MBA School

It’s been four weeks and my iPad still has that new computer smell. Now that I’ve been using it in my workflow I wanted to post some additional comments on it’s utility in an educational setting.

In general I think my original take holds up well – this is fantastic tool for consuming content, is extremely useful as an outboard content manager, and passable in a pinch as a creation tool (this whole post was written on it).

On a meta level it is truly amazing how natural the “point and do” nature of the touch interface feels. Once you understand the grammar of the device it all just flows. A mouse now feels clunky for most operations other than image processing or massive spreadsheets.

I don’t think I will ever buy another laptop – although I will continue to need a desktop/office machine (for a while).

This post is organized in three sections:

• Consuming Content
• Managing Content
• Creating Content

My experience so far has taught me that the pad has very different capabilities in each category and depending on your use your mileage will vary. While I do not have direct experience with an Android pad based on what I’ve seen of their phones I think my comments will generalize.
Consuming Content

I’ve been using computers daily since 1983 and the iPad is hands down the best user experience I’ve ever had when it comes to content consumption. It isn’t any one thing – screen size, portability, battery life, Wi-Fi + 3G always on access, multitouch, and a great line up of apps all contribute. New users will find that the temptation to over-consume content is a phase you need to pass through.

On-Line News (RSS)

My daily “newspaper” is now Early Edition – a nifty RSS reader that presents your feeds in newspaper like headlines for scanning. Tap on the heading and get the full article Best of all – just like a newspaper the feeds refresh every day and then disappear. No more opening up the reader after a week away and seeing 500 articles weighing down your conscience. I also scan the New York Times, BBC, NPR, and Newsy (video).

Books

As a straight text reader it is no better or worse than most of the eReaders I’ve seen. It doesn’t work well in direct sunlight but is fine otherwise (I’m writing this on my shaded porch mid-morning with no problems).

I absolutely love the ability to tap on any word and pop the dictionary open, particularly for older books. I’m currently enjoying Grant’s memoirs, no small book.

Some people have complained about the weight, and when you are lying on your back in bed it can get a little wearisome. If you are comparing it to a novel it is heavier, but when you compare it to a textbook (or four) it is featherweight. I bought the Apple case and the ability to prop the device up three different ways makes a big difference.

Games
Games are a hoot. Playing iBomber 2 using the accelerometer to angle your flight path just feels right. Fieldrunners is an addicting tower defense game that grew up on the iPhone but is much better in the larger format. Just about any game feels and plays better than on the phone (Mah Jong, Solitaire, Sudoku, etc).
For those of us who have been advocates for game based learning this device opens up a new avenue of exploration. Always on access and location awareness have some particularly interesting applications for augmented reality gaming within a community.

Video

The video wars are real and annoying. As more video goes to HTML5 this is going to wane – but regularly there are blank spaces on my screen where Flash should be. I expect this will be the issue the first competitors latch onto.

But don’t be dismayed, there is plenty of video. I just fired up Netflix – being able to watch movies and TV on demand is going to be particularly nice. ABC has an app that streams their content over 3G. YouTube already worked just fine on the iPhone so no worries there.

And video is gorgeous. I’m actually looking forward to my next long flight!

Implications for Education:

Devices like the iPad will change how content is shaped and delivered. Portable true multimedia delivery with the power of databases on the backend is the leap we have been aiming towards for 30 years. That day has arrived.

As a replacement for textbooks this is a lightweight wonder. It should open up a wave of creative innovation for multimedia instructional content with real time formative assessment (via game-like experiences).

I know this sounds like hyperbole – but remember that as a tech veteran I was skeptical and planning on holding out for a generation or two – until I got my mitts on one for 24 hours. So many of the barriers to real multimedia in the classroom and beyond just melt away with devices like these.

