Language learning startup Duolingo has raised a $45 million Series D led by Google Capital with participation from existing investors Union Square Ventures, New Enterprise Associates, and Kleiner Perkins Caufield & Byers. The round brings the total raised to over $83 million, valuing the company at $470 million. Along with the investment announcement comes the news that Duolingo now has over 100 million registered users. Furthermore, 100.000 teachers have registered for Duolingo for Schools. Founded in 2011, Duolingo quickly became a global leader in the language learning space based on its free and mobile first approach. The startup generates revenue from low cost certifications via its Test Center. Crowdsourced translations by the community for international brands like CNN and Buzzfeed, which were the first source of revenue, are being phased out. Co-founder Luis van Ahn told WSJ that he does not want to get into the current price war in the translation industry and has other revenue streams planned for the near future. Further Reading Duolingo grabs $45 mln from Google Capital | PE Hub Google Capital Backs Duolingo to Help Language-Learning App Go Global | WSJ

Globe University graduate, Salvador Fuentes is passionate about raising awareness for Post-Traumatic Stress Disorder. A veteran himself, Sal is working to spread the word about the disorder. Salvador is one of nine participants who completed a 22-mile march this month to help raise awareness for PTSD and help support those veterans who are currently suffering. The Eau Claire AMVETS post 654, who organized the march, was started here in Eau Claire and meets regularly at the Globe University Eau Claire campus. This is part of the University’s commitment to giving back to the community, by offering free use of available rooms to community members, including the AMVETS. Globe University student, Michael Hanke, veteran and member of the Bloomer AMVETS chapter, sat down with me to explain why the event was so important. He said, "The event was designed to help raise awareness of both PTSD and veteran suicide. The Eau Claire chapter organized and executed the event in only six weeks, quite an accomplishment."  He also went on to describe how Wisconsin Senator Ron Johnson’s Aid and former Senator Dave Zein both spoke at the event. Congressman Sean Duffy’s aid was also in attendance and participated in the march. Participants in the march stand proud in support of PTSD awareness Each participant marched for nine hours and some even completed it with rucks on their backs, weighing between 30 to 40 lbs.  The march took place on HWY 128 in western Wisconsin, recently renamed the 128th Infantry Memorial Highway in 2013, an initiative headed by Hanke. Salvador was able to complete the entire 22-mile march with the assistance of his service dog, which he uses as an important part of his own PTSD treatment.  Salvador is currently training other service dogs to assist other veterans in need. "The event was so successful that we are looking to hold another event in October." Hanke said.  Mike’s goal is to not only increase participation, but also offer varying distances, so that veterans and participants of all physical abilities can participate. The post Eau Claire AMVETS March to Raise Awareness of PTSD appeared first on Globe University Blog.

Click here to enlarge. Source: e-Learning Infographics

Recently, the Student Ambassador group at the Globe University-Wausau campus chose to participate in the local multiple sclerosis awareness walk as their monthly project to provide campus community enrichment or community service. According to the National MS Society, multiple sclerosis affects more than 2.3 million people worldwide. This is an unpredictable and often debilitating disease of the central nervous system that interferes with how information is passed between the body and the brain. Symptoms vary and can include numbness, blindness, and paralysis. People are most often diagnosed between the ages of 20 and 50, and is more prevalent in women than in men. There is no cure for MS, but there are currently 12 disease modifying medications available which have been shown to reduce disease activity. Sarah Powers and Dustin Steger walking for MS awareness The Walk MS: Wausau area raises funds for research and programs for people with multiple sclerosis living right here in Wisconsin. Eighteen members of the Globe University-Wausau community, including students, staff, faculty, and friends and family, participated in this walk on a recent bright and sunny Saturday afternoon. Sarah Powers, veterinary technology faculty and one of the walkers, said, "Everyone was really excited and pumped up for the walk. We couldn’t have asked for a better day!" A view of the ribbon of orange The day started out and ended right next door to the Globe University-Wausau campus. The Globe team arrived at the Central Wisconsin Convention and Expo Center to find music and a light breakfast. Then the team started the three mile route along the Wisconsin River. All along the route, a ribbon of orange could be found. The walkers also sported orange tee-shirts and kids waved orange pompoms. Even the dogs who joined the cause were decked out in orange leashes and vests! The Globe team finished the route at the Central Wisconsin Convention and Expo Center to find more music, snacks and some welcome refreshing beverages. Most of all, they arrived at the end of the walk happy to have participated and proud of their contribution. The goal for the Globe team was to raise $500, but they exceeded that goal with a total of $630 raised. Emma Feldbruegge and Katie Heisler enjoying the sunshine and the cause Katie Heisler, student ambassador in the business program, said, "In all of the events I have participated in, I have never seen so much energy in one spot. People ran, people walked. They brought their families out. It was an amazing day to enjoy with all these people supporting one cause. This event is something I look forward to doing again." The post Globe University-Wausau Walks For a Cause appeared first on Globe University Blog.

