EdTech: David McCool of Muzzy Lane On How Their Technology Will Make An Important Positive Impact On Education
The key takeaway for education companies aspiring to make a positive social impact through technology is clear: user involvement is not an optional step but the foundation upon which effective solutions are built.
In recent years, Big Tech has gotten a bad rep. But of course, many tech companies are doing important work making monumental positive changes to society, health, and the environment. To highlight these, we started a new interview series about “Technology Making An Important Positive Social Impact”. We are interviewing leaders of tech companies who are creating or have created a tech product that is helping to make a positive change in people’s lives or the environment. In this particular installment, we are talking to leaders of Education Technology companies, who share how their tech is helping to improve our educational system. As a part of this series, I had the pleasure of interviewing David McCool, CEO and President of Muzzy Lane.
David McCool is president and CEO of Muzzy Lane, a global edtech leader in educational simulations, providing content and tools to support the transition to skills-based learning and training. Since founding the company, Dave’s goal has been to build technology that empowers authors to create compelling online experiences and helps students practice skills with guidance and feedback. Dave graduated from MIT with a BSEE and was previously founded and involved in two successful startups. He can be reached at dave@muzzylane.com or LinkedIn.
Thank you so much for joining us in this interview series. Before we dive in, our readers would love to learn a bit more about you. Can you tell us a bit about your childhood backstory and how you grew up?
My childhood was marked by frequent relocations due to my father’s changing career path. I was born in New York and spent my early years on Long Island until I turned six, when my family moved to Westchester, New York. I began my education in Catholic school, but in second grade, financial constraints forced us to switch to public school in an area marked by racial tensions.
In 1976, after a series of unsuccessful entrepreneurial ventures, our family uprooted to Green Bay, Wisconsin, where my father had secured a job at Shopko, a department store chain. This major move was met with mixed feelings, but over time, our family embraced the warmth and friendliness of the Midwest.
I grew up with an older sister and a younger brother and my mother primarily focused on managing our household. Despite the initial challenges, our transition from the hustle and bustle of New York City to a more Midwest-oriented lifestyle became a defining aspect of my childhood.
Can you share the most interesting story that happened to you since you began your career?
One of the most captivating chapters in my career unfolded during my tenure at Shiva Corporation, a network peripherals company, in the late 1980s. It was a time of expansion in the telecommunications industry, and the company made a bold move to establish an office in France, driven by the necessity to align with global standards set by the CCITT standards body in France. To navigate the intricate process, Shiva sought the expertise of Jean-Pierre Boitfluke, a larger-than-life personality with a wealth of experience in guiding networking companies in the United States through similar endeavors. I was chosen for this adventure due to my ability to bridge the technical and interpersonal aspects of the job.
With a small team of two or three people, we embarked on a week-long journey to France, where our mission was to set up and staff the nascent office. It was an immersive plunge into the French working culture, a world apart from the one we were accustomed to. Our base was the charming town of Valbonne, nestled near Sophia Antipolis in the south of France, a place familiar to those who have seen the movie French Kiss, starring Kevin Kline and Meg Ryan. What made this experience truly special was that my wife, Katie, accompanied me, and we wholeheartedly embraced the adventure together.
Our daily routine was a delightful blend of work and leisure. Mornings were dedicated to business matters, while lunchtime saw us in animated discussions with vendors over wine. The afternoons were for more work, but our day invariably culminated in a beachside meeting, as we wrapped up the day’s affairs with a drink in hand, with the sound of the waves serving as our background music.
Perhaps the most intriguing part of this journey was the offer we received to extend our stay in France for a whole year. However, we decided to decline this once-in-a-lifetime opportunity due to Katie’s pregnancy with our first child, Maggie. Looking back, not seizing the chance to live in France for an extended period remains one of our enduring regrets.
Another most amusing and intriguing career experience I had was when I worked as an engineer at Shiva, I was known for being the engineer who could effectively communicate with non-technical people, which meant I often accompanied our sales team on customer site visits, whether it was for initial sales pitches or troubleshooting issues. I always volunteered for these opportunities because I loved to travel, so it was a win-win situation — the salesperson handled all the logistics, from travel arrangements to dinner reservations, while I got to enjoy the ride.
