Transcript
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Copyright Clayton M. Christensen
Disrupting Class:How Disruptive Innovation Will Change
the Way the World Learns
Michael B. Horn
February 27, 2010mhorn@innosightinstitute.org
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Clayton M. Christensen2
Understanding how users experience life
Key reason why students motivation is weak isthat schools are improperly integrated:Instruction is typically uncoupled from
activities in which students can feel success
What jobs arestudents trying todo?
Be successful/progressHave fun withfriends
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Copyright Clayton M. Christensen
Sustaining and Disruptive Innovations
Performance
Time
Performancethatcusto
mers
canutilizeorabsorb
Paceof
Techno
logical
Progres
s
Sustainingin
novatio
ns
Incumbents nearly always win
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Copyright Clayton M. Christensen
Disruptive Innovations create asymmetric competition
Non-c
onsum
ersor
Non-
consumin
g
occasions
Differentmeasu
re
OfPer
forman
ce
Time
DisruptiveIn
nov
ations:
Competingag
ainst
non-consump
tion
Performance
Time
Sustaining
innovatio
ns
Incumbents nearly always win
60% on$500,000
45% on$250,000
40%on $2,000
20%
Performancethatcusto
mers
canutilizeorabsorb
Entrants nearly always win
Paceofp
erforma
nce
improvem
ent
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Copyright Clayton M. Christensen
Disruption in business models has been the dominant
historical mechanism for making things more affordable and
accessible
Today
Toyota
Wal-Mart
Dell
Southwest Airlines Fidelity
Canon
Microsoft
Oracle
Cingular
Community colleges
Apple iPod
Yesterday
Ford
Dept. Stores
Digital Eqpt.
Delta JP Morgan
Xerox
IBM
Cullinet
AT&T
State universities
Sony DiskMan
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Disruption of Toyota
6Copyright Innosight Institute, Inc.
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Copyright Clayton M. Christensen
Disruption in business models has been the dominant
historical mechanism for making things more affordable and
accessible
Today
Toyota
Wal-Mart
Dell
Southwest Airlines Fidelity
Canon
Microsoft
Oracle
Cingular
Community colleges
Apple iPod
Yesterday
Ford
Dept. Stores
Digital Eqpt.
Delta JP Morgan
Xerox
IBM
Cullinet
AT&T
State universities
Sony DiskMan
Tomorrow
Chery
Internet retail
RIM Blackberry
Air taxis ETFs
Zink
Linux
Salesforce.com
Skype
Online universities
Cell Phones
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Copyright Clayton M. Christensen 11Non-
consum
ersor
Non-
consumin
g
occasion
s
Differentmeasure
OfPer
formance
Time
Performance
Time
Pocket radios
Portable TVs
Hearing aids
Tabletop Radios,Floor-standing
TVs
Path taken byvacuum tubemanufacturers
Expensive failure results when disruption is framed in
technological rather than business model terms
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Proprietary,interdependentarchitectures:
Microsoft Windows;
Apple products
Different Systems
Architectures
02/14/10 Copyright Clayton M. Christensen 5
Modular, open
architectures
Linux; Dell PCs
Customization isvery expensive
Customization isstraightforward
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Copyright Innosight Institute, Inc.
We all learn differently Multiple intelligences
- Linguistic, Mathematical, Kinesthetic
Motivations/interests
Learning Styles- Visual, aural, playful, deliberate
Depends on subject/domain
Research in practice
- Scientific Learning
- CAST/Universal Design for Learning
- K12, Inc.
- All Kinds of Minds
- Renzulli Learning
Talents
- Giftedness is fluid
Aptitudes
Different paces- Fast, medium, slow
Ongoing neuroscience
research
- fMRI scans
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11Copyright Clayton M. Christensen
Conflicting mandates in the way we must teach
vs.
The way students must learn
Need for customization for
differences in how we learn
Standardization!! L
earningStyles
PacesofLearning
MultipleIntelligences
Interdependencies in the
teaching infrastructure
Temporal
Lateral
Physical
HierarchicalCustomization!!
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Copyright Clayton M. Christensen
Historically, most schools have crammed computer-
based learning into the blue space
Non-
consum
ersor
Non-
consum
ing
occa
sions
Differentmeasu
re
OfPer
forman
ce
Time
Performance
Time
Corecurriculum
Path taken by
most schools,foundations and
education softwarecompanies
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Copyright Innosight Institute, Inc. 14
Prime examples of non-consumption
Looming budget cuts and teacher shortages are an opportunity,
not a threat
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Copyright Innosight Institute, Inc.
School boards have been moving up-market to focus limited
resources in the new trajectory of improvement
Time
Importance
ofprogram
Time
German
Statistics
Psychology
Economics
Math
Science
Englishlanguage&literature
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Copyright Clayton M. Christensen
Perfect opportunity to implement online learning disruptively
Non
-consu
merso
rNon-
consu
ming
occasions
Time
Computer-bas
edlearning:
Competeagai
nstnon-
consumption
Politicalimportance
ofprogram
Time
German
Statistics
Psychology
Economics
Englishlanguage&literature
Science
Math
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Copyright Clayton M. Christensen
The substitution of one thing for another
always follows an S-curve pattern
% new
% new% old
.001
.0001
.01
0.1
1.0
10.0
09 11070503 13 15
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Copyright Clayton M. Christensen
Online learning gaining adoption
Enrollments up from 45,000 in 2000 to 1,000,000 in 2007
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Copyright Innosight Institute, Inc.
