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Paul Fairbrother

Hoover Institution - Education Next - How Do We Transform Our Schools? - 0 views

www.hoover.org/...18575969.html

disruptive_innovation education innovation online_learning

shared by Paul Fairbrother on 13 May 08 - Cached
  • Computers offer a way to customize instruction and allow students to learn in the way they are best wired to process information, in the style that conforms to them, and at a pace that matches their own.
  • We call innovations that sustain the leading companies’ trajectory in an industry sustaining innovations.
  • disruptive innovation extends its benefits to people who, for one reason or another, are unable to consume the original product, so-called non-consumers. Disruptive innovations tend to be simpler and more affordable than existing products. This allows them to take root in simple, undemanding applications within a new market or arena of competition.
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  • Little by little, the disruption predictably improves. New companies introduce products that for them are sustaining innovations along their trajectory. And at some point, disruptive innovations become good enough to handle more complicated problems and take over,
  • At first glance there appears to be little non-consumption of education in the United States since students are required to receive schooling. Looking deeper, however, reveals many pockets of non-consumption where students would be delighted with computer-based learning rather than the alternative, nothing at all.
  • data suggest that in about six years 10 percent of all courses will be computer-based, and by 2019 about 50 percent of courses will be delivered online
  • Disruption tends to be a two-stage process. Those who initially create the integrated alternative can sell the new products through the existing commercial system. As the technology matures, less expensive solutions emerge. At this point in the disruption, the commercial system typically changes. Disruption of the commercial system enables less expensive solutions to reach new markets and take root.
  • Pitting computer-based learning directly against teachers or continuing to cram it into schools will not work. Producers of computer-based learning software must introduce it disruptively, by letting it compete against non-consumption initially. And software makers must customize the software for different learning types while other entrepreneurs find new channels to reach students. If all this happens, those who have extolled the benefits of computer-based learning might finally be able to see its promise materialize.
  • Paul Fairbrother on 13 May 08
     
    Projected impact of computer-based/online learning on schools
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