Solutions

Reactored Details

Description: Reactored is an e-learning platform focused on languages. It offers interactive and gamified online courses for individuals and organizations. Their courses cover various subjects, including business, technology, and personal development.

Type: Private EdTech company, for profit

Ownership: Founders, partner organisation and private investors, 100% in Finland

Organisation size: Micro-entreprise

Operational in: Vietnam, Thailand, India, Myanmar, Philippines

Serving: Secondary schools and VET

Technology Type and Infrastructure Requirements: Cloud-based learning environment, low device specifications

User Competencies Developed: Language skills, profession-based language education

Connection Required: No offline version is available but roadmap has been made for this to be added

Contact: Kari Savolainen, CEO, Sales kari.savolainen@reactored.com
Reactored logo

1. WHY

What does the solution provide: an e-learning platform covering various subjects

2. WHO FOR

The solution can be used by/serves: Secondary schools and VET

3. HOW TO IMPLEMENT

Resources needed for implementation/ Offline accessibility: Currently no offline access

Solution

 

Read the interview of Kari Savolainen, the CEO of Reactored

 

What specific education challenge is this solution trying to resolve?

Learning another foreign language is where we help. With the help of new specific language skills, the potential for promoting your career will increase. This is how we bring new routes to people to come to work in other countries.

Where does this solution fit into a global or local (digital) educational landscape?

We want to enable learning relevant language skills even when the teacher is not present. It takes time for one teacher to teach a group of students, and we are pushed forward to scaling the teacher's skills to facilitate learning.

The teacher shortage is a big problem globally. In language teaching, one teacher's work can be scaled by using a high-quality digital solution as support.

Making the study material is another thing that we want to change. You don't have to make it so difficult. Content can be customizable and personalised quickly with the help of artificial intelligence.

What we get from our customers as positive feedback is cooperation between teachers and the development of the solution. If the organisation uses solution, all teachers will shape and finetune it in the same workspace and it is easier to implement a uniform curriculum.

How does your solution work, especially for new users?

The teacher makes a group for the students and either chooses the course to use, or he can also make a new course with the help of templates. You can also edit ready-made courses. The teacher creates accounts for students, sends a link to the group, and all the desired materials are visible to the students.

Information related to studying is automatically stored for the teacher, and checking and evaluating the information can be done in real time. The teacher can also choose the languages ​​that students can study, and the menu can be adjusted at the personal level.

How well-known, popular, or used is the solution in Finland? (To what do you attribute this success?)

We have about 50,000 users and we are trying to raise awareness all the time. In Finland, our solution is particularly aimed at immigrants. The Finsku solution, where Ukrainian, Russian or English-speaking people can study Finnish, has 21,000 users, and adding 1000 new users a week. Access is free and the target audience and the need is clear.

Our domestic customers bring steady turnover and are a significant springboard abroad. The number of users is good, and the user base is from different school levels from elementary schools to universities. Finsku also brought more visibility.

How safe is it to use this solution?

Security plays an important role in our solution. We must be able to enable use without collecting personal data, as schools often do not want to share it. If you do not want to use email, you can log in with a running code without personal information for your entire teaching and study journey. In addition, Finland is compatible with, e.g., MPASSID and Moodle.

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User

Who can use the solution, what is the user’s role when using the solution, and what kind of skills are required?

There are three user levels of the solution: Admin, teacher and student. There are also three types of client organisations: educational programs and educational materials (publishers, language entrepreneurs), recruiters, and elementary schools and educational institutions.

Basic digital skills and ability to use email and open attachments are the requirements. The bbility to read basic user manuals or instructions is recommendable.

The user roles vary: creator of content, using existing content, administrative management role, and learner.

Imagine a classroom setting: Describe the experience of the learners, teachers and other possible user types.

The teacher can modify and correct the details of the courses and share the courses for their group. The students begin to practise, and it is up to the teacher to watch the students study and possibly produce new material. The teacher may decide whether to view the students more widely or based on only one course.

The student's path can split into two ways. On a free-to-do path, the student is able to decide on his or her goals, for example by filtering for the goal B1, and the course menu is formed accordingly. A teacher-driven path is typically a guided lesson.

How are the users/teachers communicating with each other or building community in the context of/inside the solution?

We have a group chat where the teacher can give his/her group tasks as a text or as a voice message. A general group chat is being developed to be more feedback-style.

What kind of capacity building or system support is necessary to ensure the successful implementation and sustainability of the innovation?

Usually, we always start with onboarding. They can be ordered during the year as needed. We know how to build it so that everyone can utilise the material flexibly and efficiently.

 

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Scalability, Impact and Sustainability

Scale is a result of multiple successful implementations in a variety of contexts. How can the solution be scaled up to reach a larger number of learners and schools?

It's true, I totally agree! The challenge of scaling has been that it has required a lot of onboarding training. We are responding to this by creating a low-entry role, which means that teachers can create courses using artificial intelligence. Course sharing has been made easier, for example, through WhatsApp for sharing or on a particular website. For us, it means more cloud space and lanes, and that we are not dependent on a Finnish server space, for example.

