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School of the Future: Lessons in failure How Microsoft's and Philadelphia's innovative school became an example of what not to do By Meris Stansbury, Associate Editor   Primary Topic Channel:  Tech Leadership   Students at the School of the Future when it first opened in 2006. <script language=JavaScript src="http://rotator.adjuggler.com/servlet/ajrotator/173768/0/vj?z=eschool&dim=173789&pos=6&abr=$scriptiniframe"></script><noscript><a href="http://rotator.adjuggler.com/servlet/ajrotator/173768/0/cc?z=eschool&pos=6"><img src="http://rotator.adjuggler.com/servlet/ajrotator/173768/0/vc?z=eschool&dim=173789&pos=6&abr=$imginiframe" width="300" height="250" border="0"></a></noscript> Also of Interest Cheaper eBook reader challenges Kindle Carnegie Corporation: 'Do school differently' Former college QB battles video game maker Dueling curricula put copyright ed in spotlight Campus payroll project sees delays, more costs <script language=JavaScript src="http://rotator.adjuggler.com/servlet/ajrotator/324506/0/vj?z=eschool&dim=173789&pos=2&abr=$scriptiniframe"></script><noscript><a href="http://rotator.adjuggler.com/servlet/ajrotator/324506/0/cc?z=eschool&pos=2"><img src="http://rotator.adjuggler.com/servlet/ajrotator/324506/0/vc?z=eschool&dim=173789&pos=2&abr=$imginiframe" width="300" height="250" border="0"></a></noscript> When it opened its doors in 2006, Philadelphia's School of the Future (SOF) was touted as a high school that would revolutionize education: It would teach at-risk students critical 21st-century skills needed for college and the work force by emphasizing project-based learning, technology, and community involvement. But three years, three superintendents, four principals, and countless problems later, experts at a May 28 panel discussion hosted by the American Enterprise Institute (AEI) agreed: The Microsoft-inspired project has been a failure so far. Microsoft points to the school's rapid turnover in leadership as the key reason for this failure, but other observers question why the company did not take a more active role in translating its vision for the school into reality. Regardless of where the responsibility lies, the project's failure to date offers several cautionary lessons in school reform--and panelists wondered if the school could use these lessons to succeed in the future.

ts most distinctive feature is that it would clearly separate "compliance" from "improvement." Colleges would be required to build "portfolios" of data and materials, documenting (through more frequent peer reviews) their compliance with the association's many standards, with much of the information being made public. On a parallel track, or "pathway," colleges would have the flexibility to propose their own projects or themes as the focus of the self-improvement piece of their accreditation review, and would be judged (once the projects were approved by a peer team) by how well they carried out the plan. (Colleges the commission deems to be troubled would have a "pathway" chosen for them, to address their shortcomings.)

educe the paperwork burden on institutions (by making the portfolio electronic and limiting the written report for the portfolio to 50 pages), and make the process more valuable for colleges by letting them largely define for themselves where they want to improve and what they want to accomplish.

"We want to make accreditation so valuable to institutions that they would do it without Title IV," she said in an interview after the presentation. "The only way we can protect the improvement piece, and make it valuable to institutions to aim high, is if we separate it from the compliance piece."

The best studies we can find say we are a nation of over 20 million bloggers, with 1.7 million profiting from the work ,and 452,000 of those using blogging as their primary source of income.

It is hard to think of another job category that has grown so quickly and become such a force in society without having any tests, degrees, or regulation of virtually any kind. Courses on blogging are now cropping up, and we can't be far away from the Columbia School of Bloggerism.

According to the analysis of business expert Clayton Christensen, personalized education is likely to begin outside formal school through a combination of entrepreneurial vendors on the one hand and ambitious students and parents on the other. Once far more efficient and effective education has been modeled in homes and clubs, those schools, communities, and/or societies that have the ambition, the means, and the willingness to take risks will follow suit.

Many more individuals will be well-educated because they will have learned in ways that suit them best. Even more importantly, these individuals will want to keep learning as they grow older because they have tasted success and are motivated to continue.

According to the analysis of business expert Clayton Christensen, personalized education is likely to begin outside formal school through a combination of entrepreneurial vendors on the one hand and ambitious students and parents on the other.

new health-related iPhone accessories. LifeScan Inc., of Milipitas, Calif., a Johnson & Johnson-owned company that makes glucose monitors, recently demonstrated a software program it hopes will help make it easier for diabetes patients to communicate their glucose levels to caregivers and family. The program, taking advantage of the iPhone's new ability to connect with accessories wirelessly, reads the patient's glucose level from the monitor, then transmits it through the phone.

If you are a faculty member and you are still walking into the classroom with a lecture in mind and "the points to cover," as I did for many years, you are living in the past, a past that is now obsolete.

Learning Design. It's a superset of ID, encompassing not only ID, but instructional technology, systemic change, administration

The division-of-labor model of separate departments is obsolete and must be replaced with a curriculum structured like a web or complex adaptive network. Responsible teaching and scholarship must become cross-disciplinary and cross-cultural.

In surveys, students have shown much greater satisfaction reading e-books on their computers than they did on the Sony Reader. Interactivity — the ability to annotate and take notes — were the main factors cited by students, rather than the size of the devices.

if one of the institution’s general education goals is critical thinking, the system makes it possible to call up all the courses and programs that assess student performance on that outcome.

bringing together student learning outcomes data at the level of the institution, program, course, and throughout student support services so that “the data flows between and among these levels”

Like its competitors, eLumen maps outcomes vertically across courses and programs, but its distinctiveness lies in its capacity to capture what goes on in the classroom. Student names are entered into the system, and faculty use a rubric-like template to record assessment results for every student on every goal. The result is a running record for each student available only to the course instructor (and in a some cases to the students themselves, who can go to the system to  get feedback on recent assessments).