the wiki business. Over 50 000 businesses subscribe, they host over 900 000 workspaces and millions of users utilize it each day. According to various sources, the company does spend time/money developing new features that reflect what their customers are telling them or are based on observed trends.

 Face 6 – Integrating the product in the education system

The product itself is relatively easy to use and includes very substantial and well developed webinars and technical support – that is a strength of the company. Hardware needed to run this is minimal and speed of the internet connection is not absolutely crucial. The playing of multimedia might be an issue. Getting students to use this would not be hard as it imitates blogging in some ways; however, some might feel self conscious posting comments/ideas using their own names. Cost is quite low and can be free unless many features are needed. Evaluating user contributions can be eased by paying more for a higher level edition.

This isn’t really a ‘how to’ page.  Its actually the link to a series of courses and progams Stanford is offereing.  However there are several relevant webpages on it, like  How to Be A Good Boss in a Bad Economy and video clips from other successful EVAs.  I haven’t had time to look through it in detail (my wife and I just moved into our new home this weekend so I don’t have an internet connection there yet) but it looks like a decent resource.

http://stvp.stanford.edu/

Cheers,

Hope no one has posted this one yet…I’m finding it a little difficult to sort through all the blog posts here.  Google Reader isn’t really helping either.  Nonetheless, this article discusses how to make a good impression in one’s pitch.  Enjoy!

http://www.businessweek.com/smallbiz/content/jun2007/sb20070604_577187.htm

In looking for some education-related business venture resources I stumbled upon a lot of relevant information and resources.  One that really stuck out for me was Stanford’s Entrepreneurship Corner.  The site has numerous videos of professionals and entrepreneurs sharing their strategies, successes and failures in both education and business.

I have included some of the more relevant videos that stuck out for me:

The first is Randy Komisar of Kleiner Perkins Caufield Byers (An educational consulting firm) as he describes how experimentation, innovation, and taking new risks can breed some exciting opportunities in the business.

http://ecorner.stanford.edu/authorMaterialInfo.html?mid=996

The second video is a bit dated (2002) but has some universal advice about entrepreneurship  from Google’s co-founder Larry Page.

http://ecorner.stanford.edu/authorMaterialInfo.html?mid=1076

I hope everyone finds these videos as informative as I did.

As UBC IT Services is structured and operate very differently from a business venture I chose to look at the pitch from a budgeting and an internal planning perspective.  Given the unique nature of this pitch I also chose to omit the competitive products and exit strategy aspects.

EO Credibility

Ted Dodds definitely has a vision of what university-level IT should be and how it should operate.  It is clear that he is confident in his abilities as well as his department and has developed the lines of communication to succeed in meeting UBC technological needs.

Management Team

It is clear that Dodds has a clear vision of how his department should be managed as he describes the community-based strategies he has employed.  By assigning an E-learning group to each faculty I think his department is better able to meet the needs of those groups and thus succeed as a team in the long-run.

Business Model

I think that UBC’s IT services are not only a vital part of the University’s ongoing success but the department has expanded its operational model into the commercial realm which can greatly improve the feasibility of the department.  From a business model standpoint this serves as strong indicator of success.

Beyond their integral role, giving voice to all the stakeholders involved with IT services including administration, management, business and, most importantly, the students further improves their chances of meeting their needs, an act which should define their success as a department.

Market Readiness

As the interviewer states first off E-Learning is a huge part of modern education and Dodds is clear that E-Learning is a “mainstream” and mature component of business and education.  As such, it is clear that Dodds sees his department as an integral piece of UBC.

The fact that UBC has managed to sell aspects of their IT developments, such as WebCT, to commercial companies further proves that not only is the education market ready for these innovations but so are commercial businesses.  I think that in many ways his group is already succeeding not only are new services getting to individuals and departments in the university but they have managed to sell off some of their more successful components to bring revenue back to the school.

Technical Innovation

I think Dodd’s community and open-source software strategies are refreshing to hear.  Historically development along these lines have been hard to develop and commercialize but by focusing on these methods as a source of innovation, direction and production he could be tapping into the individuals that need and care most about the services his group is developing.

Overall Investment Status

To be honest it would be hard for me to argue against focusing on UBC’s IT branch as an important part of the university’s plan going forward.  I am sure Dodds, the interviewer and you, my fellow classmates, respect the increased importance of Internet communication technologies we have observed recently in higher education.  I would be hard-pressed to pass on “investing” or rather allocating increased funds to further their services as Dodds has made a strong argument for its importance to both UBC and business.

It might still be early for it, but this is where I would go for if I have a good venture business plan

Venture Fund from Middle East; UAE/Dubai

Regards,

Ammar