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Redalyc.Mobile Innovations in the Education Ecosystem Revista de Ingeniería ISSN: 0121-4993 [email protected] Universidad de Los Andes Colombia Kim, Paul Mobile Innovations in the Education Ecosystem Revista de Ingeniería, núm. 39, julio-diciembre, 2013, pp. 59-66 Universidad de Los Andes Bogotá, Colombia Available in: http://www.redalyc.org/articulo.oa?id=121030106010 How to cite Complete issue Scientific Information System More information about this article Network of Scientific Journals from Latin America, the Caribbean, Spain and Portugal Journal's homepage in redalyc.org Non-profit academic project, developed under the open access initiative DOSSIER 59 Mobile Innovations in the Education Ecosystem1 Innovaciones móviles en ecosistemas educativos Paul Kim(1) (1) 3h.D. ChieI 7echnology OIʏcer and Assistant Dean oI the *raduate School oI Education at StanIord University. phNim#stanIord.edu Received November 13th, 2013. Modiʏed -anuary 1th, 2013. Approved January 20th, 2014. Key words Palabras claves Education, eduprenuers, technology, Educación, edu-emprededores, tecnología, learning environment, mobile learning. ambiente de aprendizaje, educación móvil. Abstract Resumen This paper shares macro-level perspectives drawn from bu- Este artículo comparte las perspectivas a nivel macro en siness and engineering on the widespread efforts to bring los negocios y en la ingeniería sobre los esfuerzos masi- innovation to education ecosystems. Signiʏcant shifts are vos de los ecosistemas innovadores de la educación. Son occurring in the education marketplace: from content deli- notables los cambios en el mercado de la educación, en very technologies to video capturing and processing tech- las tecnologías que generan contenido, las que graban vi- nologies. The changes involve a combination of large cor- deo, las tecnologías de proceso, así como en las grandes porations and small innovative start-ups, for example, there corporaciones, y en las pequeñas compañías incubadoras. is increased emphasis on engineering approaches to the Por ejemplo, se ha hecho más ingeniería para integrar la integration of pedagogy and learning analytics into online pedagogía y el análisis del aprendizaje en los sistemas de education systems, more marketplace-based companies are educación online. Cada vez más compañías y edu-empren- surfacing, and global edupreneurs are building an array of dedores están construyendo entrenamientos basados en las skill-based training and workforce ecosystems. In