Hello and welcome to the 2014 K-12 online conference. My name is Wes Fryer, and I'm in my backyard in Oklahoma City. We're gonna be talking about igniting innovation in the conference this year. And I wanna start by thinking about the way that a fire and getting a fire started, and not just started but sustained so that it can be used for good purposes like cooking s'mores can be a metaphor for what we see happening in our schools and the ways in which we can act as change agents in our school, having our own innovation and creativity ignited, but also igniting innovation for others. So we've got our fire pit here and I've got this big log, and it probably seems obvious, but if I want to make a fire, I'm not gonna be able to get this big log burning right away. I suppose I could use gasoline, which I've never done before. I could use lighter fluid, that'd be a little safer, and I could kinda cheat, but as a good Boy Scout, I'm going to try and start my fire without using any kind of aids like that. In fact, we might even try to start it with a spark. This is an old magnesium fire starter that I had from years ago, and when I take some steel and I put it up against the spark, I can get a nice spark here, but I'm not gonna start a fire. Even if this wood is really dry, it's not gonna light when I simply try to have the spark here against the log. I'm going to wanna be very deliberate and very purposeful as I collect my materials and try to get this fire going. We've started organizing our sticks in some piles, and these are even a little bit thick. If we're going to wanna get a fire started and not even use anything else, but just wood, we're gonna probably want sticks that are even thinner than this, but I don't have anything thinner right now. So I'm gonna use what I have, and I'm going to problem solve with the goal of getting a fire started and so as we take a look at this process, I'm gonna ask three questions of myself and try to answer them, and I've also asked several other people to chime in to try and tell us what ignites your spark of innovation for school, for learning as a teacher, but we don't just want that spark to be lit, we want it to be sustained and to keep going. So that's question two, what sustains your spark? And then the third question is what gets the spark going or gets the fire going or is the spark for folks who aren't early adapter innovators? Everett Rogers was a researcher, I think in the 1950s, looking at how innovation distributed across agriculture, and he has a very famous curve that is sometimes called the technology adoption curve and it identifies different regions and probably as someone watching the K-12 online conference, you are an early adapter innovator. Now, you also might be a pre-service teacher whose professor or instructor has asked you to watch this video. You also might be in a professional development setting where you didn't choose to watch this, but someone's showing this to you. I don't know, as David Warlick said in his keynote in 2006, where you are or when you are in time as you watch this, but I do know that in every single school, there are people all across this graph in terms of their enthusiasm and their desire to adopt technologies and innovative practices and to basically change. The strategies that are gonna be effective to help people who are early adopter innovators are not necessarily the same as those that are gonna be utilized by folks who might be considered early majority, late majority or laggards, people who are not at all wanting to embrace the new change. So we're gonna take a look at those questions and you're not gonna be limited to hearing from me, you're gonna hear from some other people as well. So let's get started and try to start a fire with some sparks. I'm Rachel and I would like to talk to you about art. Art is one of the things that I like to do being creativity and using your brain and sharing. See at my school, only fifth graders have art teachers and get to do art and get the experience. Well, I feel that first graders should be allowed to do art is one of the things that I like to do. Here's one of the drawings that I did when I was young and even I still like to do art. Even when I was six, I like to do art. And to all ages, it was all still the same. I think that using your brain and creativity is a good thing that first graders should be allowed to do art because it's a feeling that you can do it and using your brain and just doing what you're told to do inside. So I think you should go on and keep moving and keep trying and getting it right. Getting a fire started using literally a spark is really a challenge. Even when you have everything prepared and everything in order, it can be really difficult to even get a fire going at all. And so getting innovation going in school might be a little bit like this. We've been trying to get innovation and creativity and change happening in school for many years. And some people think that technology is really the answer. Like technology maybe is this match. Technology is what we're gonna be able to strike and it's just gonna be magical. But look at that, the wind, even though we're not having a storm here, it's just a little breeze, just snuffed that out. Technology by itself is no panacea. Meaning it is not the answer to our need for creativity and innovation and change in schools. A match can certainly be powerful and look how quickly the match was able to light this lint. But we saw how quickly it got snuffed out and similarly if we aren't careful as we have this lint going to protect the flame, to keep it actually quickly getting in contact with some other sticks that are smaller, that flame can quickly go out and our entire fire can go out. In fact, that's one of the reasons why when you're starting a fire, you don't wanna use a lot of grass because grass can start really quick, but it just burns out and it doesn't sustain and catch. So you can see here in our fire, which for the record was a two match fire, we've gotten a flame started here and I think we're gonna be okay. I think our fire is gonna keep going and we're gonna be adding some additional sticks to this fire and my daughter who is shooting the video here, you can shoot it with me is remarking that this is smelling good. We're gonna cook some s'mores tonight on this fire. As you think about your school and you think about how it is that you can get fire going and get that spark going, think about this as a metaphor and you can go ahead and shoot me and I have to shoot the fire, thank you. Think about the ingredients that you're going to need, the team that you're going to need. When you're by yourself, it's kind of like you're that lone match trying to get that big log started or maybe even the spark that we were trying to do earlier off that magnesium fire starter. It's pretty hard. So it's not enough to just have technology to have tools. You've got to really have the people and the ideas in place to keep that fire going and to get that sparked. So let's turn to some other folks and see what they think about sparking innovation and what ignites their innovation, what provides that spark for them. Innovative work is ours to be sparked. It's a journey that begins whenever we start. Start doing, start creating, start playing and wondering. Keep asking, keep trying, keep growing and blundering. Write everything down and connect them to spaces. Notice patterns in people and visit new places. Seek interesting leaders on the edge who flourish, build from their energy, their passion and courage. Ideas amplify through selective distractions. Discover and tinker with random interactions. Get away from the comfort to embrace tension and clashing. Possibility thrives when we push through the thrashing. Just go, learn, make, share, repeat, then stop. Listen, dream, rest and think. If innovation was easy, then it wouldn't be so. To make change happen, you have to find your flow. In my classroom today, my kids come back next week and they're exactly who ignites my passion about innovation. I work in Chicago Public Schools, which if anybody knows the narrative around public education, specifically, public urban education and the negativity that goes with kids who are tested regularly, kids who are coming from poverty or from challenging home or neighborhood situations, and those things inspire me to make sure that my kids have this world-class education where they have a chance to say, I invent, I use my voice, I inspire others. And technology is one of the tools that I've found really can amplify those things for my students. So changing that narrative about what public education is or can be is the thing that really inspires me and I want my kids to leave saying I'm an advocate in my community, my voice matters. I have access to the world and I can make changes in that world that are positive. So my job as the lead learner of my students is to make sure that innovation that's around me or that people are sharing is something that my kids then have access to. So whether that's, as you can see behind me, my mobile furniture in my classroom or technology like iPads, but more importantly than things in the classroom, it's kids having an opportunity to experience those things and say this matters to me, this helps me as a learner, this helps me as a person, this helps me as a community member. And those are the things that inspire me to continue to innovate as an educator so that my students have this experience that can change their narrative and improve their situation. I am in Visalia, California, which is about 40 minutes to the southeast of Fresno. I'm about 40 minutes southwest of Sequoia National Park in the San Joaquin Valley and this area is in the midst of a huge drought and driving in, it says severe drought, help us to conserve water in areas like this where they're growing plants. It's really essential that they have irrigation. I don't know if you can see here, but this is some water. Then over here we've got some irrigation pipes that are bringing water to these plants and water is just, it scares here and it's in low supply. The internet and communication on the internet used to be a lot like this. There wasn't much being communicated and we didn't need to have the same skill set and the same tools that we need today to filter information. The internet started out pretty quiet and it's certainly not quiet today. It's certainly not like the trickle of water that is coming here to these plants in the midst of the La Nina influenced drought in the central California Valley. Information landscape today in 2014 looks a lot more like