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Why We Don’t Negotiate Salary and Neither Should You

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don't negotiate salaries EDUKWEST Academy

I’m Bhavin Parikh, the CEO of Magoosh, and I don’t negotiate salaries.

Non-negotiable salaries aren’t about selfishness; they’re not about being a greedy, money-hoarding CEO. They’re about setting a tone for your business and your relationships with employees, maintaining a culture of fairness and respect, and ultimately contributing to the well-being of your company for the long term.

Magoosh is proof of that. Our company maintains a healthy and happy culture; we have had zero employee turnover in our five-year lifetime. We’ve also been quite successful with an acceptance rate of over 90% on more than 30 job offers. My employees and I are constantly learning, collaborating, and growing together to build our company. We were even named the 2015 Happiest Company in Education by TINYpulse.

Taking a hard stance and saying no to salary negotiation was a scary decision for me, as it would be for any founder or CEO. But ultimately, I knew our company culture would be better for it. In this article, I’ll explain why I disagree with negotiating salaries, what we do instead at Magoosh, and why your company would benefit from taking the same approach.

What’s the problem with negotiating?

First, let’s be clear. Negotiation in general isn’t bad. In many negotiations you can expand the pie or create win-win scenarios. However, we’re talking strictly about salary negotiation, and negotiating individual salaries can be a dangerous game.

As a CEO, I often find myself in positions where I could negotiate salaries for a quick win, especially when it comes to starting pay. I’ve extended offers to promising candidates before, and they’ve come back to negotiate for a few thousand dollars. If I don’t budge in those situations, I risk losing the candidate and having to go through the time-consuming and expensive hiring process all over again. It would be easier (and less stressful) for me to concede. And in a growing startup, it’s easy to think: what’s a few thousand dollars per year in the grand scheme of things?

However, even seemingly small negotiations on starting pay—or on bonuses and raises down the road—open the door to a subjective and unfair compensation process, creating harmful long-term effects. Consider these consequences:

  • Two employees performing at the same level in the same role could end up with drastically different salaries. Not only is that unfair to one of them, but if they ever discuss salary, they’ll also feel cheated by the company and by you. Ask yourself: “Would I feel comfortable if all my employees’ salaries went public? Could I explain to one employee why they’re making less than another person in the same role?”
  • Studies have shown that men are more likely to negotiate. By opening the door for negotiation, you might also further contribute to the gender pay gap.
  • At a fundamental level, negotiation sets the wrong tone. You reinforce the belief that compensation is subjective, rather than merit-based. You reward an employee’s ability to negotiate rather than their actual contributions to the company.

How about a real life example?

Aaron Schwartz is the CEO of Modify Watches and a good friend of mine (so he’s letting me write about this.) A year ago, he faced a common startup issue while giving a prospective employee a job offer. Let’s call him Sam.

Aaron offered Sam a range of salary and equity options to choose from. Sam seized the opportunity to negotiate and asked for a salary above the upper end of the range. Aaron, not wanting to lose Sam, agreed to the higher salary realizing it would not significantly impact his bottom line.

Sam came away from the negotiations with a certain understanding about how he could do business with his new boss. A year later, Aaron gave Sam a $10,000 raise and additional equity. Sam countered again with a higher salary number, citing that he could earn more at other companies. Ultimately, Aaron and Sam parted ways.

Sam was never a good fit for Aaron’s company—he was focused on maximizing salary while Aaron was trying to build a scrappy company where employees were passionate about learning and gaining unique business experience. But by opening up the initial salary to negotiation, Aaron had set a tone that compensation was subjective and could be negotiated. Had he held firm on his initial offer, he may have lost Sam to another company—but he lost Sam anyway a year after investing in his growth. Aaron now holds firm on salary offers and communicates the other benefits of working at Modify. He has not made the same mistake again and neither should you.

How do you avoid situations like this? Set up a compensation system that forces you to be as objective as possible.

What does that system look like?

Structured Compensation FrameworkYour system should allow you to manage compensation—from starting salaries, to raises, to bonuses—in an objective way that’s clear to employees. Let’s call it your structured compensation framework.

Our framework consists of three factors that help us be as objective as possible when determining salaries: individual performance, company performance, and market rates.

individual performanceIndividual performance: Our managers work with their team members to set goals in several areas including competency and expertise, reliability, ownership, values, and more. I’ve created guidelines in each area so that the goals are consistent for similar roles across departments. The managers then use their weekly 1-on-1s to provide feedback and coaching to their employees based on these goals. The process itself is still a work in progress, but our ultimate goal is that each employee has a clear understanding of how their individual performance leads to an increase in their salary.

company performanceCompany performance: We’ve created targets based on revenue over the past 12 months. As we hit those targets, we provide increases in salary. These revenue milestones affect everyone in the company but have a greater impact on the salaries of those in more senior positions.

market ratesMarket rates: My managers and I review market rates for each type of position quarterly and aim to be in the 50th percentile for similarly-sized startups. (I’ll explain why we decided to do this later on.) Sometimes this means that employees get raises without any change to individual or company performance. Other times we find out we’re exactly where we should be.

Determining market rates can be challenging. We stay informed of market rates by talking with other founders/CEOs, using industry compensation surveys from Moz, viewing positions on Angel List, and researching starting salaries at local undergraduate institutions. (Pro tip: use Angel List’s API to scrape all of their job listings.)

No framework is perfect

There’s no easy path for creating a structured compensation framework. The system will never be perfect and will need continued refinement. But with a set system like this in place, you get rid of subjective salary increases.

To make sure your employees aren’t in the dark about these decisions, it’s important to have open dialogue and to communicate your framework. When an employee receives a raise, let them know which factors (individual, company, or market in our case) contributed to the increase.

You should also welcome employees to talk with you at any time if they have issues with their pay. At Magoosh, if someone believes they aren’t being paid fairly or according to our philosophy, then we’ll consider updating the framework so that everyone benefits equally, not just the person who broached the topic. In fact, employees have talked with me about compensation quite a few times in our company’s history. Some of those conversations have led to changes in our frameworks and others haven’t, but they’ve all been productive for both the employee and for me.

Take on the challenge and try setting up your own framework. It’s tough, but working at it will help you and your employees understand compensation in a larger context. It conveys fairness by rewarding people of equal ability the same amount and it shows employees that salaries can’t be gamed. You’ll also protect yourself from one-off negotiations with potential employees, since you’ll be bound by the framework.

You may lose some candidates and employees along the way, but ultimately, your company and the employees who stick around will be better for it.

Bonus: Why we don’t compete on salary and neither should you

At Magoosh, not only have we decided to do away with salary negotiation, but we’ve also decided not to compete on salary. Now, obviously we don’t try to compete with the Googles and Facebooks of the world (because let’s be honest, what startup can?), but we also don’t try to compete with similarly-sized companies. As I previously mentioned, we aim to be in the 50th percentile of that group, and that includes my salary. You may know that Buffer publicly releases its salary information. Well, my salary and equity are a bit lower than Buffer’s CEO, Joel, even though our companies are similar in size and revenue.

The reason Magoosh doesn’t compete on salary is because we want to pay employees fairly but we don’t want them to choose us because of salary. We want employees that choose us for a) our mission: to make education more accessible, effective, and enjoyable; and b) our culture: prioritizing learning and growth for each employee.

If you’re a startup, I strongly advise you to have a similar stance. You’ll never be able to compete on salary with the big companies. Don’t try.

Instead, set your salary fairly, and compete on the things that big companies can’t provide: transparency in business decisions, opportunities to learn new skills on company time, autonomy and purpose in work, flexible schedules—whatever you believe sets your company apart.