[Updated] The Reading List: EdTech China now contains the months of January to June 2015. The EDUKWEST editors put together this curated list of articles from the most knowledgeable sources on the Internet for everybody interested in learning what matters in the Chinese education market today. [purchase_link id="11260" text="Purchase" style="button" color="blue"] Each day our team literally works through hundreds of articles and news items on e-learning, so you don’t have to. We then curate the most relevant and insightful ones into our reading lists on different topics in education technology and market intelligence. Our reading list on education in China includes the 30 best articles on the topic published in the first half of 2015. It is conveniently sorted by vertical and includes articles on K-12, higher education, Chinese language, politics, and edtech startups. Just a few interesting numbers on the fast-growing education market in China: 230 million pre-K school children the government aims to bring all K-12 online in the next ten years 300,000 students to receive 3-D printers in school 70,000 educational apps today, which is 10% of all apps in China 100,000,000 e-learning users in China & 649 million internet users total more than 100 edtech startups received funding in 2014 Curated sources for this reading list include Tech in Asia, Technode, CCTV, China Daily, China Morning Post, and various other preeminent news resources. EDUKWEST sells this reading list for €15, which brings the price per article down to 50 cents only. Conveniently pay via PayPal or contact us for other payment options. [purchase_link id="11260" text="Purchase" style="button" color="blue"] Offer: Buy our package containing the Reading List EdTech India and the Reading List EdTech China we offer you the two for the special price of €22.50 € (instead of €25, you save 10%). [purchase_link id="11264" text="Purchase" style="button" color="blue"] If you have any further question about this report, send me an email to kirsten@edukwest.com. Picture License  Some rights reserved by sama093  

Globe University-Wausau veterinary technology student Rebecca Harrell will soon preview her dream job with an internship at Walt Disney World in Florida! "I’ve always wanted to work there," Rebecca said. "So when I was scrolling through my Facebook newsfeed one night and saw Disney’s advertisement stating that they were accepting applications for this year’s internships, I thought, why not try?" Veterinary technology student Rebecca Harrell - looking forward to her internship with Walt Disney World! Rebecca submitted her application right away and was quickly invited into the interview process. This was an intense process that involved three interview stages including one via Skype, but Rebecca found the process to be surprisingly quick. "I originally expected for all of this to take a month or more. But from the night I submitted my application, I went through all three interviews within a week and a half. Then, two weeks later, I found out that I was accepted into the internship program." Rebecca will spend part of her time working with the Kilimanjaro Safaris in the Animal Kingdom Park, where she will be able to use skills she has learned in the veterinary technology program. She will help check on the animals and help with tours, and she is expecting cleaning duties as well. She will have additional duties throughout the parks, and may even be able to play a character! She is looking forward to auditioning for that when she arrives in Florida. Rebecca has been forewarned that she should expect to work 50 or more hours per week throughout the internship, and she is looking forward to the challenge. "I’ve always wanted to work with wild animals, and working at Disney World has always been the dream job for me. This opportunity will help me find out if this is where I would like to end up for the rest of my career." Rebecca’s internship will last six months, and she is planning to start a personal blog to keep her friends, family and the Globe University-Wausau campus community up to date with her adventure. "I’m nervous but excited to be spending such a long time in an area I don’t know well," Rebecca said. "I am thankful for all the support everyone here at Globe has given me. I’m going to miss everyone, but I’m looking forward to talking about my experiences with everybody when I get back!" The post Globe University Student Gets "Magical" Opportunity appeared first on Globe University Blog.