None of us are able to achieve success without some help along the way. Is there a particular person who you are grateful towards who helped get you to where you are? Can you share a story about that?
I am immensely grateful to Frank Slaughter and Dan Schwinn, the founders of Shiva, who played pivotal roles in shaping my career. Our connection goes back to my college days, where we built a strong friendship at MIT. The linear trajectory of my career, from MIT to Shiva and then Aptus, was largely due to their influence. When they founded Shiva, they approached me to join their venture, marking the beginning of my journey in the tech industry. I vividly remember Frank’s invitation to work for them. While I was already employed at MIT, I gladly accepted the opportunity. They provided me with every chance to grow within the company, entrusting me with responsibilities such as embedded software programming for various hardware projects. This journey took me from being an employee to becoming a business manager and ultimately a vice president.
When I, along with two colleagues from Shiva, embarked on the venture to start Aptis Communications, Frank played a crucial role in supporting us. He not only became our initial seed funder but also offered bridge funding until our first venture capital round materialized. Frank’s continued engagement extended to serving on our board, maintaining our relationship throughout the years.
Today, I am grateful for the enduring connections with Frank and Dan. Dan followed his passion for aviation and founded Avidyne, a company specializing in avionics for small planes, making high-end technology accessible to private plane owners. Meanwhile, Frank continued to make significant contributions in the entrepreneurial world, partnering with venture capitalists and engaging with various startups, even extending his support to Muzzy Lane through debt financing. Their unwavering support and mentorship have played a crucial role in my career accomplishments, and I’m fortunate to still be connected with them today.
Can you please give us your favorite “Life Lesson Quote”? Can you share how that was relevant to you in your life?
The quote that has resonated with me throughout my life isn’t a conventional “life lesson” quote but more of a personal mantra that I often recall. I think about the idea of pretending that everything is easy. To me, the most detrimental thing is deciding that something is impossible or beyond reach. I firmly believe that almost anything is achievable if you maintain focus, persistence, and dedication to the task at hand. It’s a mindset that keeps me motivated, ensuring I don’t get bogged down in doubts or thoughts of how difficult something might be.
This perspective has a profound impact on my life today. When faced with challenges, whether in my career or personal life, I approach them with the belief that I can conquer them. It’s a mindset that encourages me to stay committed and unwavering in my pursuit of a goal. I’ve often joked with a saying from my college days, “You can learn anything in 11 hours.” While it might sound like procrastination, it was born out of a determination to make the most of our time. We were students juggling work and academics, and we often had to delay our schoolwork. The 11-hour rule was a testament to our ability to focus intensely when the pressure was on. This mindset of tackling challenges head-on and believing in our capacity to learn quickly has stayed with me and continues to be relevant in my approach to life today.
You are a successful business leader. Which three character traits do you think were most instrumental to your success? Can you please share a story or example for each?
Three character traits have played a pivotal role in my journey towards success. The first, and perhaps the most significant, is my unwavering persistence and belief in the idea that almost anything can be accomplished. This trait has been the cornerstone of my career. I refuse to dwell on doubts about whether a task is achievable, wasting energy on its feasibility, or worrying about the opinions of others. Instead, I approach challenges head-on, confident that there is a solution, no matter how complex the problem. My career as a software engineer for over two decades has been a testament to this persistence. I’ve encountered numerous obstacles and technical issues that have required unrelenting problem-solving. I approach each challenge from different angles, constantly seeking solutions, because I firmly believe that every problem has a solution. This unshakable mindset has been a driving force in overcoming obstacles and achieving success.
As an engineer with a strong technical foundation, I’ve found that my ability to bridge the gap between the technical aspects of a project and the human element has been an invaluable asset. I possess a deep understanding of software and engineering, coupled with the ability to effectively communicate with people about their needs, goals, and challenges. This unique combination of skills, blending technical expertise with strong interpersonal skills, is not common in the field I work in. It has allowed me to be both a proficient engineer and a relatable communicator. This duality has been a powerful tool in my career, enabling me to navigate the complex landscape of technology while effectively understanding and addressing the needs and aspirations of the people I work with.