this than it does a little trickle of water and one question might be, how are we managing to not only navigate but also filter this incredible stream of water which is the internet, which is the information, which is so many connections that are all around us. Clay Scherke is one of my favorite authors and he talks about filter failure and sometimes when we have information overload it's because of filter failure but I don't think we need to just learn how to filter information. We also need to learn how to make personal connections amidst this incredible onslaught of information and data which is only going to get more and more crazy in the years to come. Just like I will be looking for my family that is here around, I think we need to be looking for personal connections on the internet and that's part of why K-12 Online is so powerful. It's been a very, very powerful and important part of my personal learning as a teacher since it started in 2006 and the reason is K-12 Online lets us make those personal connections to different people so it's not a matter of just being overwhelmed with so much information, so many apps, so much data, it's an opportunity to connect to individuals and the people and to go places together and that's what we want to do. We want to go amazing places and we want to bring our kids along, right? We want to bring our students and we want to take them places that they haven't been before and provide opportunities for learning that they wouldn't have had before. Our daughter Rachel is helping us now put some additional sticks and logs on the fire to go ahead and get this going and Rachel actually doesn't have a lot of experience with fires and that's one of the reasons this is exciting. Fire is dangerous, right? Change in school is dangerous. Rachel, you can go ahead and keep putting on quite a few of those. I know, but. It's a- I thought it didn't go in. Yeah, that's okay. Just try to get them on there as best you can. It's a good metaphor to think about children adding fuel to the fire and the role that kids play because for me personally, one of the most powerful stimulants for innovation, sparks for igniting innovation has been students and student work and student voices. Whenever I have a chance to hear student work, whether that is an e-book that students have made, a podcast, a video, I really look at that as fruit. We're not very good gardeners in our family right now. We tried actually, I think summer before last to do a little gardening. We tried cantaloupes and corn and pumpkins. We did get some cantaloupe, but that was about it. But the process of helping students learn in school, yes, it's lighting a spark, but it's also planting a seed and cultivating and providing the environment that is going to produce fruit. And some of the fruit, some of the most important fruit in our classrooms I think are the examples of student work, student media. That's one of the most important ways we can be using media today and using our technology tools is not just as a place to consume and to get information and content, but to allow students to create and to produce and to share their ideas. So if you don't currently have a place to share the work of your students openly on the public internet, I, Wes Friar, want to encourage you to do that because it is so inspirational to be able to see student work and to see examples of what students are doing, to see student creativity. Unfortunately, sometimes in school, our default position when it comes to sharing is to keep stuff private. And there are reasons to keep things private. There are students whose parents, because of custody situations or all kinds of other factors, need to not have their picture shared and maybe even their work shared. They need to keep it a secret that they're at that school. I've taught students like that and you probably have as well. But for a lot of students, it is okay to share student work. And if we hide behind a password and we put everything behind a protected login, we can really steal a tremendous amount of the power that's available for being able to ignite, not only ignite our innovation, but ignite the innovation of others, inspire others with creativity.  We need to prepare the spaces for our students to be able to share their work online. An important part of that means having moderation. So having a way to be able to moderate posts that students put on there, comments that students put, and comments that parents and other visitors to our websites put on. One thing that's ignited my innovation quite a bit is a project that's called Comments for Kids on Twitter. And if you're not familiar with it, you can just search Twitter for hashtag comments the number four kids. And what that hashtag will hopefully bring to you are examples of student work and teachers from around the world who would like others to comment on their student work. Any way that you can showcase and share the work of your students, you may be the person at your school who is the first one to share student work. Just like we would not be very responsible here in our backyard. If we were going to start a fire where we didn't have a fire pit, where we didn't have the area prepared, where we didn't have some water that we could throw if we had the fire expand beyond the fire pit. That's the same kind of thing that you need to do in your classroom is to prepare a space where students are going to be able to share because there is danger in sharing online. Internet safety is very important. We do need to be safe. We need to have policies that allow for parents and students to opt out if they don't want to share. But what would our evening be like tonight if we're going to try to have s'mores and be outside without the fire if we didn't have the campfire? Similarly, in your classroom, it's really important to have that space to share. So there's a few thoughts. I wonder what some other people have said about sparking innovation. Innovation for me is ignited when I think really hard about how whatever it is can be done differently. I often ask myself a super, very important question. Why are we doing it like this? Doing something in a certain way because that's the way it's usually done is a really terrible reason to keep doing it that way. There are other questions, of course, that follow on from asking why. So to dig down deeper to new ideas, I do things like think, what if I took this element away? What if I wasn't allowed to do it like that? For example, I recently said to a lecturer, what if I told you you weren't allowed to have PowerPoint or any slides at all? How would you do things so it was still engaging?  So other questions I ask, does this really suit these learners? What does suit these learners? What would they enjoy something different? How can I adapt that approach over there to that task over here, even if it's an approach that is said to be for something that's seemingly unrelated? Oh, that's too bad, I'm gonna try it out anyway. So my innovation is ignited by my desire to do things differently in order to try new things and to find better ways to teach. I love change, I welcome it, I seek it out and I even create it as often as I can. And it seems to work quite well. I celebrate innovation through differentiation and personalized learning. In my classes, in the informational age, I know there are one word answers, for example, three plus seven equals 10, but I wanna find out from my students, how did they arrive at that? Was it counting up from three? Was it counting up from seven? Or did they know that fact family of three, seven, 10, 10, seven, three? That's what's really important, those connections and how they make those connections. The celebration of innovation will provide us new learning and new connections. I am an innovator. I am always looking for new answers to old questions. Statements that I think I saw on a poster a number of years ago involved mowing and grass. And it said that the tallest blade of grass is the first to be cut by the mower. You can see that yesterday when my son and I were mowing, this very long blade of grass managed to avoid being cut. And that's a little bit rare because usually it's gonna get cut down. And in this conference this year for K-12 Online, talking about igniting innovation, we're gonna talk not only about how to ignite the spark, but how to sustain the spark, how to not be that tall blade of grass that's cut by the mower. It can be hard to stand out in a school. A lot of times our schools are very focused on standardization. And I think that one of the most important ways that we can be encouraged and continue to try and innovate and not lose our spark is to be inspired by the examples of others. And so the K-12 Online conference for me personally, since it started in 2006, has been an extremely important part of my learning. It is very inspirational to see what other teachers and librarians and administrators and especially students are doing with technology. And so we'll take a look at what some other folks have said allows them to sustain their spark and keep on burning and not be burned out or cut by the mower as it were. We're talking about innovation and how do we maintain that spark? Well, I think there could be five C's. And the first one is having that kindergarten wide-eyed look at the world, curiosity. It's about asking a lot of questions and sticking to them. It's about wanting to find out what other people are up to and how they're doing things. It's also about wanting to make things better or even prettier. Curiosity is a huge factor in innovation, I think. And the second is curation, which is that hunting and finding and contextualizing and adding value. It's that seek, sense and share that Jacqui talks about. I try to curate something every day because I want to fill myself up with inspiration. That's the role of curation plays. And the next one is more about people. It's about connection. I think this is also about environment. You can have a digital connection or physical.  