Name: Teachlr Website: www.teachlr.com Headquarters: Caracas, Venezuela Vertical: Lifelong Learning Tech: Web App, Mobile App Introduce your startup and give a short description of what you are doing. Teachlr® is an educational marketplace, where anybody can learn through online courses and live customized classes. We also offer a Cloud Learning Management System, which is a product aimed at corporations, academies and universities interested in offering private corporate training to their employees and students. Our mission is to democratize education through technology. We integrate a social network with an e-learning platform, which results in the creation of an educational market where published classes and courses are validated and approved by the Teachlr community. Who are the founders, how did you meet, what are your different roles in the startup. Moisés Annicchiarico, Chief Executive Officer (CEO) and Rubén Benarroch, Chief Technology Officer (CTO), are childhood friends. Moisés is a Telecommunications Engineer and Rubén a Systems Engineer. How was the idea for your startup born? Rubén identified the demand for personalized classes from the comfort of ones home, while working in his previous project that consisted of private lessons on computer basics taught in customers’ residences. Jean Moisés discovers the demand for quick and accessible online assistance and tutorship. He proposes Rubén to develop a platform where live sessions could take place and Teachlr is born. What is the main problem in education that you aim to solve. People and organizations need to have easy and personalized access to high quality education. Students are constantly seeking to learn new skills, but many don’t have the time or money to take classes at a prestigious institution. Teachers need an additional source of income, but have a reduced number of students, a tight schedule, no transportation and no available classrooms. It is the case for many educational institutions that they generate insufficient funds, count with a limited space capacity, have professors with little availability, while producing high operational costs. Many companies have untrained personnel and spend too much money in hiring professors and physical spaces to give programs that do not monitor their employees progress. Who are your main competitors? What sets you apart from them? Online courses: ● lynda, Oja.la, Tutellus, Floqq, Udemy and Youtube. ● Coursera.com, Edx, Udacity (MOOCs). Live classes: ● Liveninja.com. ● Popexpert.com. ● Liveperson. In which markets / regions are you active. What markets / regions are next. We are already active in Latin America and Spain. Our next market would be finding material in Portuguese and get into the Brazilian market. Who is your target audience. Students: Latin American 20-55 year old men and women of middle and high income background, interested in learning about technology, multimedia, business and lifestyle. Every theme attracts different kinds of people. For example, young men are drawn to technology, whereas 20-40 year old women are interested in lifestyle. Experts/instructors: 26-55 year old men and women of middle and high income background from Spain and Latin America, qualified to teach about technology, multimedia, business and lifestyle. How do you engage with your target audience. How do you convert them into users of your product. Social media presence: daily publications on Twitter, Facebook, Instagram, Pinterest, Google+, YouTube, Tumblr and our blog Email marketing campaigns: Drip mail marketing to a segmented list of users. Transactionals mails Alliance with coupon website, Tudescuenton. Content marketing (Videos, Articles, Infographics) Our distribution channels to make our three products (Teachlr Marketplace, Teachlr Organizations and Teachlr Content) reach our customers: Web: Teachlr.com is the online marketplace where instructors upload their online courses, which, once approved by our team, are available for purchase on the website. Users acquire every course through their PayPal account. Discount websites: Our online courses are offered in discount websites that have access to thousands of potential students in Venezuela and Latin America. Affiliates Program: Companies and individuals can become affiliates, who promote the online courses in numerous websites through coupons. They receive a 50% commission. What is your business model. How much does your product / service cost. The business model currently implemented on the Teachlr® Marketplace is Business to Customer (B2C): instructors and institutions receive 70% for each course or private lesson sold, and there are no charges for the publication of courses, subscriptions or the withdrawal of credits. Additionally, the Business to Business (B2B) model named Teachlr Cloud LMS is being developed. This is a cloud service tool that allows companies, institutions and universities to offer and manage training programs for employees and students through private lessons or teachlr.com courses. This Software as a Service (SaaS) model is conducted through monthly subscriptions; the cost per user depends on the volume of licenses needed by the customer. Are there milestones you are especially proud of and would like to share. Alexa ranking #80 (Venezuela) and #18k (global) 400 registered teachers 2.281 likes on our Teachlr Facebook page, plus 4.199 likes on our Teachlr en Español Facebook page. Monthly organic growth of 30% 10,000 monthly visits Ratio of professor to student is 1:30 What are the next steps in growing your startup. Objectives established for July 2015: Annual income of $224,000 Enrollment of more that 25 B2B Enrollment of more than 100,000 certified teachers Enrollment of 320,000 active students Customer rating of 4+ out of 5 stars Launch of the redesigned platform Development and launch of the "Needs System" Launch of the B2B model Native Mobile Applications Better video streaming quality Faster processing speed Geographic redundancy 150.000 likes on Facebook How can people get in touch with you. email: info@teachlr.com phone: 582126157994 Facebook: https://www.facebook.com/Teachlr Twitter: https://twitter.com/teachlr_en Google+: https://plus.google.com/+Teachlr LinkedIn: https://www.linkedin.com/company/teachlr Instagram: https://instagram.com/teachlr?ref=badge Our Blog: https://blog.teachlr.com/