The third essential character trait is my ability to work effectively with people, defuse situations, and build productive relationships. While I acknowledge that I’m not perfect in this regard, I continually strive to establish connections and make individuals feel valued and included. This skill is particularly important when working collaboratively and managing diverse teams. It has played a significant role in fostering cooperation and synergy among colleagues, contributing to a positive and productive work environment.
Ok super. Let’s now shift to the main part of our discussion about the tech tools that you are helping to create that can make a positive social impact on our educational systems. To begin, what problems are you aiming to solve?
In the early days of Muzzy Lane, our vision was grounded in the realization that the world of education was increasingly intertwining with the expansive realm of software. Witnessing the growing reliance on software for instruction and assessment, I couldn’t help but find it disconcerting how these tools, instead of realizing their potential, were reduced to mere PDF versions of printed materials that lacked the innovation we knew was possible. Even in conversations with influential figures like Anant Agarwal from edX, it became evident that if education was to be delivered through software, a significant improvement beyond the limitations of PDFs was not only possible but imperative.
Our initial mission at Muzzy Lane was clear: leverage our expertise as adept software engineers to craft products that could bring transformative power to the educational landscape. We aimed to create software that would not only be an integral part of teaching and learning but would also be as engaging as the most captivating video games. This commitment to excellence was encapsulated on a plaque in our office that laid out a fundamental company goal: our content should be a core component of the curriculum.
Over the last three years, our collaboration with Education Design Lab (EDL) and evolving global dynamics has broadened our horizons. We’ve come to recognize that the focus shouldn’t solely be on refining existing systems in higher education and K-12; instead, our mission has expanded to explore new possibilities and vistas. Our newest venture is SkillBuild by Muzzy Lane, a series of short online courses to help higher education institutions, employers, and learners develop, assess, and verify soft skills such as critical thinking, collaboration, oral communication, and resilience. SkillBuild uses role-playing simulations to create experiential learning activities.
The question we grapple with now internally goes beyond the confines of traditional education. We’re no longer solely asking, “How can we make existing systems better through software?” Instead, we’re challenging ourselves to consider, “How do we use software to automate assessment, instruction, and provide a superior educational experience at a lower cost for those who aren’t part of the current system?” This introspection has led us to address a crucial concern: the risk of only reaching individuals already served by the current system, leaving behind those who are underserved.
When contemplating the social impact of our work today, our focus has shifted towards inclusivity: How many individuals excluded from the traditional education system can we reach? The solution to this question revolves around delivering an extremely economical educational experience, possibly funded by workforce development boards from federal, state, and county funds, and providing a credential that incrementally improves job prospects. Recognizing the broader societal implications of our technological endeavors is a consideration that occupies my thoughts constantly, and I know that my colleagues share this ongoing commitment to expanding educational opportunities and making a positive impact on a wider scale.
How do you think your technology can address this?
When I think about the positive social impact of our technology on the educational system, I firmly believe that its affordability is a critical factor in addressing the accessibility gap. The advancement of technology, as witnessed in most markets, contributes to lowering costs. Education, I contend, is no exception to this trend.
I don’t view our technology as a replacement for teachers; rather, it serves the critical role of reaching learners who may not have access to an affordable live teacher or a comprehensive program with continuous live instruction. I see our technology as a provider of meaningful online experiences that addresses this accessibility gap. These experiences not only deliver authentic assessments but also furnish learners with the durable skills and credentials necessary for improving their lives. The key lies in the affordability our technology brings to the table — a low price point that renders it directly available to a broad audience. For instance, a $50 investment in a critical thinking credential can significantly impact individuals who might otherwise struggle to afford traditional educational avenues.