Price is going to be the final frontier manufacturers will have to cross – then Katy bar the door. Your old publishing paradigm will not survive.
Managing Content
I’ve been using Things on my Mac to manage action items for myself and my team for a few months now. This friendly GTD manager has improved my effectiveness as a manager by an order of magnitude. The iPad and iPhone versions have allowed me to take it mobile and capture and assign action items on the fly (instead of transcribing them after a meeting).
I’m finding the triumvirate of devices isn’t redundant, and having them linked and synced is a huge boost. There are some places I only have my phone, the pad is my choice for meetings, and my Mac is best at my desk.

My only beef at this point is that as with any evolving tech not all features are on all devices. Most notably the ability to assign an item to someone only works on the Mac. It is still infinitely easier to just drag it over their name once I’ve synced than transcribing it, so it isn’t a show stopper. I’m assuming this will be resolved in an upcoming release.

Email works seamlessly – I connect to both IMAP and Exchange servers on my nine email accounts and everything is going smoothly. With the iWork suite installed ($30 for word processing, spreadsheet, and presentations) I have access to almost any attachment.

Integrated calendaring is wonderful – and having it synced with the desktop and phone is just as useful here as it is with my to do lists.

Both email and calendar are great examples of apps that have a high utility on my phone but which benefit from the larger screen of the pad. iPhoto also falls into this camp. As a general rule when you are managing stuff more screen improves usability.

Implications for education

Students have always been challenged to manage information – schedules and homework assignments in particular. Teachers face an even more daunting info management task as they juggle assignments, rosters of students (and their families), state and district standards, and instructional materials.

The iPad will be a real boost for both groups. At a basic level it will make automating and interacting with complex data much easier. Blackboard’s demo of their iPad app shows how this can work.

But most importantly I believe it will make it easier to make connections and use information in on-line databases at the teachable moment. With 3G you can dig into your stuff anywhere at the moment of need.
Sure you can do most of this on your phone today – but after three years the scrunched over squinty stare at my phone is wearing thin. The iPad provides much more natural and human scale interaction.

Creating Content
The iPad is an imperfect content creation device, at least without a couple of additional tools. For short bursts of writing, photo editing, and simple drawing is performs admirably. More complex tasks can become a chore.
Admittedly my facility with the interface is still evolving and I’ve been so bowled over by the consumption and management tools that I have not done a ton of creation yet. My take on this could be quite different in six months.

Don’t believe the hype about touch typing on this device – you might be able to make it work but I’ve reverted to a two finger hunt and peck style. The speed I get with this approach is similar to thumb typing on a Blackberry and is quite acceptable, but it is about half of what I can do with a keyboard.

I have found when taking detailed notes in meetings that an external Bluetooth keyboard is essential. I think this will also make it possible for me to travel without my laptop. For walking around a show floor I’ll just need the pad – if I’m back in my room writing a blog post I’ll be on the keyboard. (For the record this whole post was written without the keyboard.) No more paper notepad for me.

I think I will probably never buy another laptop. I’ll have a full blown system at my desk for big tasks and my mobile tasks will be shared between the iPad and iPhone.

Implications for Education

We will still need computers in schools for content creation. If kids are writing a couple of paragraphs or using a worksheet a pad will suffice. At the primary grades a pad may be all that is needed. As the assignments get more complex students will need access to a variety of devices including full blown computers.

Ironically it is quite possible that pad computing will bring back the computer lab. As kids dash between classes juggling assignments, doing just-in-time research, and taking notes the highly mobile pad will rule. When it comes time to write a 5 page paper, delve into a complex set of scientific data, or draw an image existing platforms will have a role.

Over time this may change. The fate of scientific workstations may hold a cautionary tale for PCs (all flavors). Initially the workstations held their own and even flourished as low cost PCs flooded the market. The specialized hardware, large monitors, and data crunching capabilities had a place and earned a huge premium. But eventually Moore’s Law caught up with them as PCs rivaled their specs. Poof they went to a niche of a niche.
In Summary

After a few weeks of steady use I’m convinced that pad computing will change the face of educational publishing.