"Answer control" is a unique feature in our solution—the student has three ways to answer the teacher's question: speak, write, and multiple or organise. For many traditional teachers, moving to this has been demanding, but the students' experience has been positive.

Share an implementation success story/quote to describe your scalability.

Perhaps here I would like to share a big success story of when our high school education set first started in Vietnam. First, 400 students attended education under the guidance of Finnish and teachers in Finland, and later they came to Finland to do high school studies and start a new life in here.

Explain your Operational model / Business model

We sell school licences, covering teachers and students, or a user-specific licence. Education organisers often want a monthly invoice contract, which is determined by the number of users.

Is it possible for parents, teachers, schools, municipalities, governments, CSR/NGOs/Funds to become users/customers of your solution?

We mainly focus on B2B customers but there is a Lite version for B2C customers. Anyone can study or use a solution for teaching by paying a € 20 month licence fee.

What are your pricing plans / funding models like?

The monthly price is € 100 a month and the student-specific licence price from € 10 month, which depends on the number of users.

We have different pricing in the EU, US and elsewhere. We take into account the local price level in pricing, but we also take into account the costs.

How do you measure the impact, or effectiveness, of your solution?

Our impact is measured by the universities and teachers being happy to use the solution and the NPS (Net Promoter Score) being high. 21,000 Finsku users were signed up in one year, compared to the total of 40,000 Ukrainians in Finland. It's a big impact for us. In Finland, 10 schools have stopped using books and use only our solution, which brings them, for example, savings. We do user surveys and analyse data. We are thinking about what the measurement of impact could be in the future.

Does the user receive feedback on the impact of the solution after using it? If so, how?

A strong part of the solution is learning evaluation and feedback from the student's point of view. The teacher is able to see what choices the student makes between five areas, such as interaction, speaking, writing, and whether he or she is studying in a balanced way.

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Implementation and adaptation needs

They say innovation needs to be flexible, as it will look different over time. Describe the flexibility of your solution.

The decisive thing for us is that the student can influence his or her answer style. We have many technical features that are flexible. The evaluation was completely built for the school world, but our team was able to quickly build a new reporting system for recruitment customers. Routes always have to be thought of, but we strive for flexible solutions and features. The problem for which we start to tailor the solution must be big and scaled. Our solution is flexible for different technical devices.

What kind of adaptations are necessary when implementing the solution in a new location?

Language versions, intonations, images and cultures must be taken into account in small details. We try to react according to the situation.

How do you expand into new markets?

We have aimed to make the pilot phase very light to scale. The new version may be open per hour or week, depending on the time available to the counterparty when working together. The number of languages ​​or illustrations needed, or the country-specific requirements of technology can bring more work.

How has the solution been implemented and adapted?

Internationally compared, the biggest differences are caused by cultural differences. Even if management has made the decision to acquire, we need to work with the staff a lot. Even the kind of therapy work, when the digital solution is handed over, can be the most demanding part of the usual work-based ways of working, such as the transition from teacher work to automatic assessment.

Everyone always wants a lot of integrations like SSO, Canvas, Moodle and other big international platforms, and this is not a challenge for us. The biggest job for us is to convince information leaders and to get the organisation to use our solution. Naively we can think that this is progressing as we give the information manager access, but it may be that nothing happens. It often means additional work when you have to start completely over again. The biggest factor is the importance of onboarding for us and the opposing teams—we need to get a skilled team there to train more experts. Our Lite solution will help here too, and certain obstacles will disappear.

In the beginning, we used a well-known international photo library where the K18 filter was supposed to be active, but it was not, which caused trouble in primary school. Of course, we had to change the service we had at our disposal right away. And this concerned our operations globally.

 

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Ecosystem

Who are the necessary people and roles needed to ensure a successful implementation of your solution?

It's just like that! There must be partners trained, and although many times the presentation is in English, the "right" presentations occur in the local language and are hidden from us. You must be networked. Demos and conferences are important, and sometimes we can only afterwards hear which decision-makers have been present. Partners know local habits and can find committed teachers.

How can local innovators, startups or organisations collaborate with you or the solution?

We strive to start with a small one and focus on one particular area, such as a sixth class English theme. If it is a good experience, other people will realise it too. It's a laborious way, we talk for several months. We would also be happy to work with other solutions, for example in a pilot spirit, so that different experiences could be utilised.

How can local stakeholders, including educators, policymakers, and parents, be engaged in the implementation of the solution?

We strive to contact local schools directly. Edupartnerships are important.

How do you collaborate with the ministry?

In my opinion, small Finnish education companies should take more risks and require a certain amount in tendering. You want to participate in public tendering, but small businesses nowadays do not want to have anything to do with it, and growth does not occur.

How can the middleman help you?

Partners in these countries are largely necessary, taking care of hidden meetings and understanding the culture. With their help, we get to orders.

 

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