So I think connection is extremely important and often leads to collaboration, really working together on a creative project, combinatorial creativity. And my friend Brad calls it playing in a sandbox with cool people. Most of my best work actually comes from collaborations with other people. And I think this is where technology really facilitates this because I don't just have to collaborate with the people in my brick and mortar environment. And finally, creation. Just doing it, making time for it every day, the white space that you need to create. And even if it's just a little snippet of your day, it could be a photo challenge or a sketch challenge or a little blog post. It's really important to create and not only create but share because the feedback that you get from sharing is the fuel to keep you going. So I really think that's in a nutshell what it's all about. Don't wait to create and share, dare to share. What sustains my innovative spark? Simply just trying things. I think it's a lot of fun to break stuff. And when you break something, that's when you learn the most. Whether it's learning how to fix your furnace or it's learning how to write some code or it's learning how to edit a video. I think the fun part of learning is breaking things and learning from that experience. And that's what keeps my innovative spark going. Anytime I see something new, I say to myself, I want to try that. I want to see what happens. If it goes horribly wrong, you know what? I learned from it. And that's how I keep my innovative spark going just by trying a whole lot of new things. I am here in Sequoia National Park in California. We are somewhere between five and 7,000 feet above sea level on the western side of the Sierra Nevada mountains. And I am absolutely blown away by how huge these trees are that are around me. And I'm about to go to the General Sherman tree, which is the largest tree in the world by mass. And it's estimated to be 2,200 years old. And I have never been around, never seen, never touched any trees this old. And this tree, which is behind me, is the reason why I wanted to shoot a video right here because this tree is alive, but if you can see in the video, it was struck by lightning. And it looks like almost half of the tree has actually burned, but the tree is still alive. And as you look up into the sky, it's still growing green branches and it's still alive. You know, when we ignite innovation, sometimes we get burned and sometimes things happen that are difficult to survive. And if you're watching this video as someone who's an early adapter innovator in your school, you've probably had situations where things have gone wrong and lessons that you've tried and maybe you've done things, you've stuck out your neck and tried things that you took some flak for. And I think we can reflect a little bit, oh my gosh. As we're around these incredibly huge trees, how are these trees survivors? How have these trees managed to persist? You know, not just hundreds of years, but thousands of years. And I would say part of that has to do with the deep roots that they have. These trees, I was reading in the visitor's guide that the number one way that Sequoias die is they're toppled over when their taproot hasn't had an opportunity to get deep enough. And as we think about being innovators and igniting innovation and sharing innovation with others, obviously we're gonna face a lot of difficulties and we're gonna face a lot of trials. And just as these trees have survived, we can survive as well and we can persist. And even though we have some scars, even though we've faced some trials, the deep roots that we have, the connections that we have to each other, the connections that we have to our students, right? Because relationships really are what good education is all about and strong relationships, just like strong taproots. This tree, or this tree right here, it would not be standing here if they didn't have deep roots. And so just as these trees have deep roots, we need to have deep roots of relationship, not only with our students, but also with each other. And that's what the K-12 online conference can do. It can provide opportunities for us to connect with other educators, to hang out via Twitter, via people's blogs, via social media, and then through the presentations that people are gonna share to be able to persist and to grow strong and to be like these enormous sequoias wise in our ways, but strong and able to withstand the fires of difficulty that will come in the classroom in the days, months, and years ahead. So, Rachel, come here for a second. What's happened to our fire? It's going out. It's going out? Oh. Do you think it's dead? Is it gone? No. No, you think we can get it going again? Yeah, it's just kind of tired and lazy. Well, ooh, and I took off my glasses. Why don't you go see if you can put some other sticks on here, because these are coals and I'm gonna bet that even if you get some of those larger sticks and put them on there, we're gonna be able to get this going again. So, getting innovation going, getting creativity going in our schools. Oh, here, let's break that up. Yeah, that's too long. It's gonna be a process. And it's not gonna be just a spontaneous process. I mean, sometimes when we put technology in schools, folks think it's just gonna be this amazing spontaneous process where, wow, look, we got the technology and then all of a sudden the fire took off of innovation and creativity and it was amazing. That usually doesn't happen. There are all kinds of road bumps and road obstacles and things like that. Let's just go ahead and start getting them. Get a whole handful and then put a whole bunch on there. Things come up and we have to nurture the flame and we have to nurture the fire. And so, we've gotta actually add larger sticks, right? We started this fire very deliberately, very intentionally. We had some lint, we put some small sticks on, but as we go, we need to add larger sticks and we actually maybe should have done that even a little bit earlier to not let our fire get burned down so much. So, for your own innovation, for your own creativity and enthusiasm for trying new things and for being passionate in the classroom, it's certainly possible to kind of have your fire at a lull to have it kind of, we don't want it to burn out, but it can. And I think everybody ebbs and flows with respect to their innovation and how inspired that they feel. So, how do we sustain the flame? How do we keep the fire going? How do we build up the flame? How do we build up the fire?  How do we do that? I think that one of the things we really need to do with teachers, just as with our students, is to kind of get them right in the mix of things. Let them play around. Put their fingers in the plateaus, so to speak. We're tired of people telling us what to do and giving us tracks of text and saying, read this and then make change. I think the way to do things is really to get involved and play around and have fun and then give some time to reflect. This has been really effective in the kind of PD offerings that we do at the National Writing Project and also with our making, learning, connecting MOOC this summer and past summer, where it's all about play and exploration. And then, of course, the important part is the reflection element. How will this translate for our students in the classroom? That's Toolbox from when we worked at Boeing during World War II. And I remember as a kid, rummaging around in it and finding tools that, man, I really had no idea what they could be used for. But then as I got older, realizing how some of them could be used, and that was always pretty exciting. And I think that's still kind of true today, that a lot of the hardware and online tools that are available, there's no way you can know what all of them, how all of them can be used. But to just generally be aware what's out there and then when a learning opportunity comes up, being able to think, wow, this new Google Docs thing, of course, this was a number of years ago, we could use that to write our collaborative stories instead of just our blogs or video conferencing. We could use that to share with another class or interview that expert we want to talk to and we use them in substantive ways, not just, oh, mom, we video conference for the class in another country.  Rachel, what happened to our fire? It like is excited, really, really excited and happy. It came to life. It's pretty hot. In fact, we may have to move some of our logs back a little bit, I think. Was it very hard to get this fire going now, Rachel? No, we just barked. Yeah, we put on some bark. We put on some fuel and we put on some larger sticks. So how can we do that in our school? When we've got folks that have been creative and innovative, we need more fuel. We need fuel for the fire. Where does that fuel come from? Where does the fuel come from to keep our spark burning? When hoping to inspire innovation and our colleagues who are a bit reluctant to change, it's important to remember, as my good friend Lucy Gray always says, not everyone is as excited as we are. But as such, going to them with our passions and trying to get them as geeked up as we are about certain things may not be the best strategy. Instead, let's remember where their heads are at. What are they focused on? What are their needs and goals and challenges? We ask them, what are your problems of practice? What are things that if you had a magic wand you could fix in your classroom? What are the goals that you hope to achieve in your classroom? And let's not throw around words that can sometimes be intimidating like innovation and transformation. Let them set their goals and start small. Help scaffold those goals with innovative strategies so that you're meeting those challenges or problems of practice with innovative ways. And in that way, the teachers aren't feeling like you're asking them to transform for the sake of transformation, but helping them transform old problems through new solutions. And that way, all of that time and effort in working on that innovation and that new thinking feels like it's worthwhile to them because it's solving a problem that they've always had. I think there are two very effective strategies for inspiring educators to rise up to the challenge of embracing change. I think one really critical one is having them ask their students about what strategies they could utilize to best increase their performance in the classroom. I think reflective teaching and reflective learning are really two sides of the same coin. And if you can build a dialogue with students in the classroom about what's working about your instructional strategies or what could improve in your instructional strategies, I think over time that can really lead you to questioning your assumptions and beliefs about teaching and learning and how you fit in that really important equation. I've always thought students' voices are undervalued in classrooms, but oftentimes we don't even go as far as helping students articulate what they may need to be successful in a classroom environment. So I think that dialogue and asking students about what they need or what additional constructs to be built in a