short, it habilidades y en los ecosistemas de la fuerza laboral. Es is highly predictable that the ways people acquire knowled- predecible que las formas en que la gente adquiere conoci- ge and learn new skills, evaluate competencies, and secure miento y habilidades van a cambiar drásticamente. jobs will change drastically in the future. INTRODUCTION another former student and co-found- Years earlier, Bill Hewlett and Dave er, with Scott McMillan, of Sun Micro- Packard had graduated in electrical en- We are going to present a high level systems Stanford University Network gineering from Stanford before going overview of what is happening in the (SUN). Yahoo was started by Stanford on to found HP (previously Hewlett education space, of current and emer- students Yari Yang and David Filo. In Packard) in 1939. These are the kinds ging trends and of the players who are 1994, while ʏddling with their com- of students that have studied at Stan- active in the market space. puters in the Computer Lab, they cre- ford and moved on to start global en- Several important tech companies ated the URL (akebono.stanford.edu/ terprises. The goal, for many of these have been founded by Stanford Uni- yahoo) for their new company, Yahoo. students, filled with entrepreneurial versity students. Google was started by Reed Hastings, a major proponent of spirit, is to end up in Silicon Valley, Larry Page and Sergey Brin, who re- internet television, who completed his CA (United States) (Figure 1), to set ceived a startup check for US$100,000 master´s degree in Computer Science up their own companies and to change in 1998 from Andy Bechtolsheim, at Stanford, founded Netʐix in 199. the world. 1 This article is based on the lecture of Paul Kim presented in the forum "Strengthening Engineering Education with new Information and Comunication Technologies" which was held at Universidad de los Andes on November 13th, 2013. #36 Revista de Ingeniería. Universidad de los Andes. Bogotá D.C., Colombia. rev.ing. ISSN. 0121-4993. Enero - junio de 2012, pp. 59-66. 60 DOSSIER Paul Kim / Revista de Ingeniería, #39, 2013, pp. 59-66 schools programs. These are the compa- nies that are up and coming in the mar- ket and their stories give us an idea of the levels of investment involved. 