What are public schools doing?
46 states have some form of online learninginitiative
27 states have supplemental state-ledprograms
FLVS, Idaho Digital Learning Academy, MVU
At least 7 have 10K+ enrollments
Districts increasingly getting into the game
Serving nonconsumers: drop-out recovery, creditrecovery, advanced courses, home-schoolers
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Predictably improving
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Copyright Innosight Institute, Inc.
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Copyright Clayton M. Christensen
Disrupting Class:How Disruptive Innovation Will Change
the Way the World Learns
Michael B. Horn
February 27, 2010mhorn@innosightinstitute.org
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Copyright Clayton M. Christensen 7
Centralizationfollowed by decentralization: Computing
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Copyright Clayton M. Christensen 8
The decentralization that follows centralization
is only beginning in education
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Copyright Innosight Institute, Inc.
Practical implications Autonomous
Self-sustaining funding
Not beholden by the old metrics
Seat time!Mastery/Performance-based
Student: teacher ratio
Teacher certification
Human resources pipeline and professionaldevelopment
Broadband/wireless infrastructure
Portal/Based on usage and what works
Treatment and use of data
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Copyright Clayton M. Christensen
PROCESSES:
Ways of working together to
address recurrent tasks in a
consistent way: training,
development, manufacturing,
budgeting, planning, etc.
Why does an organizational model lock us in?
REVENUE FORMULA:
Assets & fixed cost structure,
and the margins & velocity
required to cover them
THE VALUE PROPOSITION:
A product that helps
customers do more effectively,
conveniently & affordably a
job theyve been trying to do
RESOURCES:
People, technology, products,
facilities, equipment, brands,
and cash that are required to
deliver this value proposition
to the targeted customers
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Copyright Clayton M. Christensen
PROCESSES:
Ways of working together to
address recurrent tasks in a
consistent way: training,
development, manufacturing,
budgeting, planning, etc.
PROFIT FORMULA:
Assets & fixed cost structure,
and the margins & velocity
required to cover them
THE VALUE PROPOSITION:
A product that helps
customers do more effectively,
conveniently & affordably a
job theyve been trying to do
RESOURCES:
People, technology, products,
facilities, equipment, brands,
and cash that are required to
deliver this value proposition
to the targeted customersBusiness units dont evolve.
Corporations do.
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Copyright Clayton M. Christensen
When launching disruptions, autonomy is key
Improve performance of each
component
Levelofchan
ge
VP VP VP VP
Autonomous
VP VP VP VP
Heavyweight
VP VP VP VP
Lightweight
VP VP VP VP
Functional
Product architecture: What are
the components, and which onesinterface with others?
Organizational modelin which
product is used
Change the specifications for
how components must fit
together
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Copyright Clayton M. Christensen
ManufacturingFood servicesMedical proceduresInstructionTextbooks; educationsoftware today
Value-adding
process
businesses
TelecommInsuranceEBayD-LifeEducation softwaretomorrow
Facilitated-
network
businesses
Transforming the content model
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Copyright Clayton M. ChristensenNon-con
sumers
orNon-
consu
ming
occasio
ns
Differentmeasure
OfPer
formance
Time
Performance
Time
Path taken byEducational
softwaredevelopers
The instructional materials business historically has been a
value-adding process business
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Copyright Clayton M. Christensen
Stages in instructional disruption
Different
measure
OfPerformance
Performance
Teacher-l
edcourses
Differentmeasure
OfPer
formance
Onlinecou
rses
Tutoring
tools
Little
Extensive
Degree
ofc
ustomiza
tion
Teacher-led
monolithic instruction
Online learning
Student-centric learning
facilitated user networks
St d t t i ft ill b
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Copyright Clayton M. Christensen
Student-centric software will be a
facilitated-network business
Non-con
sumers
orNon-
consu
ming
occasio
ns
Differentmeasure
OfPer
formance
Time
Performance
Modules
Custom classes
Tutoring
Facilitated Network: parents,
teachers, students, entrepreneurs
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Copyright Clayton M. Christensen
Assessment in todays monolithic system
Deliver content to students Testing & assessment Progress to next grade, subject,
or body of material
Receive results
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Copyright Clayton M. ChristensenCopyright Clayton M. Christensen
How should assessment work?
Deliver content to students Testing & assessment
Progress to next grade, subject,or body of material
Receive real-time
interactive feedback
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33Copyright Clayton M. Christensen
When education is not delivered in an
intrinsically motivating way,prosperity is an enemy to education
Why do we need to innovate?
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34Copyright Innosight Institute, Inc.
A case study of successful innovation in education:
The Florida Virtual School
Start small
Break the mold grant for $200K
What should it look like?
Unconstrained by old assumptions; what can we do with
this new medium? What is true in this world?
Experiment and learn from failure
Puzzle: who will want to use this?
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35Copyright Innosight Institute, Inc.
Key policies emerge Autonomous organization
Established in 2000 as independent educational entity
New value proposition
Freedom to create its rules and procedures and enter into
agreements with providers, hold patents, etc. as need beto fulfill its mission
Funding
Initially a line-item allocation
In 2003, self-sustaining model established
FL funding formula
Seat time!Mastery
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36Copyright Innosight Institute, Inc.
FLVS growth
0
50,000
100,000
150,000
200,000
1997
-98
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-200
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-01
2001
-02
2002
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FLVSEnrollments
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