classroom to be effective is a really great strategy. Second strategy that I think is also important is encouraging teachers to check their data. And I know, I know we're in very data-rich environments now, and I think in a lot of cases, teachers are being bludgeoned by data, but I think data gets a bad name in classrooms in that oftentimes we collect data, collect data, collect data, collect data, but yet we don't stand there and analyze that data actually create different instructional strategies in the classroom environment. When I say data, I don't just mean standardized test regimes and other types of more formal data collections. I'm talking about the kind of informal data that really does lead to change on a day-to-day basis in a classroom. I think about asking fundamental questions like are you getting out of your students what you wanna be getting out of your students? And I think sometimes that teachers get to a point where they're not getting what they want out of students and instead of figuring out what this classroom can do to change to really inspire students to kind of step up to the challenge, we tend to focus on outside factors as being more critical. And I think that's the wrong end of the equation. I think looking at your data, asking about whether students are performing at a level that meets your satisfaction and it's responding to your stimulus in an appropriate way, if they're not, then I think it's time to find out why and then make changes to make sure that students are appropriately challenged in a classroom that helps them build those tools to be successful. Well, you can see that our fire is burning down a little bit and getting to form some good coals. We can make a little dessert tonight, some s'mores. And as we kind of wrap up this presentation, I wanna share two closing challenges with you. Yes, these are homework assignments. This is your actionable part of the presentation, what you need to do. The first thing I want you to do is create a short video. I'm talking like 60 seconds, not very long. Use a smartphone, and that's what I've been using for all of my video for this presentation. And either have someone else record you or you can record yourself. Like I'm doing for this little clip and tell us what ignites your innovation or you could answer the second question, what sustains your innovation or what do you see igniting the innovation of other people? Answer one of those questions and then share it on YouTube with the hashtag K12Online, my golden retriever thinks I'm down here to visit with her. With the hashtag K12Onlineignite. So that hashtag is going to allow others to aggregate and see those videos. And the other important thing, which I'd encourage you to do is to share that on YouTube with what's called a creative commons attribution license. And what that will let other people do is remix and create other videos. So we can actually have more video compilations that we can create that will include different voices and other teachers in different places sharing thoughts. And just like I've come here to my backyard and gone other places in this video, you can do the same thing as you take those videos and share those videos. So that's your first assignment, hashtag K12Onlineignite and answer these questions and share those with others. Maybe the first time that you've shared a video online, that's fine, you can create a YouTube channel. It is free to do and my dog, Willow, is wanting to be part of the video. I didn't plan for that. Who knows what's going to result as a, you know, positively from the fact that you're gonna share, share your ideas and put those online for others to be able to see and others to be inspired by. Welcome to the T-Tons and this amazing makerspace for our innovative students. But we know that this is not all it takes to foster innovation. As a technology coach and an instructional coach, we provide a safe and self-reflective environment so that our teachers can learn how to be really explicit about the barriers they have to learning something new. If they can do that, then they can set there but that those barriers aside and make a cognitive decision to see something new about their practice and make change. We help teachers to identify projects that are authentic in a real world experience and provide authentic audiences. In addition, we help them to understand the importance of a shared vision of learning between students and staff. So another way that igniting fires and having campfires are a lot like technology is supervision and boundaries. You know, it's a little windy tonight and we were noticing that actually we had to get a little bit of water to make sure that we didn't have a grass fire that started on the side of our fire. You know, fire is dangerous and fire is something that a lot of kids, a lot of people enjoy and like to play with but it can be a great tool. In fact, it can save lives. We were talking tonight about all the ways fire is alive but it's something just like technology that needs supervision and needs boundaries. If we didn't have boundaries here and we didn't have supervision, it could be really dangerous. It might not, it wouldn't be a good thing. And so technology is the same thing. And so it's so important for us to be having conversations with our students and with our kids, with our family members about the use of technology. And... Uh-oh, somebody's marshmallow fall. Oh my goodness, mom, your sister's telling me. Because all kinds of things can happen, right? And even in the time between when I make this video and you see it, I mean, there's gonna be all kinds of new things that are happening. How are we going to stay abreast of these things? How are we gonna be safe and appropriate? We're gonna need to have conversations with each other, with our children, with our students. We need to gather around the fire. It's good. There's good conversations to have. Ooh, and it's yummy, someone says. But it can also be dangerous. And it's really important. It's part of our responsibility as adults to have these conversations with students, to not just send them out here with no supervision, go out into the wide world and start your fires, drive your cars. No, we know that we're going to have to help students learn how to do that safely when it comes to driving. Hopefully when it comes to starting campfires and learning to use fire safely. Same thing goes for technology. Well, the fire has burned down and we're cooking some s'mores and the K-12 online conference is about to get started in earnest. I hope that the conference provides an opportunity for you to hear stories, to share stories, to be inspired to share your own stories. We have wonderful things happening in our schools all the time, but unfortunately, in a lot of places, we're not taking the time we need to share those stories. So I wanna share a final challenge with you in addition to the video challenge. Just like we are engaging in messy learning here, well, messy cooking, cooking some s'mores by the fire, I wanna encourage you to create a space if you don't already have one to share student work at your school. Of course, get permission from parents, get permission from students, but there is so much positive inspiration that we can draw from each other, particularly when we share our work. And I hope that K-12 Online is a transformational experience for you this year and in the future as it has been for me and what makes it great are the fact that we have folks around the world willing to share their ideas and make connections. So enjoy the conference, ignite your own inspiration and hopefully that spark is going to be sustained not only through this school year, but through the years to come and identify some of those things that you can do to not only ignite sparks and get fires going of innovation and creativity at your school, but to keep those fires going and to share the inspiration and to do that through the sharing of student work as well as many of the other ideas which have been shared in this video and which you're gonna hear later in the conference. So take care and good luck as you ignite your innovation and inspiration and creativity in the days, weeks, months and years to come.


What's up everyone it's your girl Kenzie here from Layton Sports Guards and I'm ripping a personal here for Hooman H. We've got 2022 Panini National Sports Convention VIP Exclusive Silver Packs bundle of five. We got one, two, three, four, and five. Best of luck here Hooman. Now first we've got Jordan Lawler and Red Russell Wilson. Looks so weird in that Broncos uni. Out of 99 on that one. I think he's going to have a hell of a minute or so. Yolkitsch and Orange to 199, Peyton Manning, Sheriff, Bon Cherro. We've got Blue Yolkitsch for the Nuggets, 27 out of 50. Color match there on the Blue jerseys. Desmond Ritter Ruggie, Falcons, and to 199, Lamello Ball Hornets.  That's David Beckham and Blue Ruggie Desmond Ritter 45 out of 50. There you go. Good dupe, good on that one. Alright Hooman that'll do it for your box or for your packs. Thanks again for hopping in. We'll get these right out to you.


Reactions have continued to trail the appeal court judgment that nullified the primary election of the all-progressive Congress APC for O'Hage Gwema Oguta and Oru West's Federal Constituency of Emo State. Counsel to the plaintiff Annale Ogujiafor lauded the appeal court judgment just as the plaintiff Ungozi Okafo. Okafo maintained that the judiciary remains the hope of the common man, appealing to the leadership of the APC to obey the court judgment and conduct a fresh primary within the stipulated time. A three-month panel led by Justice Ade Forpe Okujia while delivering the judgment ruled that there was no primary election in O'Hage Gwema Oguta and Oru West's Federal Constituency by the APC. The judgment now is that they have to go back and be the righty. It is the case that all the aspirants at that election will go and conduct a primary election for all the aspirants. If you don't impose candidates, this is a democracy. So we are stating that the right to vote will be done and we are happy that it's out of appeal. I agree with us that we will have to go back to the field and conduct a proper election. I'm grateful that they were abide by the judgment of the court and organized for new primaries within 20 days and obey the court justice and the other of the court. So I'm looking forward to seeing these elections held, these primaries held again and I'm also grateful to the party chairman and also to the leader of a party in the state for allowing the process to work the way it's intended.