Moreover, this modest price point doesn’t just benefit learners; it also makes our initiatives more attractive to potential funders, be they government entities, nonprofits, or foundations. The appeal of an affordable price tag allows funders to stretch their dollars further, maximizing the impact of their contributions. This, in turn, amplifies the potential for positive change on a larger scale.
Consider the landscape of available grant funding and the ongoing efforts in the education technology space. Our focus is on structuring better educational experiences, refining assessment methodologies, and making credentials more accessible. The ultimate goal is encapsulated in the question: “Is it better structured, better assessed, simpler, more available for credentialing?” Through these considerations, we strive to not only democratize access to education but also create a ripple effect where limited resources can go a long way in fostering positive change within the educational ecosystem.
Can you tell us the backstory about what inspired you to originally feel passionate about education?
My passion for education was deeply rooted in my enduring love for history and political science. While I initially contemplated pursuing a history major in college, the practicality of such a choice at MIT led me to focus on programming, and I graduated with an electrical engineering degree. Yet, my fascination with history persisted, and I always sought opportunities to integrate my programming skills with my passion for historical and political subjects. After briefly delving into networking, I seized the chance to align my work with my true interests.
A pivotal moment arose when I began exploring the intersection of historical strategy games and education. Having spent considerable time immersed in these games, I recognized their potential as powerful educational tools. An idea took shape: — What if we could adapt these entertaining historical strategy games for educational purposes? The prospect of learning about history, geography, and religion through immersive gaming experiences intrigued me. Motivated by this vision, I embarked on the journey that would lead to the creation of our first product, “Making History.”
The endeavor was a fusion of my programming expertise and a genuine desire to contribute meaningfully to the field of education. We envisioned crafting educational experiences that seamlessly blended my interests in history, political science, and international relations with the capabilities of software development. Although our foray into education technology may have seemed ahead of its time — roughly 15 years earlier than the mainstream wave — we were convinced of its inevitable emergence. To us, education appeared ripe for transformation, and the synergy of history and programming offered a unique and compelling avenue to make a lasting impact.
How do you think your technology might change the world?
When contemplating the potential impact of Muzzy Lane’s technology on the world, my perspective revolves around the transformative power of credentials. With SkillBuild, learners practice and master the soft skills employers are looking for, then earn a microcredential they can showcase on their resumes. Employers can also integrate these courses into their learning and development programs to support employees in upskilling or reskilling. Higher education institutions can also incorporate SkillBuild as they transition to more skills-based programming.
Success, for us, would mean witnessing a growing number of individuals acquiring credentials, not just through SkillBuild, but also by utilizing our authoring tools to create similar experiences across various fields such as nursing, medical assisting, and project management. The ultimate goal is to channel these credentials into the hands of the approximately 41 million individuals with some college experience but no degree, providing them with a pathway to ascend the economic ladder. Envisioning a future where about 75 million disadvantaged adults secure good jobs within the next decade, our impact lies in contributing at least some of the credentials that catalyze this socioeconomic shift.
However, my skepticism prompts me to play the devil’s advocate. If there are indeed solutions, as seemingly simple as the widespread adoption of credentials, why hasn’t this transformation already occurred? I grapple with the idea that, perhaps, there are more complex forces at play than the overarching narrative suggests. The challenge lies not just in the technology we provide but in understanding and addressing the multifaceted factors that contribute to the current state of educational and economic disparities. As we navigate this landscape, our commitment remains steadfast to creating tools and content that have the potential to unlock opportunities and empower individuals, but the road to widespread change may be more intricate than meets the eye.
Keeping “Black Mirror” and the “Law of Unintended Consequences” in mind, can you see any potential drawbacks about this technology that people should think more deeply about?
Regarding potential drawbacks of our technology, I find fewer immediate concerns akin to the unforeseen repercussions of social media or the potentially dystopian scenarios associated with AI. However, a prevalent topic of discussion within our team revolves around the possibility that microcredentials may unintentionally promote inequality. The worry is that despite the strides in educational advancements, the benefits may disproportionately favor those already advantaged, potentially exacerbating existing disparities. Barriers such as cost, the necessity of owning a computer, or the prerequisite of enrollment in a two- or four-year academic program could hinder access for disadvantaged individuals.