The most immediate impact will be in instructional materials as publishers scramble to take advantage of the new interface. As a buyer I would move carefully in this environment – there are likely to be a few dead ends as we collectively discover the best uses of the new tech. Find those places where the impact will be the greatest and start there.

A second wave of benefits will come when the SIS and Data Warehouse folks design easy to use interfaces for their systems. Since most of these are web based already this isn’t that big a technical leap – but it is a huge user interface challenge.

But the huge payoff will come when students can create and manage their content on these devices. Interactive wiki like textbooks, vast video libraries, and student portfolios should have a new and more usable place in teaching and learning.

That is – when the price comes down. Which it will.

Get ready.

Source: Stanford MBA Admission Blog

With the application deadline for Round 1 coming up soon (06 October 2010) we thought we’d share the top 12 mistakes applicants make on their applications, so you can avoid them:

1. Uploading a transcript that is illegible.
Review the uploaded transcript to make sure it is readable. If it’s not, use the self-reported transcript instead.

2. Waiting until the deadline date to upload your transcripts.
As mentioned in #1, if your transcripts are not readable you need to switch to the self-reported transcript. This is a time-consuming task and best done well before the deadline day.

3. Uploading the wrong documents by mistake.
Take care to upload the correct files. We’ve seen everything from sensitive employment documents to marked-up drafts of essays.

4. Not calculating the number of months of work experience correctly.
We want to know the number of months (not years) of full-time work experience since you graduated from your undergraduate college or university that you will have as of September 1, 2011. Include business, career military, teaching, government, and non-profit experience, but do NOT include internships, summer jobs, compulsory military, or part-time jobs. If you are a college senior, enter zero.

5. Using the “Additional Information” section for additional essays (maybe even essays you wrote for other schools).
The Additional Information section is meant for short explanations (for example, a failing grade), overflow on sections from the application (for example, your work history not fitting in the Employment section), or additional required documents (for example, proof of financial aid for a current college senior to support their application for a fee waiver).

6. Foreign nationals answering questions about ethnicity and race.
Questions about ethnicity and race are for U.S. citizens and U.S. permanent residents ONLY.

7. Citizenship status and country of citizenship that conflict.
For example, marking “U.S. Citizen” and putting primary citizenship as “France;” or marking “non-U.S. citizen” and putting primary citizenship as the “United States”).

8. Not explaining gaps in work experience or education.
We ask you to explain any gaps of 4 months or more in the work history section.

9. Inverting the beginning and ending dates of employment, starting and ending salaries or bonuses.

10. Inverting your first and last names on the application form. Put your family name in the “last name” field and your given name in the “first name” field.

11. Entering decimal points where we specifically tell you not to (for example, salary and, for international candidates, years in the U.S.)

12. Neglecting to thoroughly read our website. There is much helpful information and many tips on how to best prepare your application.

We look forward to reading your applications,
Allison Davis
Associate Director of MBA Admissions

Source: Stanford MBA Admission Blog

Last week the New York Times published a piece titled $200 Textbook vs. Free. You Do the Math by Ashlee Vance.

Today we take up the challenge posed in the title and demonstrate that Open Source Textbooks are twice as expensive as books in the K12 market.

Let me state right up front that I’m all for using economic and technology forces to drive costs down while improving services. I agree that Open Source instructional materials have a place and will play a role in coming years in doing exactly this. But they are not the panacea painted by their advocates in the article.

Mr. Vance’s normal beat is Silicon Valley, so it comes as no big surprise that the article is largely a big wet kiss to Sun co-founder Scott McNealy’s publicist. Mr. McNealy rightfully gets props for his sustained commitment to Curriki which has built important infrastructure and tackled thorny questions about user generated lesson plans. But this article goes far beyond that effort in painting a misleading picture of what open source means for schools.

Worse, Mr. Vance’s lack of expertise in education led him to make three additional fundamental and common mistakes in how he presented the facts and interpreted them. Lets start with those and then proceed to the “math.”