Marketing research, do not think it is a domain of rich, financially rich companies. While marketing research you need because you need to make some decisions about your business and you cannot make decisions based upon your understanding of market but you have to understand how consumers look at you. So you need lot of information on daily, weekly, monthly basis. Do not just sit in a shell and make decision about your business. Marketing research is nothing you know but it is identification, collection, analysis, dissemination and use of information. Now how you do, how much you invest is different thing but you have need to follow certain process and collect some information beyond what you already know and use that information to make better decisions. Ultimately you make the same decision but this research input will help you in making slight better decisions. There are secondary sources to understand the reports, publications, periodicals, books from where you can get some information, some data, some understanding of the market or you can do some primary research. Difficult to hire, purchase market research reports from agencies because they are very costly. My advice to you is some, use some basic research tools that I will discuss. This is the process of research, you have to define the problem and research objectives. Clearly, develop a research plan, collect the information, analyze and make a decision. Process, step by step process, need not hire any agency for this and not much of investment. You have a fever, so what is the problem? Is it a problem or a symptom? It is a symptom. What can be the problem? You have to do some research actually, you have to do some research, you have to wait whether there is some congestion in throat, some throat infection or problem in your stomach, some stomach infection. Can you only treat for fever always? No. You have to go to the cause of fever and do some research. So that is market research actually. Do not be overwhelmed by the symptoms only, search for the cause. Sometimes sales is not happening, this is a symptom, cause lies somewhere else. So you do not, then you have no excuse that we are lost in operational issues, no sorry. Now let us see the research approaches. For a small business I am going to discuss, I am not going to discuss any other big research. For small business, observational research is good. Just go and observe how customers are behaving in actual purchase situation, if you are able to. You are a marketer of a consumer product or manufacturer of a consumer product or industrial product, just see how others are doing, observe, make notes, how customer is behaving, how supply is behaving, how he is behaving, how she is behaving, that gives you some information. Focus group discussion, if you do not know, do not understand the purchase behavior of a group of customers, why not arrange a focus group? Group discussion is possible, is possible, call five, six customers in your premises for a cup of tea and then discuss the issues, how much money you need. Discuss the issues which are relevant for your business, purchase behavior, competitions products, why he prefers this product over others, conduct a focus group discussion, you will get many inputs from that discussion.  These inputs will be very important for your business, you will consciously, subconsciously they will tell many things. And this is one of the most powerful tools which is being used for research, the focus group, FGD we call, focus group discussion, very powerful tool to understand consumers better, understand business better, understand processes, understand what should be the new product like, what should be the new service where you can, it is a very important tool, focus group discussion. If you are not able to do that, you can do interviewing, you can interview your customers, interview means you should be, so when I say systematic research, it means you interview with a pre-decided template, focus group also you should be prepared, it should be systematic with a predefined template, what you need to understand and how, just think what I need to understand and how, they should be template of questions and then ask why. Many things will be apparent to you, why can't you do it for a group of ladies in your, what stops you, what is the cost of that I mean, nothing, what will you just see, if you get some response in a single focus group discussion, conducts few more in different localities, what is the cost of that, very little actually, you should be skillful enough to extract from those what you want, just make a template and ask questions why, why, why, you want to understand purchase behavior, start asking what you purchase, why you behave, when you use, be comfortable, now in this, there are some certain guides to guide you on how to conduct a focus group, some simple tools and these are available in simple books like a book on marketing research, which might cost you in 300 rupees only and which is highly valuable actually, this marketing book is 300, 350 rupees, buy it and give you very good tips actually, so billions of dollars of this market research agency is banking on these tools actually, so why can't you use up to your advantage, there is a marketing research, one is simple marketing book by Kotler, Kotler Keller or Kotler Keller Khoshe Jha in Indian edition, that is one you can purchase, the marketing research book by Narvesh Malhotra, so you can just read that, just if not that, just read the chapters which are more relevant, so focus group discussion, how to conduct, what should be the criteria, how do you see, once you conduct one, you might get some negative feedback also but that is also experience and learning, then you become better and better, can't you hire, like I said yesterday, can't you hire a person from a local MBA college as a summer trainee paying 5000 rupees, ask him to do all these things, do you think it's a high investment for a month, ask him to do the strategic things which you think you don't know or you don't have time to do, ask him to do that, involve sometime say one hour or two hours in a week if you are so busy and then see you will get at least something, interviewing, ask him to interview a few customers, you don't have time to go and meet, just ask him to go and meet customers, get his inputs, his summer training is a big industry nowadays actually, if you know, all the companies or good companies ask for the summer trainings, use them for market research, meeting customers, getting feedback, customer satisfaction surveys and so many things, getting competitors information is one thing, what is the product line of competitor, what is the price point of competitors, how many products are available in the market, ask him to do this survey, ask him to visit the retail outlets and do that, where is the problem, ask him to find out competing products, ask him to meet customer and ask let him interview the customer on these things, you can easily do this research because market research is a source of information which will help you take better marketing decisions or better business decisions, there are other ways also like doing surveys, you can use questionnaires and get a data from a wide range of customers, analyze that data and then see what data points to, the survey data, question data, the other methods like experimental research, wherein you try to figure out the cause and effect relationships, how much advertisement should I make so that I get a desired sales, that is experimental, there are ways to do this, what is the relationship between price and sales, how much price should I reduce to increase sales, should I reduce my price by 10 percent to increase sales by 15 percent, that is the question which you might ask, understand the price elasticity of demand, you can do this by surveys mostly true for consumer products, but for small businesses interviewing and focus group discussion is a cost effective way of getting the responses from the customers and one must do it systematically, just try just understand that this process, look at the symptoms, look at the problems, meet customer, draw a research plan, just see that your customer you choose for focus group should be some representative of your segments you want to serve, right, it should not that any person, any people you select and do, maybe to start with you can, but it should be representative of the customer you want to sell in the future, some information you can extract. So do some research before you move ahead with your investment plans or other things, we are sitting and discussing all these things, making plans will take use, will help you in making a better marketing decisions, questionnaires, questionnaires is a simple, you ask questions on a piece of paper, ask a respondent to response and questions can be of different types like these, these are examples of the questions given in your paper also, you can just see and then analyze these questionnaires, not individually, but as a whole, find out mean, medians, modes, standard deviations of these and try to understand psychological tools. Psychological tools are basically to understand one's mind, for example, there are psychological instruments like MBTI, there is an inventory of these scales which try to categorize the customers in different categories or try to understand the undergoing psychological processes. There are scales to measure that, for example, there are scales to measure the trust level, scales to measure emotions, how do you measure emotions? There are scales to measure, what scale? You can ask a person, just respond on a scale of 1 to 10, how happy you feel? What will you do if you are given this? So if you respond on a scale of 1 to 10, 1 probably means I do not agree with this and 10 means I agree to the highest level and 5 means neutral, so I tend to make some judgment out of these. Just try to understand your emotion, the psychology, mechanical devices, just to understand your behavior, if I put a camera here and just watch your body movements while I give lectures, so I might view that video afterwards that after half an hour these guys were feeling bored, they are shifting places and watching like, so this is a piece of information, you are my customers, so I must make my lecture more interesting using this research input, mechanical device for observation data, it is giving me observation data. A similar more mechanical device is for this, quantitative measures, just find out the hard quantitative facts, survey data helps you in doing this, there are surveys, syndicated research surveys conducted by researchers like IMRB, AC Nielsen which track the market share of different companies at retailer level, they visit around 10,000 retailers in India every month and see which brand is present in what quantity and they come up with this syndicated reports, the market share of coke is this much, market share of lux is this much, these are quantitative, quantitative is when you convert in numbers, there is again survey, you can use survey for these quantitative you can use mechanical, say camera like, psychological understanding the psyche of a customer, emotions with different scales and these scales are developed by a lot of research. Simple questionnaires, descriptive questionnaires, what do you like, what do you do not like, say yes, no type of thing or any quantitative measurements. I just have a small question regarding that, it is a basically two questions I have, one first question is, if it is a survey we are trying to do a questionnaire, would it help in having a large number of people giving an input with a short survey or a long half an hour survey of 15 minutes survey where less number of people are taken, you know which should be choose in which kind of scenarios. In statistics you call it sampling, what should be the size of a sample, simple I can relate to is, do you know how to make rice, so how you check that rice is cooked or not, how you normally check, one or two grains out of it, so what is the number, what is the sample, three grains out of how many grains, how much. So you are sure of your sample, two grains you are sure that rice is cooked, same way, you know why, because the variability of all the grains of rice is very low, the response or variability of responses of rice is very low, but in human beings the variability can be high. If you think it is a homogeneous set of customers, few responses will do, if you think the customer are from different industries, different background, different that judgment you have to make, then you need a variety, if you think it is a homogeneous set of customers, for example college students in IIT, college students in Mumbai, in the second year college students, it is a quite a homogeneous group type of thing, what drink they prefer, for example you have to know this. So probably out of 10,000, even 30 responses will help you in understanding that, but if you have to understand consumption of beverage across age groups, across regions, then you have to choose your sample carefully in different segments, and they are a statistical tool to do that actually. There is a sampling process, which probably is available in that Malhotra's book of marketing research, you can use that, you can read on. Sir, whenever we select a questionnaire for the research or data collection, I found, I had, I did one questionnaire to study labour absenteeism and distributed amongst number of labourers in the mill, but to avoid the, they have given the wrong data in that sheet regarding their absenteeism or the satisfactory level about the wages or incentives, so these wrong data will misguide us to our study.  