This is what we tell people who apply to Magoosh: “We try to pay fairly, but most people at Magoosh could earn a higher salary at another company; they choose to work here because they value the mission, experience, and culture. We also provide compensation increases based on individual performance, company performance, and market adjustments. To date, no one at the company has left for another job–something we’re very proud of!”

We’ve had a number of people take over 30% pay cuts from big companies to work at Magoosh because these employees wanted to optimize for learning, not for salary—and in my opinion, that’s a better long-term career strategy.


All images created by Magoosh Graphic Designer Mark Thomas.


EDBRIEF: Houghton Mifflin Harcourt acquires Scholastic’s EdTech and Services Business

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Houghton Mifflin Harcourt Scholastic EDBRIEF

Houghton Mifflin Harcourt announced that it agreed to acquire Scholastic’s education technology and services business for $575 million in cash. The edtech business generated $249 million in revenues and $40 million in operational income in the 2014 fiscal year.

Through the acquisition HMH aims to get into a leading position in the intervention market as well as strengthen footprint in education technology, early learning and education services.

For Scholastic the sale will help the company to focus on its core businesses. The publisher plans to invest the proceeds of the sale, estimated at $360 - $370 million, into its Children's Book Publishing and Distribution, Classroom and Supplemental Materials Publishing and International business segments.

The management team of Scholastic’s edtech business is expected to join HMH along with its 800 employees. The transaction is expected to close in the second quarter of this year.

Further Reading

  • Houghton Mifflin Harcourt to Acquire Scholastic’s Educational Technology and Services Business for $575 Million | BusinessWire
  • Scholastic To Sell Educational Technology Business To Houghton Mifflin Harcourt For $575 Million To Focus On Global Core Children's Books And Supplemental Education Businesses | PR Newswire

MEP #025 with Russ Roberts, Host of EconTalk

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Russ Roberts EconTalk Meet Education Project

What could happen if we looked at education from an economic perspective?  Well, we explore exactly that in episode 025 of MEP with Russ Roberts from Stanford University’s Hoover Institution and the host of the long running educational podcast EconTalk.  Don’t miss this one!

Guest Bio:

Russell Roberts is the John and Jean De Nault Research Fellow at the Hoover Institution. He tries to make economics understandable to a general audience.

Roberts hosts the weekly podcast EconTalk–hour-long conversations with authors, economists, and business leaders. Past guests include Milton Friedman, Nassim Taleb,Christopher Hitchens, Jimmy Wales, Joseph Stiglitz, and John BogleEconTalk was named podcast of the year in the 2008 Weblog Awards.

His two rap videos on the ideas of John Maynard Keynes and F.A. Hayek, created with filmmaker John Papola, have had more than six million views on YouTube, been subtitled in eleven languages, and are used in high school and college classrooms around the world. His newest web-based economics education project is “The Numbers Game,” a look at data and charts using animated videos.

His latest book is The Price of Everything: A Parable of Possibility and Prosperity (Princeton University Press, 2008). Set on the Stanford campus, it’s a novel that tells the story of wealth creation and the unseen forces around us creating and sustaining economic possibilities. He is also the author of The Invisible Heart: An Economic Romance (MIT Press, 2002) and The Choice: A Fable of Free Trade and Protectionism (Prentice Hall, 3rd edition, 2006). The Invisible Heart explores the economics and morality of the marketplace in the framework of a novel. The Choice, a novel on international trade policy and the human side of international trade, was named one of the top ten books of 1994 by Business Week and one of the best books of 1994 by the Financial Times.

A three-time teacher of the year, Roberts has taught at George Mason University, Washington University in St. Louis (where he was the founding director of what is now the Center for Experiential Learning), the University of Rochester, Stanford University, and the University of California, Los Angeles. He was a national fellow and visiting scholar at the Hoover Institution from 1985 to 1987. He holds a PhD in economics from the University of Chicago and received his undergraduate degree in economics from the University of North Carolina at Chapel Hill.

Show Notes:

  • (:31)  Russ’ Journey
  • (4:00) What is it about the economics of education?
  • (5:23)  Importance of School Choice
  • (8:24)  If you could build an educational system from scratch, what would it look like?
  • (13:37)  Deriving an effective educational model for developing countries
  • (17:10)  What gets you most excited about the future of education & learning?
  • (18:55)  What was your favorite interview on current issues in education?
  • (24:15)  Higher Ed
  • (29:00)  If you could have dinner with one person you admire, past or present, who would it be and why?

Christopher Hitchens, Milton Friedman & Adam Smith

EconTalk episodes on education that were mentioned:

Ed Tech Shout Outs:

Contacting/Following Russ:


Meet Education ProjectFor more episodes featuring thought leaders in education visit MeetEducationProject.com, subscribe to the podcast on iTunes and follow Nick DiNardo on Twitter.


Startup Profile: StudySearch

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StudySearch Startup Profile EDUKWEST

Name: StudySearch Website: www.studysearch.co Headquarters: Lagos, Nigeria and London, UK Vertical: Higher Education Tech: Web App

Introduce your startup and give a short description of what you are doing.

studysearch.co connects prospective international students with on-demand 'peer' study advisors for advice and support applying to universities abroad. Our peer advisors are current students and alumni of leading universities around the world.

Prospective students tell us what countries they'd like to study in, the university, and course they want to study and what support they need. We instantly connect them with a peer advisor and service partners that can help. All in one dashboard, on any internet connected device.

Our mission is simple - to empower students with the information and tools needed to make the best decision about their future.

Who are the founders, how did you meet, what are your different roles in the startup.

StudySearch founders

Our founders are Frederik Obasi and Taofeeq Alabi, we have founded and launched start-ups in the UK and Nigeria and have experience studying and living in both the UK and Africa. Frederik is the CEO and focuses on strategy, operations and business development while Taofeeq leads on product.

How was the idea for your startup born?

StudySearch was born out of our personal experience. Whilst living in London we helped out family and friends in Nigeria with UK university applications.

After relocating to Nigeria from the UK, we found that just like friends in our network, many other young Nigerians decide to further their education abroad but we're being underserved by traditional agents and didn't have the information they needed to make the best decision.

What is the main problem in education that you aim to solve.

We believe in order to make the best decision about study options, prospective students need access to qualitative, 'real life' information. Many of the online services supporting students in making their education choices are obsessed with the quantitative information - scores, male to female ratios, international student population, acceptance rates etc.

The most under-utilised and probably the best source for information on applying to university, life as a student and even careers is a current student or alumni. We want to open up their 'insiders' knowledge to the world.

Who are your main competitors? What sets you apart from them?

Our competitors are both agents and recently launched start-ups.

Some agents work hard to support students however the problems are well documented; high fees, biased information, lack of transparency and even fraud. Other start-ups operating in the space focus on data crunching and statistics.

We believe the layer of information missing on the web in regards to education is information and knowledge from learners and students themselves. We're helping prospective students crowdsource the information and support needed to make the best decision. Our approach to solving the problem - ensures highly personal support is affordable, transparent, efficient and accurate - and works at scale.

In which markets / regions are you active. What markets / regions are next.

We are currently active in Africa - specifically Nigeria and Ghana where 90% of students using StudySearch are located.

A burgeoning middle class and fast growing population across Africa means there is an increase in the demand for quality education. Africa is amongst the fastest growing regions for globally mobile students.

We focus on prospective international students, embarking on both undergraduate and postgraduate study.

Who is your target audience.

Our current users are prospective undergrad and postgrad students located in Nigeria or across Africa. Our target peer advisor is a current international student or recent graduate with strong ties to Africa. We're working hard to ensure prospective students from Africa are matched with peer advisors that have experienced and understand their context.