2U7 is one of a growing number of companies that help universities devel- op online course and has taken on re- sponsibility for the development and roll-out of entire web-based courses. The conʏdence of venture capital in 2U is apparent from the fact that the compa- ny has received several and repeated in- vestments, totaling some US$ 26 million. The rising learning management sys- tems provider, Canvas, has also re- ceived several investments amounting to US$30 million. Open English pro- vides real time online English tutor- ing and has been ʏnanced to the tune of US$65 million. Lumosity 8 is a brain training application used by thousands of people and has received investments of US$32 million. This, then, is a snap- shot of what is happening in the educa- tion space, of the kinds of companies Figure 1. KŶƚŚĞŵĂƉ͕ǁĞĐĂŶƐĞĞƚŚĂƚ^ŝůŝĐŽŶsĂůůĞLJ͕ ƐƚƌĞƚĐŚĞƐ ĚŽǁŶ ĨƌŽŵ ^ĂŶ &ƌĂŶĐŝƐĐŽ͕ Ăůů ƚŚĞ ǁĂLJ ƚŽ ^ĂŶ :ŽƐĠ ;hŶŝƚĞĚ ^ƚĂƚĞƐͿ͘ that have emerged and the investment ^ŽƵƌĐĞ͘ ;ZŽĐŬŝĞƐ sĞŶƚƵƌĞ ůƵď͕ ϮϬϭϰͿ ΀DĂƉ ŽĨ ^ŝůŝĐŽŶ sĂůůĞLJ͕ ΁͘ they have received. The buzz phrase of 2013, which many people are talking about, is Mas- EDUCATION VENTURES invested in educational ventures. Klein- er Perkins Cauʏeld Byers (KPCB) sive Open Online Courses, or MOOCs. As we know, technology has been the These include Coursera, edX, and Udac- invested US$43 million in Coursera2 major driver of economic development ity alongside a wealth of other provid- and other companies, such as Udacity3, worldwide. There is an interesting sec- ers. What contribution have MOOCs also received US$16 million from An- tor that is riding on the back of growth made to the space of education? Their dreessen Horowitz, as did Lynda.com4, in the technological sector: the edu- impact has been profound, ʏrmly es- a company started by Lynda Weinman, cation market. Globally, US$4.5 tri- tablishing online education as a legiti- llion were spent on the sector in 2012 who learned how to use PowerPoint and mate and noteworthy education option. and it is projected that this will rise to Excel before producing her own teach- Before the arrival of the MOOCs, on- US$6.3 trillion by 2017. This market is ing videos back in the 1990s, and which line education was consistently criti- growing rapidly, and involves a large is now worth more than US$500 mil- cized for providing an inferior, inau- 5 number of companies including Blac- lion. Open English is developing into thentic experience that was unlikely to kboard and Canvas (Figure 2). a major company and has recently re- consolidate itself, or was at least des- The education technology market ceived a huge cash injection to facili- tined to remain on the sidelines. But can be divided principally into three ar- tate its continued growth. K-126 is an- it has, in fact, emerged into the main- eas: learning management systems, stu- other example; it has more than 150,000 stream, and is clearly going to play a dent information systems and content students and has attracted signiʏcant central role in future educational prac- providers. In 2013, US$1 billion was investment in its 100% online high tices and scenarios. 