NIU is seeking a Research Associate to research faculty development-related teaching tools and technologies, acquire, and manage them for the Faculty Development and Instructional Design Center. POSITION: 12-month full-time, supportive professional staff position RESPONSIBILITIES Research faculty development-related teaching tools and technologies, acquire, and manage them for the Center. Assist faculty development staff with special projects and programs such as teaching effectiveness institutes, teaching assistant orientation, teaching with technology institute, etc. Offer high-level individual and group training and consultations to faculty development staff on emerging faculty development tools and technologies to help them assist faculty. Oversee issues related to management and analysis of faculty development program and consultations data, and prepare progress reports. Facilitate interactions between the Center and other units on campus on faculty development needs, and identify opportunities for improving the operations of the Center. Research faculty development centers at other universities, develop peer benchmarks on programs, tools, and technologies, and assist the Center with implementing similar efforts. Assist faculty with unique faculty development needs related to teaching, technology integration, professional development, etc. Manage center’s specialized productivity tools and technologies, and develop tutorials and documentation to assist Center staff as necessary. Represent the Center in faculty development-related committees and groups within the university. Work closely with the Director and Center staff on various activities as assigned. REQUIRED SKILLS Master’s degree in computer science, instructional technology or related fields is required. At least 1-year experience in managing and participating in multiple projects in both lead and support roles, and solving unique problems is required. At least 1-year experience with instructional technologies and pedagogies in a higher education environment is required. Ability to research emerging faculty development related teaching tools and technologies and train others is required. Experience using Windows, Mac, office productivity tools, database tools, and online teaching tools for faculty development purposes is required. Excellent communication skills, planning and organizational abilities, problem-solving skills, and ability to work collaboratively and collegially in a team environment are required. Ability to diagnose and resolve problems related to range of teaching tools and technologies is required. Experience designing and disseminating tutorials and informational materials is required. PREFERRED SKILLS Doctoral degree or experience teaching in a higher education environment is preferred. APPLICATION Send a letter of application, resume, and names and contact information for three recent professional references related to the position by May 25, 2014 to facdev@niu.edu The position will remain open until filled. This is a campus search, but applications received from outside the campus will also be considered. Contact (815) 753-0595 or facdev@niu.edu for more information. In compliance with the Illinois Campus Security Act, before an offer of employment is made, the university will conduct a pre-employment background investigation, which includes a criminal background check. In accordance with applicable statutes and regulations, NIU is an equal opportunity employer and does not discriminate on the basis of race, color, national origin, ancestry, sex, religion, age, physical and mental disability, marital status, veteran status, sexual orientation, gender identity, gender expression, political affiliation, or any other factor unrelated to professional qualifications, and will comply with all applicable federal and state statutes, regulations and orders pertaining to nondiscrimination, equal opportunity and affirmative action. NIU recognizes Dual Career issues.