On the B2B side we focus on global universities that are seriously committed to Nigeria and wider African opportunity for student enrolment. We also work with standardised test providers, immigration consultants and student accommodation providers, to ensure students can get from application to arrival seamlessly via one StudySearch dashboard.

How do you engage with your target audience. How do you convert them into users of your product.

By far, we have seen the most growth and discovery of our product come through recommendations and word of mouth. Prospective students and advisors are surprised that a service like ours exists and most importantly works in Africa! So they share with their personal network.

We also engage with prospective international students through official partnerships with local secondary schools, online we focus on location producing specific content to engage our users.

A Majority of the interest we've received from our university and service partners has been inbound, and we are working currently with 20+ universities and student service providers. We are rolling out a structured university and partner program this quarter and focusing on global universities with a real desire to operate in Nigeria and across Africa.

What is your business model. How much does your product / service cost.

We currently offer universities the flexibility of either a commission based agreement or access to our student recruitment management portal for an annual subscription fee. We also monetise through partnerships with service providers (language testing, student accommodation providers etc).

This allows us to give our product away to prospective students for absolutely free. We do, however, offer premium support for the students (and families) looking to fast track the application and preparation process. They can upgrade their account for a $200 fee.

Our advisors are able to earn monetary and non monetary rewards for the advice and support they provide.

If you raised funding, how much did you raise. Who are your investors. If not, are you planning to raise funding.

To date we raised $25k from the Savannah Fund, a leading seed stage investor in Africa, and we are currently raising a new round of funding.

Are there milestones you are especially proud of and would like to share.

Within the first month of launching our peer advisor program we received over 500 applications from current international students and recent graduates from Africa studying at universities in every continent.

We're serving customers that love our product and will see our first cohort of applicants embark on their studies abroad in September. We have built and continue to grow our start up operating primarily from a country that many in the global community, see as a dangerous and challenging region.

What are the next steps in growing your startup.

We will be aggressively growing and on-boarding the numbers of prospective students and peer advisors in our network as well as universities and student service partners.

We are recruiting talented people both locally and globally to ensure we have the right team to execute on our goals and visions.

How can people get in touch with you.

Web: www.studysearch.co StudySearch twitter: @myStudySearch

frederik@studysearch.co Personal twitter: @welldonefred

EDBRIEF: LinkedIn partners with EF for free English Certifications

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LinkedIn Education First EDBRIEF

Education First (EF) announced a new pilot program with the professional social network LinkedIn today. LinkedIn users who indicate English as a second language will get the offer to take a free assessment test via email. Upon completion users will receive the option to add a certification to their LinkedIn profile.

The EF Standard English Test (EFSET) was launched in fall 2014 and measures the English proficiency level based on the Common European Framework of Reference (CEFR) for Languages. The exam is free of charge.

Further Reading

EF Education First Brings Free English Certification Test to LinkedIn | PR Newswire

Links

efset.org

Five Key Trends in Language Learning

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5 Key Trends in Language Learning EDUKWEST Academy

Having a background in language coaching, I tend to keep a close eye on the latest global trends in language learning. After a period of little innovation in the space, there is definitely a new wave of language learning startups hitting the market.

Live video lessons, the hot trend from seven years ago that proved to be little more than a flash in the pan, certainly had a chilling effect for edtech entrepreneurs and investors in the language learning space.

Today language learning technology is once again on the upswing, powered by mobile devices as well as better broadband and mobile coverage. This leads to the following five key trends in language learning I see for the coming years.

Mobile

Mobile is the rocket fuel for the new wave of language learning products. Smartphones and mobile Internet made it possible to add bite-sized lessons and learning sprints to the daily routine of commuters. From serious approaches based on curated web content, like Voxy or Lingua.ly, to more playful approaches like MindSnacks and Duolingo, mobile is THE learning environment to conquer in the language space.

But not only smartphones power the mobile trend. Feature phones are still playing an important role in developing countries, and services like EduMe come up with audio and SMS based services that reach and serve these users.

Personalized and Adaptive

One-size-fits-all educational content for language learning will become a thing of the past. Learners today want content tailored to their interest and needs. Again, Voxy being one of the early movers in this space, adding an educational layer to news articles and pop culture.

Another important factor is adaptiveness when it comes to the learning path. Language learners are not alike, have different levels at the start and will continue to learn differently throughout the program. Therefore, language learning products need to adapt to the progress of each individual learner, from reinforcing weak points to accelerating topics that are known already or mastered quickly.

Constant Feedback

Learners want to know where they are on their learning path at any moment, not at the end of the month, or after they completed a text or exam.

Language learning startups, like busuu.com and Duolingo for instance, that implement a learning path into their products early on make it easy for learners to visualize their current level.

The next step, I imagine, will be quick assessments that evaluate the level more precisely. A model for such a feature could be Smarterer (acquired by Pluralsight), which evaluates the skills of tech workers based on 10 questions.

Faster Results

Based on personalized learning content, an adaptive learning path and constant feedback, language learners will expect faster results. Overall, our society is being constantly trained for instant gratification thanks to Google, Amazon and other web services that get us answers, solutions or services right away.

Startups like Lingvist are working on language learning curricula that will lead users through their learning path the most efficient way. In the case of Lingvist, the startup promises to teach a learner French in just 200 hours.

Live and On-Demand

Yes, live lessons will also make a comeback in the language learning space. The difference today is that both technology and infrastructure can handle video and audio connections between tutors and students with ease. And with more and more tutors coming online and searching for ways to earn money teaching languages, the problem of scaling a 24/7 live lesson service will settle down the line, as well.

Edtech startups outside of the language learning space have already built working platforms for on-demand tutoring, with InstaEDU (acquired by Chegg) being the most successful one. In the community / language exchange space busuu.com with its millions of users someone is probably also able to find a language partner on-demand.

These impromptu sessions will most likely last under 15 minutes. I doubt that learners will schedule an entire tutoring session spontaneously, as such a setting requires preparation from both sides. On-demand sessions work well for Q&A and quick help on a specific problem which could be an interesting service or additional feature for test and exam prep.


Picture License AttributionNoncommercialNo Derivative Works Some rights reserved by Photomatt28

EDBRIEF: Open English enters U.S. ESL Market

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Open English United States EDBRIEF

Open English, an online English school that covers the Latin American market, announced its entrance into the U.S. market, targeting its Hispanic population.

Founded in 2006, Open English has over 300.000 students across 20 countries and raised $120 million in venture capital. With the expansion, Open English aims to target the fastest growing minority in the United States. According to research by Pew Hispanic Center, 68% of Hispanic immigrant adults don’t speak sufficient English.

Open English saw natural growth via word-of-mouth and is now launching a TV ad campaign across ten channels in Southern Florida. The startup is known for its entertaining and successful TV ads in Latin America which feature Open English founder Andres Moreno.

Further Reading

Links

openenglish.com

EDBRIEF: Applications for Intel Education Accelerator are due May 22

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Intel Education Accelerator EDBRIEF

Education technology startups that want to take part in the Intel Education Accelerator have to apply to the program until May 22nd.

Intel’s accelerator program starts on August 3 and ends with a demo day on December 2.

Interested applicants can come from all verticals within the education technology market, must be for-profits and already have a working beta product.

They can score investment of up to $100,000, split into an initial $ 50,000 for six percent in equity and $50,000 in a convertible note at the end of the program.

The program is hosted at Intel’s partner for the accelerator program, GSVlabs, in Silicon Valley, which means that participants need to be flexible to relocate.

Further Reading


HEDLINE: AltSchool raises $100 million Series B

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AltSchool Series B HEDLINE EDUKWEST

AltSchool, a collaborative community of micro-schools that aims to transform K-8 education in the United States, raised $100 million led by Founders Fund, Andreessen Horowitz and Silicon Valley Community Foundation with participation from Emerson Collective, First Round Capital, Learn Capital, John Doerr, Harrison Metal, Jonathan Sackler, Omidyar Network and Adrian Aoun.

