musings & critique about hi-tech, academia, building startups, and a journal to building eKita
Tuesday, August 14, 2012
It always starts out this way. Slowly, the resistant antiques of us begin to accept the inevitable.
New technology is always laughed at first,
Staunchly resisted second,
and finally when they realize it is inevitable they become your cheerleaders.
LMS or CLMS systems - whichever you prefer to call them - are becoming more widely accepted as cloud-destined platforms, as the obviousness sinks into even the mainstream mind.
However, from a mainstream perspective it is still taking awhile for ERP and other fully fledged systems to make their appeal to this technologically unsavvy crowd - until now.
A good article on just this topic here: http://www.universitybusiness.com/article/erp-ethers
...which has some excellent points I have long been pushing for the industry to realize.
Not least of which is the actual architectural design concept of cloud computing itself - which is not new by a longshot, actually.
Cloud is essentially the extrapolation of what institutions have already been doing for the last 5 to 10 years: co-locating resources to servers within their institution.
And if any of you were involved with institutions 10-15 years ago when this was considered a "new technology" - you will recall the huge amount of resistance and name-calling we future-thinking technologists got for pushing that agenda too.
Of course - thin clients coupled with robust server farms and remotely located resources are now the standard across most academic institutions.
Cloud simply does this to a global level - effectively outsourcing that co-location and all the services required to run it to an external entity (or - well - nobody is stopping you from building your own cloud, too...but thats rarely necessary - and much less cost effective of course).
This global mindset of course allows much more power in terms of connectivity and sharing of resources than did the precursor architecture of thin clients + server farms locally. It allows connectivity, sharing of data, content, and applications on a global level. No longer institutionalized.
The result of which is that there needs to be new software which captures the benefit of these new powerful channels of possibilities.
That is, not-at-all-ironically, still where education technology is far, far behind. It is also where the institutional education model is being disrupted on a pedagogic level. However, the software to support this process is still non-existant.
At eKita we are building something for the future where cloud based architecture for institutions is considered standard. Our global education platform is software that is designed to not only take advantage of this paradigm shift - but in fact facilitate it, as we will offer hybrid and private cloud services to institutions who need the most customizable and controllable features - simultaneously facilitating the disruption of the current academic model which is already happening.
New technology is always laughed at first,
Staunchly resisted second,
and finally when they realize it is inevitable they become your cheerleaders.
LMS or CLMS systems - whichever you prefer to call them - are becoming more widely accepted as cloud-destined platforms, as the obviousness sinks into even the mainstream mind.
However, from a mainstream perspective it is still taking awhile for ERP and other fully fledged systems to make their appeal to this technologically unsavvy crowd - until now.
A good article on just this topic here: http://www.universitybusiness.com/article/erp-ethers
...which has some excellent points I have long been pushing for the industry to realize.
Not least of which is the actual architectural design concept of cloud computing itself - which is not new by a longshot, actually.
Cloud is essentially the extrapolation of what institutions have already been doing for the last 5 to 10 years: co-locating resources to servers within their institution.
And if any of you were involved with institutions 10-15 years ago when this was considered a "new technology" - you will recall the huge amount of resistance and name-calling we future-thinking technologists got for pushing that agenda too.
Of course - thin clients coupled with robust server farms and remotely located resources are now the standard across most academic institutions.
Cloud simply does this to a global level - effectively outsourcing that co-location and all the services required to run it to an external entity (or - well - nobody is stopping you from building your own cloud, too...but thats rarely necessary - and much less cost effective of course).
This global mindset of course allows much more power in terms of connectivity and sharing of resources than did the precursor architecture of thin clients + server farms locally. It allows connectivity, sharing of data, content, and applications on a global level. No longer institutionalized.
The result of which is that there needs to be new software which captures the benefit of these new powerful channels of possibilities.
That is, not-at-all-ironically, still where education technology is far, far behind. It is also where the institutional education model is being disrupted on a pedagogic level. However, the software to support this process is still non-existant.
At eKita we are building something for the future where cloud based architecture for institutions is considered standard. Our global education platform is software that is designed to not only take advantage of this paradigm shift - but in fact facilitate it, as we will offer hybrid and private cloud services to institutions who need the most customizable and controllable features - simultaneously facilitating the disruption of the current academic model which is already happening.
Labels: CLMS, Cloud, education, edutech, lean, LMS, startup, university
Sunday, August 12, 2012
This one is part rant, part accurate analysis, and part cool-aid.