The foundational errors are:

• K12 does not equal Higher Education
• Cutting textbook costs will not make a material difference to education reform
• Recreating the book experience on-line is not sound instruction
• Open Source technology is more expensive than books in education (today)

First Error – K12 does not equal Higher Education

These are two distinct markets with unique competitive and customer dynamics.

Evidence? The companies that serve them have completely different K12 and Higher Ed sales forces, marketing departments, and development teams. If there were synergies beyond buying paper and press time in bulk they would be taking advantage of them.

In Higher Education the books are chosen by individual Professors and purchased by the students. This results in very narrow niches and resulting exorbitant costs that the end buyer has little or no negotiating power to counter. When a Biology Professor is one of 6 educators requiring his own book you end up with the $200 books referenced in the title.

By comparison K12 is a bulk institutional purchase where the textbook decision is made at the State or District level. The buyers have huge bargaining power which they have instantiated in legislation and regulations around the adoption and purchase of instructional materials. The typical K12 textbook costs $35-$60 and is used for 4-5 years at a cost of $7-$12 per student.

So which is it $200 or $12? It isn’t even close and I haven’t gotten beyond the first word of the title.

Second Error – Cutting textbook costs will not make a material difference to education reform

I’m all for using the market and new technologies to save money and improve learning. But textbooks are such small potatoes in the overall education budget that it is laughable to think that even if you could magically eliminate this cost (which we will show you can’t) that it would make much of a difference.

We spend $550 billion a year on education in the United States. K12 instructional Materials are 1% of that cost. Completely eliminate it and you have barely moved the needle.

Yes $5 billion is a lot of money – but in the context of of the whole it is insignificant.

Thus the whole premise of the piece – that a noble retired entrepreneur is leading the charge to fix education as we know it is silly. These efforts will, at best, nibble at one small corner of the overall challenge. Love him or hate him at least Bill Gates is tackling the real problems head on and at scale.

Third Error – Recreating the book experience on-line is not sound instruction

This error is perhaps the most fundamental of all and one I would have expected a veteran technology reporter to pick up on. Textbooks companies have in fact spent the last 20 years trying to recreate the book experience on-line. The results have been universally disappointing and are the equivalent of reading plays on TV. It is neither interesting or a good use of technology platforms.

Technology at its best allows us to do things in a new and more productive ways. For this to happen the experience needs to be redesigned and reengineered from a technical and cultural standpoint. This is why most technology diffusion takes 25 years despite the accelerating curve of innovation we find ourselves on.

The good news is that we are at 25 years of PCs in education and change is a brewin’. The bad news is that posting PDFs of textbooks isn’t where the market is headed.

Where this really hurts the argument being made in the article is that doing new stuff in innovative ways can be expensive. If we replace textbooks with compelling on-line simulations and games designed for classroom use (my vote for the best use of technology in education) look to the budgets of game developers to get a sense of the scale economics that will be required to support this effort.

Innovation yes. Retreaded open source PDFs as the answer – feh. Been there, done that, didn’t work very well.

Follow the Money

This is always good advice when you find arguments being made that don’t stand up to scrutiny. In this case you don’t have to look any further than the screen you are staring at right now. The hardware vendors are the ones who have been pimping the idea of “free” content on the web as the solution to schools problems coming on 10 years now.

Sun was a hardware vendor at heart that wrote software to move iron (e.g. Java). Apple has been instrumental in changing the adoption requirement in Texas that allows adoption money to be used for digital products. Their end game is allowing adoption money to be spent on their equipment (e.g. iPad).

This. Is. Their. Idea. Of. “Free.”

Equity

But “the computers are already there you say – this would be leveraging existing infrastructure to trim costs.” Wrong. The first error conflating K12 with Higher Ed ignores a fundamental difference between the two markets. Higher Education is a choice – and included in that choice is the student’s responsibility to provide their own technology. K12 Education is legal requirement and the state is required to provide all the necessary resources in an equitable manner to ALL students.