Don't you have a record for each labour, say punched card or whatever system you have in the factory, why to ask labour? First point should be get the precise data which is already available to you, just see where is the problem actually. Should you send questionnaire to everybody in the mill for absenteeism? Probably there are few problem cases, right. Now if the problem cases are 5 to 10, then again you don't need questionnaire, you can just talk heart to heart with them. If the problem cases are in hundreds, then probably there is a problem and then the problem is there is a problem at management level, so even no need to ask them actually, just see where is your problem. So I mean to say you are absolutely right, garbage in, garbage out and there are political issues why people will not respond. So you have to find out the ways to extract responses. It may not be questionnaire in some sensitive cases. If the cases are very sensitive, questionnaires don't help, they don't help. Maybe one to one talk may help. So you have to see how sensitive is the issue, what is the time and cost available for the making and else. That is very important. If question is not a remedy for all the researches and all this, you have to use these things like observation. Now if I give you a sheet and tell me how did you find my lecture. If you say excellent and I have the mechanical device which says you are shifting gears. So what does questionnaire mean to me? That solid data is more important to me actually. Why should I ask you? How did you feel? I can judge how did you feel? So try to be as precise as possible, as factual as possible. So this camera will give me better picture than a questionnaire. You have to see what is more, what is better actually in this situation. For example, you have to make assessment that how many, what books should I, IT library has a big budget actually. So how many books should I purchase this year? Right? So what is the, how should I decide? What books should I purchase? One way is I ask all the faculty members, give me a list of books. For example, they repeat the books and journals which were already there, right? So I simply go and place orders. Now another way is I do checking of all the existing books. How many times the faculty have actually used this book? They ordered this book last time but they never used it. There are ways to measure that, see that. Some books are kept lying on the shelves for years and nobody uses them. Although many people order them repeatedly. So one way is to just go and see whether it was, it is just an exercise. Again the size of library you can hire two people and check there. So it is a tangible data. Rather than I spend, ask faculty, easy way, ask faculty what do you want, place the order, get the books, everybody is happy. But you have to be more precise, make my decision based on some tangible information. I have to do some research and then everybody will appreciate after some time and that decision will be in the interest of not only faculty but students and the government also who invest a lot of funds in IT. So you have to find out the ways and means and what are the alternatives available. So anything else? I just was having the second question. It is about the tools. We have questionnaires, psychological tools, mechanical tools, quantitative measures. I was thinking about web service and mobile service and in this the volume is high. That is the first part of the question when I asked you. Once the volume is high, I can go towards web and mobile but the decision page is in mobile it has to be less than one minute. People do not have more than that time in terms of attention span. On a web it is less than 10 minutes. They are like not even 10 minutes. Less than five minutes is maximum they will give for a survey. So when that kind of things are there, the first part is in the first one minute thing what I am trying to capture will be a very precise question. See if it is a lengthy survey, I can hide my question elaborately and finally ask about their salary or something which is very sensitive data. In order to come to that point I ask them seven eight questions, come to the ninth question or tenth question and then they are comfortable and they kind of answer it. If it is a one minute survey, I have to be very precise and straight about what I am looking at because they have to communicate what I want. In that point what would you recommend? You know if one minute survey is what is the methodology I should use to design a survey and for a five minute what is the because once the volumes are high I know my market is heterogeneous and now I am trying to predict purchasing power. I want to reduce my price. How much I should reduce? It is a very important question for me yet I cannot directly ask my people like you know how much do you want to pay for it. Obviously they like, they want a lesser price. They will choose the least one even though they can afford to pay little more than that. So what is the way? See that depends upon the objectives basically, what should be the length, what should be the medium, it is all guided by what are your research problem and how do you want to address and how precisely you should ask the question. Now coming to the sensitive questions which you ask, what is the salary and how much price should I reduce? There are ways to tackle these actually. You should never ask a person what is the salary because he will most of the times will never give the right answer in Indian context. Researcher in India tried their best understanding the salaries of customers but they all failed. You know finally what they did? They came up with a new classification system known as SEC classification, socio-economic classification system. They started asking people what is your education qualification and what is your designation in the company you work for. And then estimated what could be his salary bracket. Then they ask what do you want, four wheeler, two wheeler. Then they co-relate the person of this designation in this company with this education ounce XYZ things. So rather than asking salary directly, ask other things which are important. Why you want to have salary? You want to estimate what is his purchasing power and what will he purchase? Why you want to ask purchasing power? Because you want to estimate whether he will buy your product or not. So just ask whether you have the product or not or similar product or not. So do not go through a loop because there is every chance you will fail. Most of the people do not know that is the exact salary. Now what is salary? Is it the individual salary or the household salary? When you want to make a durable purchase, how does it matter? It is a household income which is important. Nowadays that is not important. Everything is available in EMI. So things have changed. Unless until most, it is very important do not ask salary. Just try to estimate by other means. So yeah range can also be given. Absolutely. Again see what judgment you want to make from that. Just ask yourself again whether I will be able to precisely make that judgment or not. But there are other ways of doing that. And one salary, second is what you ask price. If you ask customer, how much should I reduce your buy? He will say give it free. These surveys also fail actually. I am just saying, just wait to hold for a minute. These surveys will also fail because customers themselves do not know. Best thing in this case is to ask is to give options. Nokia 1100 for 1500 rupees. Nokia 1100 for 1400 rupees. Nokia 1100 for 17000 rupees. Nokia 1100 with camera at 1500. Nokia 1100 with FM at 1650. This gives them options with some feature variation. And then you can get slightly right answers. If you ask them what should I do? So because it is a value which they look for customer. So give features and price. Nokia 1100 with camera for 2000 rupees. Means you are giving him both cues, benefits and sacrifices. The value part. Will you prefer this or Nokia 1100 with FM loudspeaker for 2200. Now you know your costing. But how much he values that FM loudspeaker for 200 rupees, then you will be able to understand that. So never ask like this. Give options. Don't ask what will you prefer. They will give free. That is the best option. Give me for you know for a year. I will tell you after usage. They are standard you know. Not very homogenous. What is the best way to get market research if I need to know what kind of feature attributes customer will be interested in. Like you say address to different industries like automobile. Very specific example. We were looking at foundries spread all around. They are not really in a particular area. And what software they might be using and what features they might find most interested in. What would be the best way to do that? I think sometimes case study is a better way you know. Just pick up a representative foundry. Just find out what can be a type of foundry. Like we say how you segment a foundry is actually. Either on the basis of the technology, basis of the metal they use, basis of the supplier they have, some way of categorizing foundries. Now there will be some category of foundry who may need property of software. This is just thinking. You can probably pick up a single or two representative foundries and work hand in hand with them as a case study. Case study is also the important part of research.  