1 min read

Extended MVP

By Leiv Kåre Johannessen on May 12, 2021 1:53:50 PM

We have extended the scope of the post-chasm MVP by adding two new features. Maritime education in the Philippines is our current primary market segment. The start of the school year is now moved to August, so we are moving the deadline for the MVP accordingly. Besides making a better product, this move eases the pressure on our tech team, which had reduced capacity in April due to Covid-19.

Both our frontend developers tested positive for Covid-19 last month. One of them has recovered, but the other one is still in the hospital. Our backend team is on track, but the frontend development delay prevents us from delivering post-chasm MVP in June, as planned. We are currently onboarding two new developers giving us a frontend team of four, so the issue is temporary.

The original deadline in our primary market in the Philippines was due in June, at the start of the school year. However, the pandemic changed the school year. Now the schools start in August, giving us an additional two months to improve our product. We want to extend the post-chasm MVP due to the response in the market. Instead of delivering the original MVP in July, we want to provide an even better product in August. We are adding two features:

  1. Exams
  2. Validation of assessments

We already added an exam feature in our backend six months ago and have tested it in the market. Inter Global College Foundation in the Philippines has run more than 2000 exams in one day. This is a feature that enables them to do their whole operation remotely. We are now adding frontend features letting our customers set up exams without our involvement.

In addition, we are including Item Analysis and Item Response Analysis. These analyses help our customers to validate the quality of each question in their assessments and exams. E.g., they will have data on how a question discriminates between good and weak students. Besides providing our customers with a tool to improve their assessments, it helps them provide necessary documentation when audited.
Topics: Blended learning TERP distance learning Abooks remote teaching remoteexams universityexams edtech extended MVP post chasm MVP
1 min read

Crossing the chasm

By Leiv Kåre Johannessen on May 11, 2020 7:00:00 AM

The corona situation has given us a once-in-a-lifetime opportunity to cross the chasm from the early adopters to the early majority. In other words, we have the chance to evolve from being an enticing solution for innovators to becoming a recognized standard in the mainstream market. Most technology companies never manage to cross the chasm.

It is a chasm because early adopters and the early majority are very different from each other. While early adopters are visionary innovators who test new technologies to make a potential leap and separating themselves from competitors, the early majority are pragmatic. They want proven solutions tested in the market. Preferably a solution provided by the market leader.

Crossing the chasm is not possible unless we define a small beachhead market we can dominate fast. Our beachhead market is maritime education in Southeast Asia (Philippines, Malaysia, Singapore, and Vietnam). There are 110 maritime schools and universities in this market. When we get 33 of these schools as customers, we will become the undisputed market leader with a 30 % market share. As we already have 18; we just need 15 more before we have crossed the chasm.

Besides defining a small market, the key to crossing the chasm is to develop a whole product. Our core product is the web-service enabling customers to create a-books. Along with our content, this forms our generic product. The early majority, however, expects more. They want a complete solution that is easy to implement and that fits seamlessly into their operations. We have to build that solution over the next 12 months.

Topics: Blended learning TERP technology Corona distance learning crossing the chasm diffusion
1 min read

Corona framework

By Leiv Kåre Johannessen on Apr 27, 2020 7:00:00 AM

After the coronavirus outbreak in March, we created a framework to analyze the corona pandemic's consequences, defining three phases.

We observed how the need for digitalization increased in phase one. Processes that used to take months and years were settled in days. Simultaneously, everyone faced challenges as national authorities used lockdowns to get the pandemic under control.

We assumed that the drivers for digitalization would remain strong in phase two. Partly because of the measures necessary to avoid the spread of the virus until a vaccine is in place and partly because of the need to implement contingency plans in case of new waves of infection.

The last weeks have shown us that our assumptions about phase two were spot on. In many countries, authorities have started to re-open the society, including education and training, but with restrictions. On April 13th, the Philippines' authorities, which is our core market, communicated that schools had to implement measures to maintain social distancing when re-opening. That message caused an explosion of inquiries from schools, universities, and training institutions looking for a solution to implementing some degree of distance learning.

Phase one and two lead to a situation where the masses have adopted technology previously reserved for innovators. New standards on how to organize education and training will evolve during the pandemic. We will not go back to the old ways when entering phase three after we have a vaccine. The use of new technology will reveal better approaches to teaching and leaner operations, thus defining a new normal.

Topics: Blended learning TERP Corona distance learning teaching