Read that last sentence twice and never forget it. Unless EVERY student has access to the platform the state has what is called an equity issue. The fact that 4-5 computers may be present in the classroom doesn’t mean that all students can access it – much less access it at home when they are doing their homework and using their textbooks.

In Higher Education the standard is much different. A company like Flat Earth Knowledge can offer their solution knowing that it is the student’s budget that determines if they can afford a computer on which to run the “free” book.

Infrastructure Requirements

So to do the math on moving to open source digital textbooks one has to calculate the costs based on providing every student with a reader device that they can use on their own time. That device needs to handle the complex color charts and images contained in instructional content and ideally should be able to run simulations and other complex software that allows students to explore and play with ideas rather than passively absorb them. The screen needs to be large enough that students can read it without squinting since – hopefully – they will be staring at it for several hours a day.

In other words it needs to be an iPad or Android tablet. Dell’s Streak starts at $300 and the iPad at $499. Both include a monthly subscription that runs to around $125-$160 a year. Given how hard kids are on technology (puddles, playground tussles, etc.) you will also need a service contract at roughly $40 a year.

In Which We Do “The Math”

If the device lasts 3 years your annual cost at the low end is $265 per year. A bulk purchaser might be able to negotiate something closer to $200 per year - but not much less than that given that the margins on the devices are already razor thin. At the mid-range it could go as high as $400 a year.

I’m being gracious and not including the cost of the networks and IT staff needed support this kind of enterprise wide implementation of a platform. Since instruction is the core mission of the schools the bulk of that cost should rightfully be allocated to this effort.

At last we arrive back at the original promise of the article. What does it cost to provide a student with textbooks? At the HIGH end for 5 classes it is $58 a year. If we throw in some supplemental materials we get to a cost of $100 per student per year. Or almost exactly the $5 billion+ that is spent in K12 on instructional materials (54 million students).

So back at ya Mr. Vance – $10 billion a year for technology or $5 billion a year for books – You Do The Math.

The Cost Curve

There is already a significant base of technology in schools – but it tends to be more in the supplemental side of things not in the basal instructional resource area that includes Textbooks. This is because of the equity issue.

To get some sense today of what it costs to implement a basal instructional technology program look at Scholastic’s hugely successful Read 180. One actual proposal has the cost at $783 per student. This is for the digital/print instructional materials only and does not include an inch of network or a single keyboard.

We will ride the cost curve down and at some point – in the future – the benefits associated with the migration to the new technology will be justified for core instructional materials. It probably won’t even be when it is less expensive. If technological delivery truly delivers more effective instruction it can be justified at a higher cost (see Read 180 above).

But I think it is clear we are not there yet for the broad mass of students and teachers. We should be experimenting with this today and building the tools and resources to take advantage of it when we get there. Again – kudos to Mr. McNealy for his sustained efforts on Curriki in this regard.

Summary

The New York Times has utterly failed in its mission to inform the discussion of this issue by presenting the grossly misleading promises of the open source movement. What the advocates of this move are really pushing for is a transfer of the costs from books to a much more expensive platform.

I’m not an apologist for the textbook industry. I’ve spent over 20 years as a vocal and public advocate for technology innovation in education (here and here). But we do students and educators a disservice when we don’t provide them with a full set of facts to make decisions with. The open source debate is loaded with hidden agendas that the article did not touch on but which have a direct bearing on it’s central claim that this movement will save schools money today.

Source: Stanford MBA Admission Blog

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When you know what it truly is that you choose to do, then you can pick out the finest business university available for you. Accurate, there are the top tier business educational facilities such as Wharton and Harvard, but think about other smaller organization colleges that could possibly not be as popular, but are experienced in teaching the company aspects that you choose to find out additional about. In certain, if you can find data on alumni of the university, see if their interests and credentials match yours. You might also wish to verify when the enterprise classes to which you might be applying is accredited, as this could be an essential benchmark of university and curriculum integrity.