The crux of the concern lies in the inadvertent reinforcement of inequality. If microcredentials become intertwined with degree paths and prove challenging to obtain independently, there’s a risk of perpetuating a system where advantages concentrate among those who already possess degrees. This unintended consequence could counteract the initial objective of democratizing education. As a for-profit entity in the edtech space, I acknowledge that venture-funded startups may prioritize reaching individuals who offer more immediate returns, potentially leaving behind those already facing disadvantages.
This apprehension echoes industry-wide, with many expressing concerns that the positive impact of microcredentials could unintentionally reinforce existing privileges instead of dismantling barriers. As we navigate these intricacies, my commitment remains steadfast in creating technology that fosters inclusivity and empowerment, striving to avoid the unintended consequence of deepening existing disparities.
How do you envision the landscape of education evolving over the next decade, and how does your technology fit into that future?
Envisioning the trajectory of education in the coming decade, three discernible trends stand out to me, and I am confident of their continued growth.
First, education will undoubtedly become more entrenched in the online sphere. The shift towards digital learning has been palpable, and this trajectory is poised to persist, shaping the way individuals access and engage with educational content.
Second, the landscape of educational pathways will diversify significantly. Unlike the traditional model where one’s academic journey was largely confined to associate’s, bachelor’s, master’s, or PhD tracks, the future promises a more varied array of programs. This diversification is already evident with the proliferation of boot camps and the emergence of comprehensive multi-credential pathway programs, offering learners a broader spectrum of options.
Finally, the paradigm of education will become increasingly self-directed or self-paced. Learners will have the autonomy to guide their own learning experiences, marking a departure from instructor-mediated programs. This shift towards self-directed education aligns with the evolving needs and preferences of students seeking more personalized and flexible learning journeys. A notable example is the surge in online enrollment at community colleges, signaling a growing inclination towards self-directed learning even within traditional educational institutions.
Here is the main question for our discussion. Based on your experience and success, can you please share “Five things you need to know to successfully create technology that can make a positive social impact”? (Please share a story or an example, for each.)
1 . Identify your audience.
- Understand who you are serving.
- Recognize the demographic or community that your technology aims to impact.
2 . Define challenges and solutions:
- Pinpoint the challenges faced by your target audience.
- Determine which challenges your technology will address and solve.
3 . Collaborate effectively.
- Acknowledge that solving complex problems often requires collaboration.
- Identify key collaborators or partners essential to addressing the identified challenges.
4 . Focus on impact measurement.
- Develop a strategy for measuring the impact of your technology.
- Establish clear metrics and evaluation methods to assess the effectiveness of your solution.
5 . Prioritize user involvement.
- Ensure the involvement of end-users in the design and development process.
- Learn from user feedback to create solutions that genuinely meet their needs and preferences.
In the realm of education technology, there is a prevalent challenge that often goes overlooked — the tendency to design solutions without actively involving the end-users in the process. Muzzy Lane’s journey echoes this sentiment, with a recognition that successful products necessitate more than just technical brilliance. Early in our history, we encountered the pitfalls of creating products that, although valuable in theory, proved cumbersome for educators. These products, loaded with standards mapping, implementation guides, and teacher handbooks, demanded too much from an already overwhelmed teaching community.
This trend extended beyond our experiences, highlighting the risk of detached product development. We saw one company’s attempt to integrate their highly successful commercial game into education, despite an $8 million investment, fail spectacularly. The oversight was clear: a failure to engage with the end users — the teachers — and understand the practical challenges they face.
Our pivotal realization came during a Gates grant investigation in 2014–15. The inquiry centered on understanding our users, their needs, and the practical constraints within educational settings. This introspective journey taught us invaluable lessons: prioritize solutions that seamlessly integrate with existing curricula, empower educators by providing content control, ensure accessibility across devices, and establish integration with learning management systems (LMS).
The key takeaway for education companies aspiring to make a positive social impact through technology is clear: user involvement is not an optional step but the foundation upon which effective solutions are built.