Founded in 2013 by ex-Google executive and Aadvark founder Max Ventilla, AltSchool has raised over $133 million to date. Tuition costs around $19.000 per year.

AltSchool aims to build a new education system for the 21st century from the ground up and has a strong focus on technology and personalized learning in the classroom. Each school is built upon a technology platform that takes care of administrative and organisational tasks with the aim of freeing up time for teachers and students.

Through the platform teachers can create and track individual lesson plans for each individual student. AltSchool’s platform also handles non-educational tasks like admissions, student assessment, parent communication and classroom supply procurement.

The AltSchool network has grown from 20 students in one school in 2013 to 500 students in eight schools today with additional locations in San Francisco, Palo Alto and Brooklyn opening this fall. AltSchool’s staff grew from 30 to 115. AltSchool will also offer its operating system to other schools across the United States during a trial run next year.

Further Reading

Links

altschool.com

EDBRIEF: LearnLaunch Applications open for 4th Cohort

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LearnLaunch Applications EDBRIEF

Boston-based edtech accelerator LearnLaunch is now accepting applications for its 4th cohort. Edtech startups with transformative ideas for K-12, higher ed and educational infrastructure can apply until June 30.

The new cohort will start in September 2015.

LearnLaunch is a four-month residential accelerator providing its startups with $18K in Seed Funding, free office space and access to its 90 mentors with backgrounds in business, education and government.

So far LearnLaunch has invested in 19 edtech companies.

In January 2015 LearnLaunch announced its partnership with Cengage Learning who will invest and participate in the accelerator program.

To learn more about the education technology community in Boston in general and the accelerator program in particular, listen to our podcast with LearnLaunch’s Marissa Lowman.

Links

learnlaunch.com/accelerator/application

The Next Wave of Transformation In Education

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OP-ED Transformation in Education Jason Pfaff EDUKWEST

Online education radically transformed the long held notions of time and space as it related to educational delivery.  We saw commercials highlighting a working parent attending an MBA class in their pajamas.  Schools promised compressed timeframes that allowed for a faster time to completion, and extreme flexibility was promised allowing us to fit classes into an already hectic life.  That wave is cresting and rolling back out to sea, but its legacy is that it forced everyone to re-think when and where learning could happen, and how fast a degree could be earned.  The next wave will challenge those same notions, and force us to rethink that paradigm again, but how exactly that happens could surprise you.

The world needs new models that allow us to offer human powered networks of learning that heighten experience and improve outcomes.

The ability to scale human powered engagement and construct robust learning networks will be foundational to the next 20 years of educational innovation.  No longer is it enough to learn asynchronously online or from software, people increasingly will want human powered engagement that an institution must deliver efficiently and at scale.  I want to share two bold ideas as an example of what is possible.

The Open Ended Undergraduate Degree

The current undergraduate paradigm in higher education is one that favors "front-loading" all the education one receives, and more importantly pays for, into a compressed time frame typically at the beginning of adulthood, or more recently, when one decides to pursue additional education in the interest of a career change or career advancement.  This begs one simple question, are we over educating graduates for the entry level jobs that will follow their degree?  Current estimates are that only about a quarter of graduates are in a field that their degree directly prepared them for.  Could students benefit from additional education as they progress through a career and find their way?  Could their educational pursuits unfold over time as they write their own story?  Simply put, can we do more to see a higher education as a support system we engage with over a lifetime as opposed to a short term goal pursued in one finite stage of life?  I believe an engineering student should be able to learn how to design an aircraft engine via virtual simulations alongside a seasoned technology professional that can offer leadership insights while learning the same technology to remain competitive at this stage of their career.  Current models allow for the technology, we need innovators to design the engagement oriented touchpoints.

Open Loop University is a bold proposal emerging from the Stanford2025 initiative. The provocative answers it offers to these questions and many others forms a coherent and exciting proposal for the future of higher education.  They envision a format where a student would earn 6 years of undergraduate education earned in short stints throughout a lifetime where experienced adults routinely return and engage with the academic community as they continually re-position their careers and ultimately, their lives.  Its a clean break from the current notion of alumni and what it means to be part of an academic community. Students return or "loop" back through the campus and all learners are enabled to learn across platforms and from a wide range of experiences.  Engagement with learning would be broadly distributed and students would cascade through robust networks at various points in their own unique journey.  After deeply pondering this model, and the meaningful possibilities, a typical mid term cram session starts to feel highly trivial.

It is a radical concept, but no more radical than the idea of offering fully online degrees was a mere 20 years ago.

Human Powered Engagement Offered Digitally

The opportunity to scale human powered engagement through digital tools has never been better, or more necessary.

The world is desperate to learn, and that need cascades across all ages.  Most exciting, there is a global drive to educate our young and level the playing field with respect to access to education.  But delivering high quality and engaging teaching is expensive, logistics are hard, and K-12 models that deploy technology and at the same time enhance the core user experience via higher levels of engagement are non-existent.  We have large school districts domestically like Detroit and Washington, DC that simply cannot find enough effective teachers that want to work there.  Someone has to do something to scale meaningful engagement through a best in class technology delivery.

So what about virtual animals powered by actual humans in real time that serve as an avatar for actual human based instruction for K-5?  Fun, intelligent, and engaging and easily delivered at scale.

Gerijoy has developed what I consider to be a transformational product to help engage seniors with dementia.  Take a few minutes and familiarize yourself with their concept and imagine the early education possibilities.  It is a fascinating and life changing approach to caring for one of our most valuable resources, our seniors. What can we learn from them that applies to another precious resource, our own children?

Seniors with dementia are a traditionally difficult to engage population, with a high level of needs and spontaneous reactions and there are simply not enough affordable and effective options currently to help them with what they need. Gerijoy is changing the world by leveraging technology in a way that empowers engagement, and I think anyone that thinks about high need populations can learn a lot from them.  It might seem like a crazy question, but I beg you to answer it; what are the possibilities offered by human powered avatars teaching one on one via a distributed platform where they can teach multiple students at once in a personalized fashion in real time on cheap tablets?

The backend of the technology can be as simple as a live chat platform with video interface.  The critical component though is the logistical levers that allow you to widely and affordably distribute human powered interaction.  Teachers and tutors are always available and ready to engage.  As students come on and off the platform, the technology allows you to balance the load in real time.  Because the avatar is the visual, and the voice is generic and powered through live chat, students feel consistency, even though they are being distributed through a network of available instructors.  Instructors are also able to balance multiple interactions in real time.  As they feed text into one interface and direct a student to an assignment, they can pick up an interaction with another.  While this requires focus and organization, it is no different than what instructors face each day in person.  The avatar actually improves upon that scenario.

Each student has a profile within the system that can be accessed by both educators and parents.  Parents have full transparency and are encouraged to follow their student’s progress in the portal.  In a tutoring setting, educators are concise and disciplined in ensuring all pertinent information is captured for each unique student.  Functioning in some ways like a simplified CRM, this allows each instructor to pick up where the last left off, and for students and parents to feel a seamless experience.

Implications for Virtual Tutoring

This is how you offer affordable and engaging support service in a way that supports stable and affordable delivery.

The expensive and inefficient 1:1 tutoring paradigm is effectively over.  Students pay a lot and costs are high due to the model being one student to one tutor.  That model persists today because parents and students like the attention and engagement, even though they hate the cost.  On the other hand, a digital platform, where we can add efficiency as students learn from software, has challenges with engagement for younger students.  Games are generic and students are easily bored and the right mix of skill level and fun is always an elusive balance.  Isn't there a better way?

