Entry – Week #11

Refine your business model canvas.

Ten practical lessons from the business (revenue) models we reviewed as they relate to your venture.

 

  • End to end operation (Aravind)

 

  • Creating game, bringing game to customers, teaching them how to use, and following up with maintenance services so they are “served” from start to end

 

  • Building capacity (Reel Gardening)

 

      • Train people on the ground (e.g., undergrads, grad students at Lehigh, across colleges) to keep training others and advancing the work of the project.
      • During research implementation stage, we emphasize professional development of the staff members of our partnering educational institutions, so that we consolidate the procedure and make it easier to use the iVR

 

  • Task-shifting (Aravind)

 

  • Giving people in the project less skilled but time consuming tasks to divide work and optimize the workflow 

 

  • Optimization of indigenous knowledge (Barefoot College)

 

  • Teaching from the history of the local area and watershed and using their experience as key resources 

 

  • Certified by the community (Barefoot College)

 

  • Experience and effectiveness of our technology will be certified by the people who use it/secondary customers as a key, educational experience; they will not receive a certificate or tangible product, but a set of knowledge

 

  • Educational Game-changer value proposition (Reel Gardening) 

 

    • Engaging and fun gamified learning experiences containing integrated STEM disciplines. 
    • We have lowered barriers for adoption for our product by studying and adopting a more feasible and affordable hardware device (i.e., we stopped using HTC Vive VR headset and adopted Oculus GO.
      • Listening to teachers in our very first presentations was key for this change. Although they loved the idea of using VR for teaching and learning, ALL of them dreaded the fact of having a bulky computer taking up space in their classroom and all wires involved in the HTC Vive VR set up.

 

  • Redefine value (Barefoot College)

 

  • Like redefining professionalism and focusing on skills and knowledge that is not considered mainstream, the value of the content knowledge of our project can be redefined even if environmental science and watershed education is not a traditional topic. 
  • Similarly, once we have our learning curriculum defined, instructional narratives storyboarded, we could select a more appropriate hardware for delivering our project (if need be).
  • Creating unique value by developing immersive VR instructional materials. capitalize on emergent technology hardware and mainstream platforms of social engagement (e.g., video games, gamified experiences) 

 

  • When speaking of impact, have different value propositions for different customer segments (Envirofit)

 

  • Our technology is very new which means that the nature centers/libraries with the resources to obtain the Oculus GO headsets are our primary customers, we need to have a different value proposition for them than our secondary customers who are the visitors to the centers and libraries 
  • Look at the overall picture and how different customer segments might be related to each other

 

  • Leverage organizations to help advance the venture forward (Reel Gardening)

 

  • Working with other organizations to promote ourselves and create more impact because our goal is the education of watersheds in a better, engaging, and personal-relatable way; we can team up with other universities who are also working on teaching watersheds and technology companies that might want to sponsor this type of non-traditional learning with environmental and social impact to reach more people.

 

  • Linked prosperity along value chain (Greyston Bakery)

 

  • Creating value and benefit for everyone involved because there are multiple customer segments; primary customers (i.e. nature centers & libraries) have added value in that they receive more visitors if word spreads that they have fun and engaging learning modules → more funds for them to operate → self sustaining model of promotion by popular word of mouth; secondary customers (visitors/students) are able to learn about environmental issues in an engaging way → overall positive attitude on their local community & watershed → long term positive environmental impact
  • Change in larger system order

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