A recent workshop in DC on lean made me start thinking about this issue again and I spent a good deal of my time there investigating this question with a wide range of people (both involved - and not involved).
It all began with an opening-day pitch by a participant who wanted to work on a project, briefly described as:
"Lets help solve the education problems of the USA - lets build a tool to help facilitate learning by students and make it fun and social - to help stem the rapid decline of the US in the world education rankings (USA currently #22 in education)"...this excellent, passionate pitch with an already working idea behind it - got no votes.
Which really by itself cried out one singular fact: education still just 'aint important/cool/fashionable/{insert whatever} in the USA.
This actual problem in itself ended up becoming the project that the only 3 people present at the 50+ workshop who were even so much as interested in education, worked on. The problem was quite simply "making educational achievement cool" - and an attempt to solve it was built over the weekend, turning into something called Smart-ly.com.
Back to the main issue though: is education a serious topic yet for the USA? Because until education itself is a serious topic - education technology never will be.
I dont believe it is. In fact I'm not sure if it ever will be.
There are of course the evangelists, and champions of the cause - but we are far and few in-between, we are marginalized, we are often used for political points, and there is no interest by the people in positions to make positive changes to actually do so - or even so much allow it to happen.
"Red Tape" (ie: bureaucracy) is still a predominant force to be reckoned with in doing any educational based project, and it seems to only get thicker.
I spoke with Brainscape CEO Andrew Cohen and his team of 4, huddled in a small office space of about 10sqm, at a local shared office space called TheAlleyNYC about what his views on this were and why he chose to startup a company in the education tech sector in NY.
The main answer was that this was his community, and it seemed like the connections to doing something locally for him was the only question needing answering.
OK - understandable...and I fully admit that not many people are as dedicated as we are at eKita to making sure this works on a global scale - and we are pulling all stops to make sure we are in the right environment and market to do so - but the sheer resistance factor of doing this type of project out of the US - and especially NY (which has its own little ecosystem/mentality and behaves very incubated to the rest of the world) - should be a pretty heavy concern, or at least I would think - of aspiring edu-tech companies looking to setup there.
Apparently its not, and I believe this is more due to lack of experience and/or exposure internationally for at least the ones I've talked to.
I also talked with a few other startups and even long-established companies in edu-tech while out there - including TLC, Chalkable (ironically trying to do something similar to us), and I even noticed there is Socratic Labs out there too - a purely edu-tech focused accelerator (incubator?) type deal (no website yet, ironically).
At the end of the day it begs to question the differences between the US and basically everywhere else (OK - Europe and Asia at least) when it comes to education.
In Europe, where I have already ample experience in edu-tech both within institutions and now a growing experience outside - when tools and platforms are built for education, they are done quite seriously. When Lund University needed a new, cutting edge labratory toolset in 2002 to integrate with their already cutting-edge custom Linux OS for the science faculty - they pulled all stops and built an entire inhouse development team of software engineers (including me) and network experts to get it done. With a budget that would float your current day typical startup for 2 to 3 rounds of funding.
This is what I mean when I say serious.
The governmental ministries in education also have departments dedicated to advancing edu-tech within schools in general. Something the US does not have - and it is one of the only western countries that lacks it.
Israel even has its own private sector CET (Center for Education Technology) which has strong support and full collaboration from the government. They are also building an edu-tech incubator to help fund & build more edu-tech startups with support from their entire network of schools and infrastructure - which eKita was actually invited to join as one of the first 5 companies, but unfortunately it didn't quite fit us.
In Asia its even more intense. With the highest ratio of spenditure per capita on education (up to 70% of household income in some parts of Asia is spent on education) - and full government (federal and local) support as well as institutional interest in being truly cutting edge - the reality of it is that when doing something which has an obvious advancing factor for education tech in Asia: they roll out the red carpet.
Bureaucracy becomes a thing long distant, even in typically bureaucratic countries, and the funding for educational improvements is easily regarded as a highly lucrative sector by many (not nearly all, yet - but many).
Like this picture here undertones: staged "technical classrooms" posing for a picture that are rarely seen mainstream and are more commonly used for promotional brochures than actual learning.
I'm optimistic - so I'll leave my answer open, but I believe the facts speak for themself; at least for now.
Labels: alleynyc, Asia, education, edutech, Europe, new york, news, social entrepreneur, startup, university, USA, workspace