First settle with them and then move on. If you try to attempt everything that there is the problem actually. That is I say market segmentation. For example, variable you have to choose. For example, see geographical heterogeneity doesn't mean anything nowadays. Heterogeneity of purchase behavior is more challenging rather than geographical heterogeneity. Geographical heterogeneity you can easily manage by traveling. Low cost traveling I will say. But challenge comes in the needs and wants of that heterogeneity is more challenging actually. Just try to group in those categories. Geographical I think you can easily manage by traveling. You have to put some resource in traveling and understanding. That is less challenging. The reason I asked is because sometime back we tried with the survey. Unfortunately that didn't work because you have in a industrial center you have more than one person making a decision and most people do not really have time to give to a guy doing the research. So whenever a guy would come they would probably. Survey will not work in this case. Never work. They have never worked in this case. Survey will not work. Survey is only to for consumer industry. No it works for industrial goods also but for very specific ranges it will not work. In this case it will not work properly. Because there are more than one decision makers and in different foundries and different companies the dynamics is different. Some where the user is very powerful. Some where the purchaser is very powerful. Some where the consultant is very powerful. Some where the owner is powerful. So everything says we will buy this. Why we say I don't have money. I will buy this. So what do we do? So that case study is also a very important part. So you have to categorize segment on basis of certain variable which you think is important. Maybe the industry they are serving to, foundries they are supplying to. For example they are supplying to data motors, engine blocks. I am just saying. So their requirements must be more stringent than any other roadside foundry type of thing. So you have to see which type of foundry you want to target. So there you have to segment the foundries on certain variable which is not geography, which is not simple variable, which is on some different variable. Maybe metal they are using, maybe the supplier they are supplying to, maybe the turnover only, sales turnover, maybe their automation levels. I don't know. You have to find out. This is very difficult to say here. Let us see which variable is more important which explains the purchase behavior. You can pick up few case studies actually. Just rather than running around, just pick up one or two foundries. Just try to understand everything. So I want to know that whatever various ways, tools and methods to decide how much should I spend on marketing advertising to get the desired revenues. There was a case, one of my friends he launched a website known as homev.in three and a half years back. It was an online DVD rental service. So it performed well. It was a new idea. And after one and a half years, Reliance approached them to take over the website. So in any case, due to management issues and stuff, they don't agree to it. So after that, what Reliance did was, Reliance launched its own online DVD rentals, bigflix.com.in. So it was a success. At present, it is a success. But homev.in has to shut shop due to their budget constraints. They don't have that much money to spend on advertising as Reliance did. So what are the basic, I mean in this scenario, what could have homev you had done to overcome the issues in those budget constraints? See, there are two things here. One is competing with a giant. Can you match the expenditures he is doing? Yeah. So this is one thing. Second thing is standalone question, how much you should spend. First question is, if compared to a big giant, answer to second is obvious, you cannot. Because the gestation period, the type of investment they can do, they can make, and they can sustain with losses for some time. A small business cannot. So comparison cannot be done. See, that is why companies like Parle thought of exiting the Kola market when Coca-Cola came. Same case actually, maybe the levels are different, but they thought of exiting the market. So what could have been the solutions? They were there in the market one and a half years before Reliance. Yeah. What could have they done in this one and a half years to market themselves more efficiently? Yeah, this is third thing. Let us, there is first question, how much you should spend? For a new business, the benchmark is how much customer you want to attract. There are interestingly some models available which can guide you actually. For example, you want to attract. So what is your objective? I mean to say, see you have to have some objective. You cannot say I will attract everybody. You have to choose some segment and say I want to attract 10,000 customers in next quarter. Something like this. Now to attract 10,000 customers, what should I do? Just, it is a paperwork, you know. I can, now one thing is how much money I need to attract 10,000 customers. Second, that is one. Second question is how much I can take from the market. There are some upper cap, some lower cap. For example, lower cap is how much I can, I should do. One is what I should do. Second is how much I can get. So you have to settle somewhere in between. So this is a model. You can again choose what is the best media to get in touch with the customer. Say the media is miller. There can be many, the media can be the advertisement also. Media can be the miller also. Media can be email also. Media can be SMS also. Now for a small business, you have to see which is the cost effective media and more efficient media. Say a paper miller you think is the, paper insertion in a newspaper is the most effective way or cost effective way. Then the things become clear. For example, the cost of a miller, so for attracting 10,000 customers, how much miller you need to send. Say you need to send 40,000 millers, for each 40,000 insertions. So for 40,000 insertions, how much cost? Cost of producing, cost of inserting and circulating. You can estimate the budget. The first thing you must try to estimate what I need to target. Then there will be some budget. Then you can see whether I can work it or no. No, I cannot. So let me reduce. See this is objective. I am not saying what will happen after that. You can say, okay, let me target 5,000 customer only. So I need to send not 50,000 but 15,000 millers. Now your budget will reduce. So now you consciously know that this thing will happen. You can otherwise use some low cost media to promote. For example, you can, for the word of mouth will spread that ultimately you may get more than 10,000 customers but you have to set some target and then see which is the cost effective medium and then based on that budget. So starting point is how much customer you want to target. For example, you want to attract 5,000 customers, you need to target 50,000 customers. If you need to target 50,000 customers then because the response rate will never be 100%. It will be some percent of what you do. So there are in big organized industries sometimes you do this much only. This is one way. I need to attract this segment and this many customers. So I need to advertise through TV channels. Every TV channel has a TRP program has a TRP rating. TRP rating means this many customers watch that program. So I can estimate that this program is being watched by this many customers. So I am able to air my product to these many customers. Assumption is they watch this program, they watch the ad also. Assumption, you cannot do anything. They might switch during the ad type. So this TV program is being watched by these many customers. So this is my target. So for example, TRP rating of SARS becoming Bahu 3 is this. So you understand there is a data to support that these many customers watch. So you know that this program, this ad will be watched by this many customers. Now discount it. 50% will not watch the ad. So how many? 50,000. Now again, so this is how you target. Now given the TRP rating there is some ad budget. So how many times you should show the ad in that program? 1, 2, 3. That you can also decide and you build on basically. Should you air the ad on other channels at the same time? So that is you build your budget depending upon your targeting of customers. This is one way. Second way is you have certain benchmarks. For example, your last product was marketed with this budget and it was successful and that budget was placed in these mediums. So you try to replicate that. Third, third can be, third benchmark is for a year, whatever positive cash flow I will get, I will reinvest. I will build on. So these are the few benchmarks which are normally built over. Target customer and my ability to pay somewhere in between. There is a term marketing plan which will be for the next session. We have to do some work on that. What would comprise of marketing plan? Have they given some template for that? There is a template actually for marketing plan. They should give. Right. There is a structure. So we should go by that. Yes. But in reality, when we make a marketing plan, what should it all contain? I think the template they might have given includes everything. As we start with the executive summary and objectives and plan and all that. It is the points are like product process services, 10 points, target group, 10 points, price, 10 points, market plan. It is again 10 points. So if that happens in the session, then we may not be able to. They should be able to give you some structure actually. That is the way which we have to present the data. Yeah. That is the way which is valid for marketing plan. There is no structure. No structure given? There should be a structure. In fact, I have a template similar, but I need some time. When do you have to submit this? By 3.45. But at least what would say, leaving aside the exercise. Okay. The basic structure is you start with objectives. What is the objective? For example, objective can be I want to sell to X numbers, X numbers or I want X revenue, some objective. See, then see I want to see for existing product, objective may be to grow by 15%. For a new product, the objective can be to capture 1% market share, existing market share. For extremely new product, the objective can be acquiring 5000 customers. So any objective. So the based on objective, then the simple way of marketing plan is STP and 4Ps. Segmentation, targeting, positioning and 4Ps. Price, product, product, price, promotion and place. In product you have to see how much, how many product variants you want to come up. Pouches, 100 grams, 200 grams, 500 grams, type of thing. Price. For each variant, what is should be the price point? 5 rupees, 10 rupees, 15 rupees, 4P, 99 percent type of thing. What are the, now price at all levels at discount, for example, it is a consumer product. Price at distributed level, price at retailer level, price at consumer level. So what discount you will give at each level? 5% to distributed, 25% to retailer and MRP to distributed. This much is VAT. So this work out. If it is B2B product, then what? What should be the list price and what should be the admissible discount and what is the break even point? You should know. For price, this is price. Promotion, what medium of promotion you want to do? Advertisement, then within advertisement, media advertisement, print advertisement, web advertisement. Second is publicity. Which type of publicity? Advertorials, publicity, road shows. Three, sales force. What sales force? I have given that slide of 4Ps, now just find out the things. Sales force. What sales force? How much to spend now? 5 sales people? Just think which is feasible. That will depend on what territory you want to cover. Some benchmarks. Then sales force and fourth is sales promotion. Do you want to launch a free gift scheme, free product usage scheme? Something, when you launch a new toothpaste, you distribute free. Just to enhance the usage. Just to consume to test that product. So do you want any sales promotion budget to start with or test marketing budget? So this is what. Then come the place. What channel? Alternate channels, retailer, distributor, wholesaler or direct or whatever So these things will form the marketing plan. STP and 4Ps, simply saying. There are many things but simply saying you should be clear of all these things. Or in promotion, you can keep some budget for market research also. You know, market research budget normally is very small. If you see these organized industries, companies like ITC, Hindustan and Leavers, PNG, they have separate market research departments and their budget is less than 1%, less than 0.5% actually. But the benefit is very huge. It builds up over the period of time actually. So this is one. So you should know what is the production cost? What is the break-even point? So that will help you in deciding what should be the price, what should be the profit margin and what should be the other cost. STP 4Ps, break-even point and other things A trick is in understanding market, target market and segments. That will make your thinking more clear. So anything else? We will close down.


