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Dealmakerz

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Dealmakerz Team

on 16 August 2010

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Transcript of Dealmakerz

DMZ helps people to learn how to turn their talent into real value. age: 7-99 Real life experience
Step-by-step
Fully personalized
Create
Deliver
Capture Our human resources. TOTAL OUTCOME of a process that solves more "problems" than it creates. /Sir Ken Robinson - TED talk: Bring on the learning revolution!/ 2c 4c 8c 16c 32c 64c $1 $2 $4 $8 $16 $32 $64 $100 $200 $400 $800 $1000 LEVELS Think for a moment about a child at play with dolls or action figures or Lego blocks. To the outsider, the play is likely
to look somewhat scattered: the child will be working fiercely one moment constructing a building or acting out a
story, and then just as abruptly the child will shift gears, knocking down what she’s built, or hurling dolls across the
room in gleeful enactment of imagined disasters. Whether the child has been exploring the physical nature of
things, her nascent understanding of familial and social roles, or obliterating everything she’s just accomplished, the
child at play is exercising freedom along five distinct axes:

1. freedom to fail;
2. freedom to experiment;
3. freedom to fashion identities;
4. freedom of effort; and
5. freedom of interpretation

Freedom to Fail: One doesn’t actually fail at play per se, but one is free to do things at play that would look like failure in other contexts. Think of the block tower that inevitably collapses, or the sand castle fated to disappear with the tide. At play the child has unlimited freedom to undertake such doomed enterprises, and learns as much about the nature of things from failure as from success. Every fall off a skateboard, every crumpled up drawing, every lost game of Candyland is a small failure. Fortunately, children at play don’t have adults looming over them, fretting about the cost of these failures, and so children are free to learn from failure and move ever closer to mastery of their world.

Freedom to Experiment: This correlates closely with the freedom to fail, but suggests in addition that within the play space the player has some room to maneuver and invent new approaches to whatever task is at hand. It isn’t sufficient that the child can build towers with blocks, but in fact she can engage in a wide array of activities with those blocks, experimenting with uses she has invented for herself. Experimentation would be meaningless without the ability to fail regularly, and the freedom to fail would amount to little if players were constrained in where they could seek that failure.

Freedom to Fashion Identities: At play, the child isn’t simply examining the nature of the physical and social worlds, but is also exploring her identity in those worlds. That identity is not a fixed thing, but rather something that is itself “in play.” Using dolls, a child will try out the roles of both mischievous child and stern parent. In fairy tales children imagine what it means to be a dragon, and what it means to slay one. The child is practicing when
to be aggressive, when cooperative, when assertive and when docile. Only by trying on these identities do children begin to define themselves.

Freedom of Effort: Watching children play tag, Peter and Iona Opie (1969) noticed that a child will run vigorously for 20 minutes to evade the tag, and then abruptly stop in the middle of the school yard to receive the tag. They moving l ear ni ng games forward 5 observed that children regularly exhibited this pattern of alternating between intense and relaxed play. It is easy to overlook this quality of play, but if we stop to imagine play in which a uniform effort is expected, we quickly sense the presence of a controlling adult.

Freedom of Interpretation: Learning about games and learning with games take place simultaneously. One cannot learn about or from games without engaging in their play, yet we must always remember that there is no “one” game: the individual, social, and cultural motivations of any player affect what is experienced through play and no two players ever experience the “same” game. This creates a challenge for those looking to games to provide a standardized context for learning. Kauffman Foundation
Junior Achievement Worldwide
Enterprise UK
National Foundation for Teaching Entrepreneurship
Center for Entrepreneurship Education & Development
Consortium for Entrepreneurship Education of value creation $298M -> 9,7M = $30,72/student $15M -> 0,3M = $53,60/student Changing the Way of Entrepreneurial Education Dealmakerz is a highly scalable game-based learning system Andrew (19) during the first 2 months of playing Dealmakerz:

-started 8 different businesses
-made $500 out of nothing
-discovered his talent
-learned how to turn it into real value
-and inspired 10 followers. The Problem The Story Imagine! Scale up Andrew's success to millions of young people X.000.000's The Solution real life activity + online system Addressing all the actual challenges: Methodology
& Technology In return:
an average member makes $10 out of nothing! The Co-Founders have 10+ Years Experience in
Progressive Entrepreneurial Ecosystem Development Daniel Varsanyi

Peter Nagy

Zsolt Bako
Team Marketing Next Step:
Global Entrepreneurship Week 2010 88 countries
18.000+ organizations
7.000.000+ participants Dealmakerz is the perfect tool to connect them! Price:
annual membership fee for organizations
$5/new member account Dealmakerz Bill Stokes

Laszlo Horvath Advisory board Organizations providing entrepreneurial education are facing several serious challenges all around the world... and imagine a new generation where value creation, problem solving and entrepreneurial thinking are standard skills. Customers School
programs No/Low Income
programs Intrapreneurship
programs Dealmakerz is a standalone learning system, compatible with almost any entrepreneurial education system Sales
Global Entrepreneurship
Week reach:

18.000+ organizations
7.000.000+ paricipants Organizations pay to join their members to Dealmakerz under their own brand with a white label solution Competition Startup Catalyzer LLC
www.dealmakerz.com
info@dealmakerz.org
Milestones 2010
Jul Seed Round
Sep USA Market Test
Nov Global Entrepreneurship Week

2011
Feb Turning on the Revenue Stream
Mar Series A Round
Jun 100.000 Paying Accounts
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It is a decentralized system
-the member organizations doesn't depend on each other
-but they can take advantage of the shared knowledge-base Universities High Schools Primary Schools Informal Education Corporations For-Profit Non-Profit & Foundations Associations Our unfair advatages -Crowdsourced knowledge-base accessible only for members
-Scalability -> No teacher needed to expand Our product may compete with some of the existing PRACTICAL education programs (like trainings and classroom excercises) BUT the nature of the entrepreneurial education market is mainly cooperative and not competitive.

Because of its simplicity and compatibility, Dealmakerz works well with almost any of the THEORETICAL education programs and most of the PRACTICAL ones. Dealmakerz is effective, compatible, measurable and FUN. http://www.linkedin.com/in/billstokes http://www.linkedin.com/pub/laszlo-horvath/0/91/a5a Chairman at Washington Network Group President and Owner at Active Media Co-Founder Co-Founder Co-Founder http://hu.linkedin.com/in/zsoltbako http://hu.linkedin.com/pub/peter-nagy/1a/6b5/6a7 http://hu.linkedin.com/in/dandealmaker Conclusion "Today we make very poor use of our talents." Dealmakerz helps for millions of people all around the world to
-discover their talent
-and learn how to turn it into real value. click the arrow
to next slide
1. Works for anyone, anywhere in the world
2. Gives a continous, practical learning experience
3. Highly anticipated by academic partners
4. Measurable analytical and statistical results
5. Extremely scalable
Full transcript