2 https://www.coursera.org/ 3 https://www.udacity.com/ 4 http://www.lynda.com/ 5 http://www.openenglish.com/la/ 6 http://www.k12.com/ 7 http://2u.com/ 8 http://www.lumosity.com/ Paul Kim / Revista de Ingeniería, #39, 2013, pp. 59-66 61 <ŶŽǁůeĚge Market Size Market Size 2012Ͳ1ϳ 'rŽǁtŚ Market Size (2012) (2015) (CAGR) (2017) GůŽďaů Maket Size 'ůŽďĂů ĚƵĐĂƟŽŶ džƉĞŶĚŝƚƵƌĞ Ψϰ͕ϰϱϬ͘ϵ Ψϱ͕ϱϬϴ͘ϳ ϳй Ψϲ͕ϯϳϮ͘ϱ <ͲϭϮ ΨϮ͕ϮϮϳ͘Ϭ ΨϮ͕ϲϮϰ͘ϲ ϲй ΨϮ͕ϵϯϬ͘ϯ WŽƐƚƐĞĐŽŶĚĂƌLJ Ψϭ͕ϰϵϱ͘Ϯ Ψϭ͕ϴϴϯ͘ϱ ϴй ΨϮ͕ϭϵϲ͘ϵ ŽƌƉŽƌĂƚĞ Θ 'Žǀƚ͘ >ĞĂƌŶŝŶŐ Ψϯϱϲ͘ϲ Ψϰϰϵ͘ϯ ϴй ΨϱϮϰ͘Ϭ Ğ>ĞĂƌŶŝŶŐ ΨϵϬ͘ϵ Ψϭϲϲ͘ϱ Ϯϯй ΨϮϱϱ͘ϱ <ͲϭϮ Ğ>ĞĂƌŶŝŶŐ Ψϭϲ͘ϲ Ψϯϵ͘Ϭ ϯϯй Ψϲϵ͘Ϭ ,ŝŐŚĞƌ Ě Ğ>ĞĂƌŶŝŶŐ Ψϰϴ͘ϴ Ψϵϱ͘ϰ Ϯϱй Ψϭϰϵ͘Ϭ ŽƌƉŽƌĂƚĞ Ğ>ĞĂƌŶŝŶŐ ΨϮϱ͘ϱ ΨϯϮ͘ϭ ϴй Ψϯϳ͘ϱ &ŽƌͲWƌŽĮƚ WŽƐƚƐĞĐŽŶĚĂƌLJ Ψϵϲ͘ϭ Ψϭϰϲ͘ϭ ϭϱй Ψϭϵϯ͘Ϯ ^ŽĐŝĂů >ĞĂƌŶŝŶŐͬŽŵŵƵŶŝƟĞƐ Ψϭ͘Ϭ ΨϮ͘ϵ ϰϬй Ψϱ͘ϲ ŚŝůĚ ĂƌĞ ΨϮϬϬ͘Ϭ ΨϮϲϲ͘Ϯ ϭϬй ΨϯϮϮ͘ϭ ĚƵ 'ĂŵŝŶŐ ΨϮ͘Ϭ Ψϰ͘ϰ ϯϬй Ψϳ͘ϰ 'ůŽďĂů >ĂŶŐƵĂŐĞ >ĞĂƌŶŝŶŐ Ψϭϭϱ͘Ϭ Ψϭϵϴ͘ϳ ϮϬй ΨϮϴϲ͘Ϯ 'ůŽďĂů ŶŐůŝƐŚ >ĂŶŐƵĂŐĞ >ĞĂƌŶŝŶŐ Ψϲϯ͘ϯ ΨϭϮϯ͘ϲ Ϯϱй Ψϭϵϯ͘Ϯ dĞƐƚ WƌĞƉĂƌĂƟŽŶͬdƵƚŽƌŝŶŐ DĂƌŬĞƚͬŽƵŶƐĞůŝŶŐ Ψϱϰ͘Ϭ Ψϳϴ͘Ϯ ϭϯй ΨϭϬϬ͘Ϭ &ŽƌͲWƌŽĮƚ ΨϱϵϬ͘ϵ ΨϵϱϮ͘Ϯ ϭϳй Ψϭ͕ϯϭϭ͘Ϭ hŶiteĚ StateƐ Market Size h^ ĚƵĐĂƟŽŶ džƉĞŶĚŝƚƵƌĞ Ψϭ͘ϰϯϮ͘ϭ Ψϭ͕ϰϯϮ͘ϭ ϱй Ψϭ͕ϴϬϱ͘ϱ 'ŽǀĞƌŶŵĞŶƚ ^ƉĞŶĚŝŶŐ ŽŶ ĚƵĐĂƟŽŶ Ψϵϰϭ͘Ϭ Ψϵϰϭ͘Ϭ ϱй Ψϭ͕ϭϴϰ͘ϱ <ͲϭϮ Ψϲϴϳ͘ϲ Ψϲϴϳ͘ϲ ϰй Ψϴϱϯ͘ϭ WŽƐƚƐĞĐŽŶĚĂƌLJ Ψϱϯϱ͘Ϯ Ψϱϯϱ͘Ϯ ϱй Ψϲϴϴ͘ϱ /ŶƚĞƌŶĂƟŽŶĂů ^ƚƵĚĞŶƚƐ Ψϭϴ͘Ϯ Ψϭϴ͘Ϯ ϲй ΨϮϰ͘ϭ džĞĐƵƟǀĞ D Ψϭϴ͘ϵ Ψϭϴ͘ϵ Ϯй ΨϮϬ͘ϰ ŽƌƉŽƌĂƚĞ Θ 'Žǀƚ͘ >ĞĂƌŶŝŶŐ Ψϭϯϯ͘ϯ Ψϭϯϯ͘ϯ ϰй ΨϭϲϮ͘Ϯ Ğ>ĞĂƌŶŝŶŐ ΨϯϮ͘ϱ ΨϯϮ͘ϱ ϭϱй Ψϲϱ͘ϲ <ͲϭϮ Ğ>ĞĂƌŶŝŶŐ Ψϱ͘ϰ Ψϱ͘ϰ ϮϬй Ψϭϯ͘ϰ ,ŝŐŚĞƌ Ě Ğ>ĞĂƌŶŝŶŐ Ψϭϳ͘ϰ Ψϭϳ͘ϰ ϭϴй Ψϯϵ͘ϴ ŽƌƉŽƌĂƚĞ Ğ>ĞĂƌŶŝŶŐ Ψϵ͘ϲ Ψϵ͘ϲ ϱй ΨϭϮ͘ϯ &ŽƌͲWƌŽĮƚ WŽƐƚƐĞĐŽŶĚĂƌLJ ΨϯϬ͘ϴ ΨϯϬ͘ϴ ϭϬй Ψϰϵ͘ϱ ŚŝůĚ ĂƌĞ Ψϲϱ͘Ϭ Ψϲϱ͘Ϭ ϲй Ψϴϳ͘Ϭ dĞƐƚ WƌĞƉĂƌĂƟŽŶͬdƵƚŽƌŝŶŐ DĂƌŬĞƚͬŽƵŶƐĞůŝŶŐ Ψϭϭ͘Ϭ Ψϭϭ͘Ϭ ϲй Ψϭϰ͘ϳ /ŶƐƚƌƵĐƟŽŶĂů DĂƚĞƌŝĂůƐ DĂƌŬĞƚ ;<ͲϭϮͿ ΨϮϬ͘ϭ ΨϮϯ͘ϵ ϲй ΨϮϲ͘ϵ ,ŝŐŚĞƌ ĚƵĐĂƟŽŶ /ŶƐƚƌƵĐƟŽŶ DĂƚĞƌŝĂůƐ Ψϰ͘ϴ Ψϱ͘ϳ ϲй Ψϲ͘ϯ Figure 2. ^ƵŵŵĂƌLJ ŽĨ ĚƵĐĂƟŽŶ ƐĞĐƚŽƌƐ ^ŽƵƌĐĞ͘ ;'ůŽďĂů ^ŝůůŝĐŽŶ sĂůůĞLJ ĚǀŝƐŽƌƐ ʹ '^s ĚǀŝƐŽƌƐ͕ ϮϬϭϮͿ͘ The earliest online education ini- A number of non-traditional Uni- actual people, and it probably does not tiatives relied on the slow modems of versities have emerged; one of these need “extras” such as an athletics track the late 1980s, but they already had is North Central University, located in or baseball park.
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