Hi everyone, Sean with jaspyscasebreaks.com here doing 2020 tops chrome black baseball hobby three box break Three random teams each number nine. So ten spots. I'm gonna get three random teams and MLB an all-card ship It is tops 2020 chrome black bath baseball First year of this product really nice stuff. So let's take a look Just a couple inserts or a couple details about the break itself Here is the customer list from Sean O'Leary down to Nicholas Samford and since every spot gets you three teams We need to triple up this list So two times and three So you can see Nicholas Samford with last spot mojo times one two and three times And here is the list of teams from the Diamondbacks down to the Washington Nationals Dice will randomize both lists and pair them up six and a five eleven times. Good luck What's the Cubs record right now Rex? Remember when you guys were battling for first in your division seems like forever ago, huh? 11 times Nicholas Samford down to Sean O'Leary 11 times on the knee the customers now 11 times on the teams 11 the final time for the twins down to the Astros So 11 times on the teams 11 times on the customers and 11 times on the dice 47 and 49 I think that's actually same record as the Angels at this point We're we're we keep bouncing between two to above 500 and two below 500 So Nicholas Samford twins Harry Steinmetz Indians Nicholas Samford blue jays Simon Meyer Mets Corey Christian Yankee Sean O'Leary raised Corey Christian Phillies Simon Meyer Nationals Sean O'Leary Cardinals Corey Christian Angels Nicholas Samford Marlins Cliff Scott Brewers Nicholas Samford A's Tigers Giants Sean O'Leary Orioles Harry Steinmetz Rockies Corey Christian Rangers Sean O'Leary Royals Cliff Scott Pirates Nicholas Samford Cubs Padres Sean O'Leary Reds Corey Christian White Sox Simon Meyer Braves Harry Steinmetz Dodgers Nicholas Samford Diamondbacks Corey Christian Red Sox Cliff Scott Mariners Sean O'Leary Astros There you go trade window is open Anybody here is wants to trade There is your opportunity So there's like no talks about potential trade. So let's go ahead and print and rip Here are the three boxes for this break. There is another three box break of tops chrome black in the site Here is our final list Good luck everybody Joe Jaspy not happy right now To run home run for the Giants in the top of the ninth with no outs to take a 3-2 lead against the Dodgers in LA Hate to see it. Hate to see it. I'm feeling he might have just taken a drink of of his cocktail Good luck everybody Dylan Cease for the White Sox Vlad Guerrero for the Blue Jays and Steven Strasberg for the Washington Nationals and Simon Meyer that is to $1.99 Scherzer for the Nationals Raphael Devers for the Red Sox and Zach Gallin for the Diamondbacks and Nicholas Samford That is also to $1.99 Glaboratorious for the Yankees Joey Gallo for the Rangers and Danny Mendic for the White Sox and Corey Christian Green is to number to $99 45 out of $99 Now are encased autos Nice Sandy Kofax Dodgers could use him Harry Steinmetz in the Dodgers beautiful Sandy Kofax on card auto. Yo man, congratulations That's a beauty always love seeing that Another one for the Dodgers Cody Ballinger Harry Steinmetz again Hey Dodgers might be losing right now, but Harry and the Dodgers are winning in this break and Yuli Gurriel for the Astros to finish it off and Sean O'Leary Very nice break for the Dodgers and there you go guys Next three box break of this is in the store. That was 2020 tops chrome black baseball Hobby three box break random team edition number nine from jasphyscasebreaks.com. I'm Sean Jasphyscasebreaks.com. Thanks for hanging out. We'll see you next time


Number SCP-956 Object Class Safe Reclassified as Euclid Special Containment Procedures SCP-956 is to be kept at the approximate center of an 18 x 18 x 4 meter concrete room at all times. The doors will be locked with an armed guard posted to prevent unauthorized access. Entrance by research personnel into the room is only permitted once SCP-956 has entered a dormant state. An attempt to bring a subject into the room must be cleared by O5 approval to decrease the occurrence of SCP-956-1 as well as ████████. Unless for testing, individuals fulfilling SCP-956 activation requirement are not to be brought within 200 meters of SCP-956's containment area. Surveillance is to be maintained through security footage at all times. Instances of SCP-956-1 are kept in a neighboring room and are to be maintained at a temperature of negative 4 degrees Celsius in order to prevent melting or destruction. Any use of SCP-956-1 is to be authorized by at least one member of O5, and to be carried out in a room identical to SCP-956's containment chamber. Any excess SCP-956-1 created by tests with SCP-956 is to be incinerated unless authorized by personnel with security clearance level 4 or higher, as are any extraneous instances of SCP-956. Description SCP-956 appears to be a common pinata resembling an unknown quadruped. Tests have revealed that, although superficially similar to paper mache, SCP-956 is constructed of various amounts of glue, ██████, sugar, an unidentified fur, and human tissue. SCP-956 has also shown to be highly resistant to any sort of bludgeoning damage, with large amounts of crushing force showing no damage to its structural integrity. Although the use of gunfire, as well as heat and flame, has shown to be effective. By default, SCP-956 remains in a passive state. It shows no sign of locomotion or intelligence and displays no hostility. Scratch that. Sea Addendum 956-A SCP-956 entered its active state when a human under the age of 12 enters within ████ meters of it. Approximately ████ to ████ seconds after entering the active zone, the child becomes unable to move, holding any stance he had at the time. The victim is incapable of motion or speech, although it remains alive, and its rapidly moving eyes suggest that it retains awareness. SCP-956 moves towards the victim and bludgeons him or her until the torso ruptures. Upon breach, the victim's body disturbs a large pile unmarked candy, ranging from ████ to ████ pieces. Instances of this candy are designated as SCP-956-1. SCP-956 repeats this for any other immobilized victim before returning to a docile state. A victim can be removed from SCP-956's activation range to retrieve promptly. Upon moving, the victim ████ meters away from it, SCP-956 returns to its passive state. The victim, however, shows no signs of recovering from it as a mobilized state, and appears to remain in such a state indefinitely. Autopsies of unbroken victims showed their body had severely dehydrated, leaving them brittle. Autopsies also revealed that pieces of SCP-956-1 had begun to grow out of the victim's organs, using the tissue as a component. The amount of SCP-956-1 appears to be directly correlated to time spent in SCP-956's activation radius. SCP-956-1's effect varied depending on the age of the human consuming them. Humans at the age of 12 years or older go into a seizure within ████ minutes of consumption, with a ████ percent possibility of cardiac arrest. There is an approximate ████ percent chance of survival for sub-subjects. Animals suffer similar effects regardless of age. Children under the age of 12 undergo a different effect. They first enter a similar state to the immobilized victim of the SCP-956, although they assume a standing stance, with their arms resting out in front of them. Their body then ████ the process takes ████ minutes to complete. Upon completion, the victim has transformed into another instance of SCP-956. These copies behave identically to the SCP-956. There is a ████ percent chance of survival for the victim. Addendum 956-A. SCP-956 has recently begun to show locomotion outside of testing. It began to wander around its containment, tracing the perimeter of the room. It did this for about an hour before staring at a spot on the wall. Review of footage shows that it faced this wall after deactivating during previous tests. Security has confirmed that SCP-956 is facing directly towards an elementary school. That school is ████ kilometers away. Reclassification to Euclid status requested, doctor ████. Reclassification to Euclid granted. If its effect appears to reach beyond its containment, it is to be transferred to site ████, and should keep it far enough away from potential victims. Retrieve any paralyzed victims or SCP-956-1 and administer Class-A amnesiacs to witnesses and families. We don't need any more of these things around. ████