Implications Domestically

This is how you help districts with teacher and budget shortfalls.

Class sizes are growing and no school district has a meaningful answer for what that means.  They just hear the concerned feedback from parents.  Tablets are cheap and students are increasingly comfortable with digital interaction.  But parents are rightfully wary of purely digital learning environments.

Can’t we combine the best of each and deliver affordable solutions to school districts at the same time?

If I am a teacher and my class size continues to get larger, the idea that we can break into small groups at math time and I can have human powered and engaging interaction at each table is a welcome idea.

As a school leader, this allows you to blend the best of digital technology and human teaching in a way that deals with new budgetary realities.

On the back end, we are not deploying teachers per se, rather, these are tutors and teaching aides.  They are offered a competitive value proposition which includes working from home, flexible hours, and doing the teaching they love without the school related administrative headaches.  In many cases, education students could be employed in addition to new graduates looking for experience. The virtual nature of the work dramatically lowers overhead.

Global Implications

This is how you teach Algebra in Africa or English in China.

It’s really merely a summary of all the reasons above as to why this works in a global context.  Tablets are cheap.  Teachers for those physical locations are in short supply.  Demand for K-5 learning is growing at a rapid pace.  Additionally, live chat engines that translate to voice and eliminate accents are ever present, and Google Translate and Sphinx can manage the language translation in between.  All the tools are there, they just need someone with the courage to assemble them.

Cheap tablets, live chat software and purple dog avatars can improve the lives of students wanting to learn.  It really is that simple.  I think this might be how you change the world.

Surely, these are "crazy ideas", but it is a crazy time.  The world is ready for change. If you are courageous and have an innovative approach, the world has never been more ready for you.  While no one will knock on your door and ask you to change the world, that doesn't mean we don't need you to get started.  I cannot wait to see what you are capable of creating.  Onward.


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MEP #027 with Tom Vander Ark from Getting Smart and Learn Capital

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Tom Vander Ark Getting Smart Learn Capital Meet Education Project

We had a very special guest drop by MEP for Episode 027…Tom Vander Ark!  Tom is a dynamo in the education industry, and provides a unique perspective as a former business executive, school superintendent, author, and current venture capitalist in education.

Tom and I chat about “personalization vs. standardization” in public education, innovative school models, and trends for 2014.  You DO NOT want to miss this!

Guest Bio:

Tom Vander Ark is author of Getting Smart: How Digital Learning is Changing the World and CEO of Getting Smart, a education advocacy firm.  Tom advocates for innovations that customize and motivate learning and extend access.

Tom is also a partner in Learn Capital, an education venture capital firm investing in EdTech startups.  Previously he served as President of the X PRIZE Foundation and was the first Executive Director of Education for the Bill & Melinda Gates Foundation. Tom served as a public school superintendent in Washington State and has extensive private sector experience including serving as a senior executive for a national public retail chain.

A prolific writer and speaker, Tom has published thousands of articles, has written and contributed to six published books and co-authored more than 12 white papers. He writes a daily Education Week blog, Vander Ark on Innovation, and makes regular contributions to GettingSmart.com.

Tom is Treasurer for the International Association for K-12 Online Learning (iNACOL), board chair of Charter Board Partners, and is a director of Bloomboard, Imagination Foundation, and Strive for College. Tom is a national advisory board member for Communities In Schools, National Association for Charter School Authorizers (NACSA), and New Classrooms.

Tom received the Distinguished Achievement Medal and graduated from the Colorado School of Mines. He received his M.B.A. in finance from the University of Denver. He continues his education online.

School Models that Tom Loves:

Ed Tech/Book Shout Outs:

How to Reach Tom:


Meet Education ProjectFor more episodes featuring thought leaders in education visit MeetEducationProject.com, subscribe to the podcast on iTunes and follow Nick DiNardo on Twitter.


MEP #028 with Phil Hill from MindWires Consulting

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Phil Hill Mindwires Consulting Meet Education Project

Interested in the current and future state of colleges and universities? What about online education, and its potential impact on learning? Well you’ll love this episode with Phil Hill!  Don’t miss his insights on these issues and much more.  Enjoy!

Guest Bio:

Phil Hill (@PhilOnEdTech) is an educational technology consultant and analyst who has spent the last 10 years advising in online education and educational technology markets. As an independent consultant and analyst, Phil helps higher education institutions develop effective strategies to understand and implement online education programs. Phil’s clients have included the University of Iowa, UCLA, California State UniversityDeVry University, Colorado Community College System,University of Maryland University College, among others.

Phil is also an author, blogger at e-Literate, and speaker, and he has become recognized in the educational technology community for his insights into the broader education market trends and issues. In addition to e-Literate, Phil has also written for EDUCAUSE Review and been quoted at Inside Higher Ed and Washington Business Journal.

Show Notes:

  • (1:55)  Phil’s Journey
  • (7:39)  What are the 3 big problems that online education is helping to solve for universities?
  • (13:05)  Digging into IPEDS vs Babson Survey data to paint the landscape of online learning in higher education
  • (18:21)  Where do you think online education will be in the next 5 years?
  • (24:00)  City College of San Francisco accreditation case
  • *Too big to fail?
  • (36:00)  What gets you most excited about the future of education?
  • (37:10)  What gets you most frustrated about the future of education?
  • (38:52)  If you could have dinner with anyone you admire, past or present, who would it be and why?
  • *Dinner date:  Ernest Hemingway, Winston Churchill

Shout Outs:


Meet Education ProjectFor more episodes featuring thought leaders in education visit MeetEducationProject.com, subscribe to the podcast on iTunes and follow Nick DiNardo on Twitter.


The Future of Live Tutoring on the Internet

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Future of Live Tutoring on the Internet EDitorial EDUKWEST

The Internet opened up huge opportunities for tech savvy tutors not that long ago. If you had a basic understanding of how to set up a website, a bit of SEO and online marketing knowledge, chances were high to grow a tutoring business from a local customer base into an international operation. Skype, tutoring platforms and marketplaces, YouTube and social media represent only a handful of the new tools tutors had at their disposal. Glory days.

Unfortunately, the Internet gives and the Internet takes away. This could be in the form of Google changing its algorithm, leading to the death of education marketplaces, like TeachStreet and countless other small businesses, because of a drop in organic traffic. But nowadays the biggest threat to human tutors are their technology driven counterparts and a growing crowd of interconnected learners.

Rise of the Machines

Any teacher that can be replaced by a machine should be! - Arthur C. Clarke, Electronic Tutors 1980

This quote by Arthur C. Clarke has been used heavily to underline the inevitable victory of machines over humans in our education system. While we can, and should, argue about this notion in public and higher education, I think it is a fair observation for the tutoring space. People who get paid by learners to teach have a tendency to retard the progress of their students (knowingly or subconsciously) for obvious reasons.

Another problem with live tutoring is that tutor and student have to agree on a date and time, which adds inconveniences like cancellations and lateness to the mix. Last but not least the cost of live tutoring is not insignificant, either. Therefore, students who want to progress at a faster rate have to pay more as they need to book more individual lessons.

Wisdom of the Crowd

And just as the Internet provided tutors with new opportunities to grow their business, the Internet started to offer alternatives to live tutoring.

One could argue that the beginning of the demise of live tutors lays in peer learning communities. In the education space language learning communities like Livemocha and busuu.com made the point early on. Compared to tutoring marketplaces like Myngle, italki or eduFire who had thousands of users, growth of learning communities was through the roof with users signing up in the millions.