You may also wish to take into account possibly a stay classroom or distance education and learning because the mode of instruction. Should you opt to the dwell classroom, you can have the convenience of really planning back to university and not having a headache more than the computer programs and computer-based texts that length schooling schools will employ. On the other hand, a distance schooling application will enable you to visit classes even while you happen to be primarily based at residence, or although you are nevertheless around the job, so that you simply do not have to visit via the inconvenience of obtaining to in fact return to university. Appear for colleges that provide the mode of instruction that you choose to need.

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These are only a handful of things to watch out for as you glimpse for your very best business schools. For additional info, appear for these schools online, and start off planning your potential in detail. After you know very well what you desire, you possibly can locate the ideal business school available for you.

Many of you have started work on your essays so we wanted to share the top 8 mistakes applicants make on their essays:

1. Not making Essay B specific to the GSB.
2. Choosing a topic for Essay 3A, B, C, or D that is NOT within 3 years.
3. Combining your 2 essay C’s into 1 essay.
4. Cutting and pasting your essays from essays you’ve written for other schools. You risk not answering the question we’re asking…and big risk of leaving the name of the other school in your Stanford essay!
5. Writing what you think we want to hear, instead of what you genuinely want us to know about you. Be yourself…corny but true!
6. Single-spacing your essays. Please double space–our readers are reading hundreds of applications.
7. Using too small of a font on your essays. Please use 12-point font. Remember, our readers’ eyes!
8. Using an alternate font for essays. Use one of the recommended fonts: Arial, Courier, and Times New Roman to avoid legibility problems when your essays are downloaded on our end.

For more information about the essay questions for the class entering fall 2011 visit Essays

Good luck with your essays,
Allison Davis
Associate Director of MBA Admissions

Source: Stanford MBA Admission Blog

Over the past couple of decades education publishing has been characterized by waves of consolidation into a handful of giant conglomerates. This is a typical pattern in an industry as products commoditize.

If products are effectively interchangeable (commodities) competitors gain competitive advantage through industrial scale cost management (economies of scale). Bigger warehouses, off-shoring production, distribution networks built on fleets of professional salespeople, and access to capital drove smaller players into the arms of Pearson, McGraw-Hill, Houghton Mifflin (Harcourt), and Scholastic.

We can see that they became huge – but what were the market forces that drove them to do this?

To understand how things are changing we first need to see how the current structure came to be. I believe standards and accountability were the primary causes.

Impact of Standards – Commoditization

As publishers all wrote to the standards for the same 3 states (CA, FL, TX) the books became interchangeable. I’ve worked for two of them – but take the logo off and I couldn’t tell you a Harcourt book from a Pearson tome. Since prices are relatively inelastic (states after all set the budget in advance) companies competed via the “free with order” (FWO) giveaways rather than through the core products.

This meant that the company with the lowest cost basis could afford to give the most away and increase their odds of winning the race. It also meant they needed a lot of stuff to give away. They got big to reduce costs and bought a lot of supplemental print and tech to differentiate themselves around the edges.

Impact of Accountability – Distribution Footprint

At the same time NCLB brought a new level of accountability across the chain of command in school districts. The result was a move to district level decision making. With their job on the line an Assistant Superintendent for Instruction is going to want control over the purchases that Teachers and Principals used to make.

Selling at the district level is a completely different game than going classroom to classroom. Reps who used to swing by a school and stuff mailboxes with catalogs were being asked to sit down with Superintendents and engage in solution selling. Companies that relied on teacher networks or direct mail found themselves losing share to companies that could sell at the high end.

This also played to the scale the larger publishers operated under. They already had national sales infrastructures with a broad pool of talent to insure coverage anywhere opportunity beckoned. Because they were already playing the adoption game at the state and district level they were able to leverage this presence into other segments (technology, supplemental materials, etc.).

As long as a relatively stable basal textbook business was the heart of the industry this model perpetuated itself.

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