On April 16th, five Globe University-Sioux Falls medical assistant students attended the KEEP Event for the National Kidney Foundation. The event was held at Our Saviors Lutheran Church in Sioux Falls. Program chair Amy Zobel was also in attendance with graduate Elizabeth Enderson. Members of the community are screened for kidney disease at KEEP events, which is free and open to the public. They are directed through stations that check weight, body mass index, blood pressure, urine, and nutrition, before patients are directed to speak with their providers and doctors on kidney disease. Eighty-eight people were screened at this particular KEEP event, and 92% were found to have health conditions that may lead to kidney disease. "This event was really helpful in preparing our communication skills with patients. At our booth, we were responsible for giving patients directions for the urine test by handing out cups and wipes. It also prepared us for our microbiology and urinalysis class in the future. I will definitely attend this event again!" said medical assistant student Johana Gebregiorgis. "The KEEP event was a lot of fun and everyone was so nice! We had just learned about urinalysis in class, so attending this event was really beneficial and gave us great real-world experience. We were even invited to the KEEP Walk in June and may volunteer there too." said Markisha Webbs. "It’s great to see the students get involved and help out a great organization like the National Kidney Foundation. They always provide great hands on experiences for students!" said program chair Amy Zobel. There will be another KEEP event held in Fort Thompson, South Dakota on Thursday, June 11th. This event is also free and open to the public. Medical assistant students and their Program Chair attend a KEEP event in Sioux Falls. The post Medical Assistant Students Attend the KEEP Event for National Kidney Foundation appeared first on Globe University Blog.

NIU is seeking an Instructional Design Coordinator to join the Faculty Development and Instructional Design Center to offer training programs and high-level individual and group consultations on instructional design and course transformation suitable for both classroom and distributed learning. POSITION: 12-month full-time, supportive professional staff position RESPONSIBILITIES Keep current with emerging pedagogies and instructional best practices. Offer high-level individual and group consultations on instructional design and course transformation suitable for both classroom and distributed learning. Develop and deliver training programs on instructional tools and techniques including distributed learning quality assurance for faculty, teaching staff and teaching assistants. Design and develop quick guides, informational materials, and tutorials on emerging teaching and learning techniques for the Center. Contribute to the planning and assessment activities of the Center. Design, implement, and maintain online quality assurance metrics for the Center. Maintain and further develop online and social media communications for the Center. Collaborate with Center staff on various programs, resources and services offered by the Center. Represent the Center in teaching and learning-related committees internal and external to the institution. Work closely with the Director and Center staff on various activities related to the mission of the Center as assigned. REQUIRED SKILLS Master’s degree in instructional technology, computer science or related fields is required. At least 1-year experience with learning management systems and online pedagogies suitable for a higher education environment is required. Knowledge of instructional design principles, pedagogical techniques, and use of instructional technologies suitable for a range of teaching and learning modalities is required. At least 1-year experience in the design, development and delivery of tutorials on instructional best practices suitable for a higher education audience is required. Ability to prepare and disseminate informational materials through the web and social media is required. Excellent communication skills, planning and organizational abilities, problem-solving skills, and ability to work collaboratively and collegially in a team environment are required. Experience using Windows, Mac, office productivity tools, online teaching tools, and social media tools for teaching purposes is required. Knowledge of online course quality assurance standards and review process is required. Experience designing and maintaining web communications is required. PREFERRED SKILLS Doctoral degree or experience teaching in a higher education environment is preferred. APPLICATION Send a letter of application, resume, and names and contact information for three recent professional references related to the position by May 25, 2014 to facdev@niu.edu The position will remain open until filled. This is a campus search, but applications received from outside the campus will also be considered. Contact (815) 753-0595 or facdev@niu.edu for more information. In compliance with the Illinois Campus Security Act, before an offer of employment is made, the university will conduct a pre-employment background investigation, which includes a criminal background check. In accordance with applicable statutes and regulations, NIU is an equal opportunity employer and does not discriminate on the basis of race, color, national origin, ancestry, sex, religion, age, physical and mental disability, marital status, veteran status, sexual orientation, gender identity, gender expression, political affiliation, or any other factor unrelated to professional qualifications, and will comply with all applicable federal and state statutes, regulations and orders pertaining to nondiscrimination, equal opportunity and affirmative action. NIU recognizes Dual Career issues.