Besides, the connection between learners who could meet online for language exchange or correct each others exercises, communities also offered different self-paced courses, enabling language learners to study at their own pace, no time commitment to meet with a teacher, tutor necessary. And with the addition of mobile apps, the user base of busuu.com quickly grew in the tens of millions. I will further explore this trend of mobile language learning in another post, especially the rise of Duolingo, which just recently surpassed 70 million users (or better put, people who signed up to the service).

Adapt or Die

Back to tutors and live lessons on the Internet. Keeping all the issues above in mind, what is the future of live tutoring online?

One thing that is certain, prices for live tutoring will continue to fall. The only exception to this are highly qualified tutors who offer niche training, especially in the corporate sector. The vast majority of online tutors, especially in the language learning space, will have to adapt to rates of $15 or even $10 per hour.

I also think that the length of lessons will shorten as new services, like tutoring on-demand, will grow in their popularity. Instead of booking a 30 minute lesson in advance, learners will look for on-demand tutors who offer a quick 10 or 15 minute call and work on a specific problem. This should become especially interesting in the STEM tutoring space.

On the other hand, we can also see new forms of live tutoring on the rise. Yoga lessons for example have been a growing vertical in the past three years. Instead of working out in the gym, people connect via VoIP and take the lessons in their living room. The same is true for crafting and other creative verticals.

All of the above also implies that, just like universities that produce MOOCs, tutors have to invest into more and better technology. A 0.5 megapixel webcam won’t cut the mustard. Tutors will need a film-studio-like environment, good lighting, multiple cameras, probably a camera operator, very good audio quality, reliable broadband connection etc.

The good news here is that prices for the equipment go down all the time, so it’s up to the tutor to invest in herself and learn the new tools of the trade - which might come in the form of taking a self-paced online course.


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Openwords – EdTech Startup Profile

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Openwords EdTech Startup Profile EDUKWEST

Name: Openwords Website: www.openwords.com Headquarters: Bloomington, USA Vertical: Language Learning Tech: Web App, Mobile App

Introduce your startup and give a short description of what you are doing.

Openwords is building a foreign language learning app with open data. Openwords will be free and open source and we're committed to learner data privacy.

Openwords has mined content for >1000 languages. 中文, to Abenaki, to English... Openwords has open data, so we can mine existing open databases (e.g. Wiktionary) and re-purpose that data for language learning.

Openwords app: The Openwords app design has different learning modules. We have single word problems like hearing, review, self-evaluate recognition, type-evaluation. We have simple sentence translation problems in development, and a handwriting learning module for Chinese in development utilizing the Wikimedia Stroke Order project.

As Openwords develops new learning modules or games, we can add them in. We will be open source, so others can build learning modules as well.

Who are the founders, how did you meet, what are your different roles in the startup.

Openwords Team

The Founder & CEO (me, Mark Bogonovich) is a scientist and educator. I'm a biologist by training with ten years of teaching experience. Shenshen Han, the CTO of Openwords is a veteran in EdTech, working in the Creativity Labs at Indiana University, building software teaching children biology. Shenshen has two masters degrees in computer science and ten years experience managing large international teams.

Our roles: I developed the concept for Openwords, and have been the person organizing and motivating our team in Bloomington, IN. Shenshen and I recognized we shared similar values and commitment to open education. Shenshen is responsible for most implementation & development. Openwords also has a strong group of UX masters students.

How was the idea for your startup born?

Here is how the idea for Openwords originated. I became interested in learning languages for personal reasons. My partner is a native speaker of Chinese. I realized that many languages get overlooked by mobile developers, and that in fact these languages add up to a lot of under-served people (Infographic #1).

Openwords is an application of the data scraping methods I applied in biology in my doctoral research, but to the problem of providing free and open language learning educational content for all peoples.

Here is the basic plan:

  1. Find free and open data used for purpose A (Dictionary purposes)
  2. Scrape that data, re-organize the data for purpose B (Mobile Language learning)
  3. Keep it free, improve the data if possible, and share it back.
  4. Enjoy.

What is the main problem in education that you aim to solve.

We aim to solve two problems.

  1. We want free & open source language learning educational material for all languages.
  2. There are few educational resources for many languages, corresponding to a large populations (Infographic #1). Open data is a strategy for scaling learning material to these languages rapidly, because much of the required data already exists.

Openwords will also be available for the major languages too, of course.

Who are your main competitors? What sets you apart from them?

Duolingo is a major competitor. Flash card apps are also competitors, but Openwords is focused on language (like Duolingo).

I recently summarized differences between Openwords and Duolingo.

A) Openwords is open source and free, Duolingo is just free. Duolingo controls its language incubator program. Openwords is opening it up. We build and offer curricula, but you can build your own. You *own* Openwords content.

This alone is sufficient differentiation.

B) The design of Openwords promotes learning autonomy. What does this mean practically? Openwords will allow learners and teachers to choose what words they want to learn. Freedom is not a "trade-off" with guidance. We will have a default curricula, and if you really want, you can still *decide* to be told what to do.

Teacher autonomy is pretty critical for use in classrooms. How could we tell someone with a masters degree in teaching Swahili what to teach?

C) Duolingo uses crowdsourcing to build content. Openwords uses crowdsourced data that *already exists*. That is why we really have mined content for >1000 languages.

In which markets / regions are you active. What markets / regions are next.

Openwords has mined a lot of open data. We are finishing the design and development of the Openwords app that reads this data and presents problems to the learner.

Our incubator program is attracting a lot of interest. If we organize this process well, we should be able to have apps in many languages.

Who is your target audience.

This has been a difficult question for Openwords to answer. In some sense Openwords has obviated the problem of specialization. However, we do recognize that we need to focus on certain regions.

We believe we can focus on China, Hong Kong, Taiwan given Openwords' ethnic composition.

Second, for many languages for which we now have content, there aren't any competitors. Our research has shown that these regions are rapidly adopting smartphones.

We'd also like your thoughts.

How do you engage with your target audience. How do you convert them into users of your product.

Language learning is nearly a necessity for many people. People may be learning a language because their spouse is a native speaker of a language, or they may need to understand a language for work.

For many languages, our goal is to simply extend and scale basic functionality to these people. Many people may want to learn English, (e.g. Lao->English) and the do not have mobile resources in their native language.

For language combinations that are more competitive (e.g. English->French), we believe our social good and open data purpose will be persuasive to educators.

Openwords' freedom orientation should lead to advantages. People can organize curricula as they wish, and edtech developers can develop new learning modules.

What is your business model. How much does your product / service cost.

The Openwords app is free & open source. Our goal is to attach revenue models to the Openwords app that support our open data and social good purpose.

In this end, we are collaborating on a project initiated by Creative Commons called the Open Business Model Canvas (a derivative project of the Business Model Canvas). There is also an active Google group.

Here are two concepts we will be exploring.

  1. Teacher Module. A website (outside of the Openwords application) where teachers can log in, and view the performance data of their students on the Openwords app. Teachers will be able to make sure their students are learning out of the classroom.
  2. Connect learners with job opportunities. We could connect learners to job opportunities, and do so consensually and while respecting learner privacy. We would effectively operate in the recruitment industry. This would also operate as a great motivator for people using the Openwords app.

If you raised funding, how much did you raise. Who are your investors. If not, are you planning to raise funding.

We are raising seed money via Kickstarter. We may raise more money via crowd-vesting. We will only bring in investors who will not interfere with our social mission.

Are there milestones you are especially proud of and would like to share.

Openwords' back-end is largely designed and implemented. We mined content for >1000 languages (largely from the Wiktionary). Our incubator program has reviewed the English-Farsi data, and flagged errors and other issues. We are now in the process of doing the same in several other languages.

We hope to back-channel any improvements in the Openwords db back to the sources.

We created a prototype app in 2014, ran user testing and decided on a redesign for 2015.