In the realm of EdTech, there’s often data collection involved. How do you ensure the ethical handling of user data, especially when it concerns students?
In addressing the critical issue of ethical handling of user data, particularly when it involves students, I see this matter in two distinct dimensions.
The first revolves around the fundamental principle of not engaging in unethical practices. It’s a simple dictum: Don’t be evil. This entails companies refraining from exploiting user data for unintended purposes, like selling it or leveraging it in ways that compromise privacy. The second facet involves robust security measures. It’s imperative for companies to take data security seriously, guarding against both internal misuse and external threats. While data breaches make headlines, it’s my belief that the more pervasive issue lies in companies unethically harnessing user data for profit.
At Muzzy Lane, we adhere to a straightforward philosophy: we only possess the data users willingly provide, and that data remains encrypted, accessible solely to the user, and untouched by prying eyes.
A thought-provoking aspect of this discourse is the incidence of data misuse by profit-driven companies versus security breaches. My intuition tells me that unethical data uses are more pervasive than security lapses, and I believe that if companies ceased to behave unethically, a significant portion of the problem could be eradicated. This prompts a broader societal question about the ethics of data use for profit, especially within the context of education.
As for potential vulnerabilities in our system, the risk is inherently associated with the open nature of the internet. While we guard against unauthorized access and diligently protect data, the nature of web development introduces an unavoidable exposure. The content created on our platform, despite encryption and secure storage, faces the inherent risk of being accessed or copied. It’s a delicate balance between providing accessible content and safeguarding intellectual property.
If you could tell other young people one thing about why they should consider making a positive impact on our environment or society, like you, what would you tell them?
Personally, I believe many of us, at some point in our lives, seek a higher purpose beyond mere financial pursuits. It’s about finding that intrinsic motivation that resonates with your values and beliefs. Beyond spending a lifetime merely selling products or services, there’s a profound sense of fulfillment in contributing to a greater good.
For me, the motivation stems from an innate empathy, a recognition that witnessing others in distress evokes a sense of distress within me. Consequently, the idea of contributing to alleviating that distress becomes a driving force. The prospect of using one’s skills, resources, or influence to make a positive difference is not only altruistic but also deeply personal. However, it’s crucial to acknowledge that this perspective might not universally resonate with everyone. Motivations for making a positive impact vary widely among individuals, and it’s essential for each person to identify what inspires and fulfills them on a personal level.
Is there a person in the world, or in the US with whom you would like to have a private breakfast or lunch, and why? He or she might just see this, especially if we tag them. :-)
It would undoubtedly be Richard Haass, the director of the Council on Foreign Relations (@RichardHaass). Among all the experts who share insights on global affairs, which happens to be one of my passions, I consider him to be the most astute. Whenever I catch him on shows like Fareed Zakaria’s GPS, I make it a point to watch because of the depth of his knowledge and analysis.
I’ve always harbored a keen interest in understanding the intricacies of international relations, which led me to pursue security studies at MIT during my graduate school years. Questions about the international order and how states interact, respond to threats, and navigate the anarchic global landscape have always fascinated me. Being an engineer by training, my inclination is towards exploring the theoretical aspects and contemplating whether we can model or simulate these complex dynamics. Richard Haass, with his profound insights, would be the ideal person to delve into these discussions and gain a more nuanced understanding of the world’s political intricacies.
How can our readers further follow your work online?
Thank you so much for joining us. This was very inspirational, and we wish you continued success in your important work.
Thank you for the opportunity. I will leave you with this final thought: The notion that everyone should pursue a traditional college education, a sentiment prevalent during my generation’s upbringing, has proven detrimental for many. The current landscape demands alternatives that empower individuals to carve their own paths, pursue their aspirations, find the job they want, and foster personal growth. It is essential to dismantle the barriers that hinder individuals from charting their course and obtaining the credentials they need. The mission is clear: facilitating a more inclusive and personalized approach to education and credentialing that enables individuals to live their dreams and achieve their professional goals.