We are also proud about opening up our design process. We have mockups available.

What are the next steps in growing your startup.

  1. Kickstarter.
  2. Finish the Openwords app design and development.
  3. Incubator program & build community. Openwords has a lot of content, particular for word-word translations. We need to create or mine many simple sentence translation problems, and we need to organize our data into curricula.

How can people get in touch with you.

413-884-4467

email: contact@openwords.com

www.facebook.com/Openwords

Ello.co handles: @openwords @marcbogonovich

Twitter handles: @Openwords @MarcBogonovich


MEP #033 with Shaila Ittycheria, Co-founder of Enstitute – Apprenticeships for 21st Century Careers

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Shaila Ittycheria Enstitute Meet Education Project

What if you could learn alongside a proven CEO and founder in an industry you were curious about?  Imagine learning about finance, sales & marketing, & product development through direct application on a daily basis.  Would you learn more than studying these disciplines in college?

Could this be a viable solution for the much publicized skills gap that learners and employers are experiencing to power the 21st century economy?

Well, I discuss the apprenticeship model with Shaila Ittycheria, co-founder of Enstitute.  Don’t miss it!

Guest Bio:

Shaila Ittycheria made a decision at 18 that changed her life. Frustrated with the lack of business focused opportunities, coupled with the exorbitant tuition costs, she dropped out of the elite

Middlebury college and enrolled at Arizona State University. She pursued as many experiential learning opportunities she could get her hands on, including writing her thesis in collaboration with Intel. That experience landed her a job at Microsoft, first in a finance leadership development program to then running her own M&A deals. After receiving an MBA from Harvard Business School, Shaila worked to establish herself in the NYC startup scene. Interestingly, it wasn’t the degree that opened up doors, but rather her experience working at recently launched BirchBox, which led her to LocalResponse, where she ran the half of the company focused on small business solutions.

For Shaila, Enstitute is a solution that provides opportunities she wished she had when she was younger, coupled with the problems that she witnessed first hand as a hiring manager: graduates lack the critical thinking, problem solving, and reasoning skills they need to be successful in the workplace and they do not have any substantial experience that illustrates their potential. Rather than letting the name of an academic institution define someone’s worth, Shaila hopes to build a system that maximizes human capital potential by focusing on skill based knowledge, developed competencies, and proven work experience.

Shaila has been named a 2013 Echoing Green Fellow and a 2012 Francis Hesselbein Institute NEXT Leader of the Future. She speaks often on education, learning by doing, and workforce development and has also been featured in The New York Times, PBS,Forbes Magazine, CNN, The Huffington Post, and Fast Company.

episode 033

Show Notes:

(2:02)  Shaila’s story

(16:15)  What is Enstitute?

(19:52)  What is the commitment for an employer?

(24:39)  What is your vision for the apprenticeship model from a scale perspective?

(28:59)  What about the culture shift to acceptance of new models like this one?

(35:04)  If you could have dinner with one person you admire, past or present, who would it be and why?

*  Grandparents

*  Sir Ken Robinson

(37:14)  How to contact and support Enstitute

*www.enstitute.org

@enstitute

@shaila & @kanes


Meet Education ProjectFor more episodes featuring thought leaders in education visit MeetEducationProject.com, subscribe to the podcast on iTunes and follow Nick DiNardo on Twitter.


What Founders Should Know Before They Raise VC and Why We Chose Not To

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before raise VC EDUKWEST Academy

It’s an exciting time for startups and aspiring business founders.

With investors pumping so much money into the industry it’s easy to see why. We’re hearing more and more about “unicorns” valued at over a billion dollars and companies spending enormous sums to acquire other businesses. The numbers look amazing.

But not all funding rounds and acquisitions are cause for celebration. We saw that with what happened to Lane Becker. His company, Get Satisfaction, had raised over $20M in funding and was once valued at $50M. They were recently acquired, but he and his co-founders didn’t see a dime of it.

Although not every deal ends like this one, it should act as a cautionary tale for founders to remind them that raising lots of money doesn’t necessarily mean there will be a big payoff. There are many factors to consider before diving into a big VC investment. In this article I’ll explain how we think about funding at Magoosh and the risks that founders take when they go for big VC money.

Fundraising at Magoosh

At Magoosh, we raised a seed round of funding in 2011 (and some more in 2012), ~$750K total. We were cash flow positive by May 2012, broke $100K in monthly sales by September 2012, and have been growing off revenue ever since. We’ve had the opportunity to raise additional funding but thus far we’ve decided against it. Raising money, while alluring, signs us up for a very high-growth trajectory—that’s the promise we’d be making to the investors whose money we’d take. And right now, I believe our business, employees, and customers are best served if we continue with our current growth path.

Some might call us a lifestyle business, though our early investors should hopefully see a >10x return on their investment. Maybe we’re an indie business. Regardless of what we’re called, we are choosing a more controlled growth path for now. A path that enables us to maintain our optionality and culture: the Happiest Company in Education with no employee having left voluntarily for another job.

At some point, we may choose to raise a larger round of funding. If we do, we’ll do our best to ensure we have a clear path to a big return on the new investment at the new valuation. But right now it feels like too much of a gamble.

I recognize that some companies don’t have the luxury of this choice. They may be pre-revenue and focusing on user growth—the only way to survive is to raise additional capital. Other founders might actually want to go BIG and be the next Facebook, Twitter or bust, and I respect that. That takes courage.

But if you’re a founder, think before you leap. VC economics is a tricky field to master. Do your research and be intentional. Here’s a primer to help.

VC Economics and Expectations

When you take VC money, you should understand what potential outcomes might look like and what you’re signing up for. Don’t be surprised like founder Alex Blumberg was in this candid podcast conversation with his investor, Chris Sacca (starting at 11:12):

Here are some factors to consider before you dive in.

High Valuation and Growth Trajectory

With a big round of funding at a high valuation, you are implicitly making a promise to your investors that you’re going to swing for the fences. In other words, you just signed up to be a big company.

Get Satisfaction raised a $10M round at a $50M valuation, so they were promising to go huge (>$500M). As Lane told Business Insider:

“We took a $10 million investment very prematurely […] At the time we were entertaining some acquisition offers. In hindsight, they would have been wise acquisition offers to take. The executive team got stars in their eyes about the money and took the investment. When you raise $10 million at a $50 million valuation, that is a serious promise you’re making with your business.”

Raising $10M is a serious promise. Your VCs are expecting a big outcome because they’ve made promises to their investors too. And swinging for the fences can actually be sound business strategy for a VC, but if you don’t hit a home run, you may get nothing.

Let’s break it down to see why this is the case.

VC Strategy

A VC firm isn’t investing its own money. It’s investing the money of its investors, Limited Partners (LPs). The LPs would like a return of at least 20% per year. This means that over a 10-year period, the VC needs to generate a 6x return.

Let’s say the VC invests in 10 companies per year, and each company needs 10 years to reach liquidity (some type of acquisition or IPO). One approach is to invest in 10 “modest” growth companies where each one grows in value by 6x over that 10-year period. That’s risky because if a few of them can’t hit the 6x mark in 10 years then the VC doesn’t get the return for the fund. Bad strategy.

Instead, many VCs look for home runs, companies that might generate a 100x return (the next Uber or Slack). If VCs invest in these high-growth, high-risk startups, they don’t have to worry about the strikeouts (i.e., companies that give them no return) because the few remaining companies will still yield huge returns.

You can see why it makes sense for VCs to encourage companies to spend on growth foregoing short-term profit or an early exit. Some companies might fail, some might have modest returns, and a few will be big. But those big ones, 60x or more, provide a return for the entire VC fund, and every other positive outcome is gravy. It’s a reasonable strategy for a VC, and if you raise big, you should be prepared to try to grow fast and not sell early.

Now, this all is an overly simplistic view of VC economics, and there’s a lot more nuance to it. If you plan to raise money, you should read Brad Feld’sVenture Deals cover to cover. And know that sound strategy for a VC might not be the best strategy for you. They have more “at bats” with other companies while founders only get one (or one every 5 or so years).

Moral of the Story

If you’re a first-time founder, consider what raising big VC money means before you go down that path. It’s not all sunshine and rainbows. At Magoosh, we are choosing to be very deliberate. But if you want to take a shot at hitting the next home run, by all means go for it—just know what you are getting into.


Image created by Magoosh Graphic Designer Mark Thomas.

Is WordPress the next major Online Education Platform?

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WordPress Education Platform EDitorial EDUKWEST

WordPress, the content management software created by Matt Mullenweg, already powers over 23% of all websites on the Internet.

With the acquisition of WooThemes the company has now the potential to become a major player in the online education market, both in terms of reach and revenue.

https://www.youtube.com/watch?v=xJOfTB8-daA

Automattic, the company that runs the commercial arm WordPress.com, announced the acquisition of WooThemes, which is one of the oldest commercial WordPress theme shops. Founded in 2008, the founders bootstrapped their startup to roughly $15 million in annual revenue. Though details of the acquisition have not been shared, Peter Kafka at re/code said that his sources estimate the deal at $30 million in cash and stock. The entire team will join Automattic.

Like WordPress, WooThemes has a large footprint on the Internet. According to Post Status their e-commerce plugin WooCommerce has a 20% market-share among the top one million websites. I suggest you read Brian Krogsgard’s post for all the details, it’s a great analysis of the deal, and its potential in general.

From Live to Self Paced

Of course, we want to focus on the potential WooCommerce has in the online education space. In my last post I wrote about the decline of live tutoring on the Internet. One way tutors have coped with it is by creating self-paced learning content, either in the form of online courses or downloadable material like e-books or podcasts. Needless to say that e-commerce is a key factor in the equation.

So far, most of WooThemes’ different plugins and themes have only been available for self-hosted WordPress installations. As online tutors tend to prefer hosted solutions that offer an additional layer of service and security, the addition of WooCommerce to Automattic’s WordPress.com has the potential to draw a sizeable crowd to the hosted WordPress platform.

A MOOC for Everyone

And there is more. WooThemes also created a plugin that turns a WordPress blog into a course platform, similar to a MOOC or online course provider like Udemy. Brian Krogsgard asked Matt Mullenweg about the future of Sensei. It seems likely that the plugin will become a free plugin (now $129) while being maintained and extended by the WordPress team.

Also Read: Overview: LMS MOOC Solutions for Small Institutions and Individuals

Sensei is a really powerful tool, enabling tutors to create state of the art online courses. With additional resources and likely becoming free of charge, Sensei could become a viable alternative to course marketplaces like Udemy or WizIQ.

With the acquisition, WordPress users will have the option to go for a paid, hosted e-commerce or MOOC website on WordPress.com or run their own storefront or online course with the freely available software from WordPress.org. This unique combination could turn WordPress into a leading online education SaaS provider.


Picture License AttributionShare Alike Some rights reserved by thisismyurl

The Full Stack Education Startup

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Full Stack Education Startup OP-ED EDUKWEST Vineet Madan

Back in my pre-startup life running corporate development for a large educational publisher I saw dozens, if not hundreds, of education technology companies passionately focused on solving a single problem for instructors, students or administrators. While the focus should have simplified everything they were doing very few of them emerged from the morass to become compelling, scalable businesses with sustainable economics. Why is that?

In speaking with educators - across K-12 and higher education - they were literally drowning in the number of small point solutions available, none of which talked to each other. So the educators most willing to experiment might try a polling tool, linking some videos from YouTube or an online simulation in addition to their core curriculum but struggled to put it all together into a cohesive and coherent experience for students. In speaking with hundreds of students, they were similarly overwhelmed by the number of things to click on, download, manage in new windows, tabs or on different devices.

From the consumer side, one significant lesson learned since the launch of the iPhone in 2007 is the entirety of the user experience matters and that the bits of friction that all of us dealt with for the first 20 years of PC's can be carefully, and thoughtfully, removed allowing users to focus on -- wait for it -- the experience that they are seeking.  Nothing more, nothing less.

Chris Dixon at A16Z, the current Valhalla of Silicon Valley VC, has a great post about the entirety of the experience being what matters. His short-hand is the Full Stack Startup, if you haven't yet read his post I'd highly recommend it. Uber, Nest and Tesla are some of the examples he cites - all end-to-end user experiences where the complexity of what they do is largely, if not completely, invisible.

Back to education, when we started on the path two years ago to what has become Junction we unfortunately didn't have the benefit of Chris' insights, but we knew it was critical to deliver a complete experience in a simple, easy-to-use wrapper because focus and time on task matter. So we shrugged off the advice of more than a few friends and industry pundits to build an integration layer for college course materials. Fast forward to what happened next. Instructors and students find Junction to be MORE engaging, MORE effective and MORE affordable than anything else out there. Remove the distractions and you've created an environment where learning can happen.

And it scales. And we're already generating millions of rich data points informing how to improve the study and learning process for students. And we're using data to drive recommendations on how to improve the course design and development process for instructors and instructional designers.  And... we're still just getting started.

Is it hard to deliver a beautiful user experience, collect rich data and turn it into valuable insights and directed actions and interventions without it looking like a Frankenstein application? You bet. But the payoff in terms of user delight is massive.

With over $1 trillion a year in education spending in the U.S. annually (2.6% of GDP just on post-secondary) and sub-par degree attainment and completion rates it's just a question of time until the investment community finds its way into education in bigger numbers where the impact - social and economic - will be more profound than a ride-sharing app or two. We're long the full-stack / whole product approach as being a prerequisite to outsized success in education, come join us on the journey.


Picture License AttributionNoncommercial Some rights reserved by Robert S. Donovan

MEP #035 with Burck Smith, CEO & Founder of StraighterLine

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MEP 035 Burck Smith StraighterLine Meet Education Project

On this episode of MEP, CEO & Founder of Straighterline, Burck Smith, joins me to chat about self paced learning, educational policy, and where he sees the future of education moving.  DO NOT miss this!

Guest Bio:

Burck Smith is the CEO and founder of StraighterLine. Ten years before launching StraighterLine in 2009, he co-founded SMARTHINKING, the largest online tutoring provider for schools and colleges. Burck has written chapters for two books on education policy for the American Enterprise Institute (AEI) and is working on a third. He is a member of the American Enterprise Institute’s Higher Education Working Group.

Prior to starting SMARTHINKING, Burck worked as an independent consultant who contracted with for-profit and non-profit educational organizations, including clients such as the Gates Foundation, Microsoft, Computer Curriculum Corporation, the CEO Forum on Education and Technology, the Milken Exchange on Education and Technology, Teaching Matters Inc., Converge Magazine and others. As a writer about education and technology issues, Burck has been published by Wired Magazine, Wired News, Converge Magazine, University Business and the National School Boards Association. In the early 1990′s, he wrote articles on a variety of subjects including creating community telecommunication networks, electronic access to political information, telecommunications deregulation and the ability of utilities to serve as telecommunications service providers. Burck holds a Master’s Degree in Public Policy from Harvard University’s John F. Kennedy School of Government and a B.A. from Williams College. Recent publications include:


Meet Education ProjectFor more episodes featuring thought leaders in education visit MeetEducationProject.com, subscribe to the podcast on iTunes and follow Nick DiNardo on Twitter.


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