Barriers to competency-based innovation aren't just coming from above | Christensen Ins... - 0 views
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Districts’ and schools’ organizational structures and long standing policies built around traditional seat-time metrics may be inhibiting their ability to move toward competency-based models. For example, bell schedules, grading policies, academic department structures, fixed sense of course scope and sequence, and familiarity with whole-group instruction may all be exerting the tug of status quo bias. As such, transforming districts and schools to competency-based systems is not a simply policy change: it’s a fundamental reconfiguration of teams and structures inside schools, that allows for students to progress at their own pace and demonstrate mastery in a variety of ways. In New Hampshire’s example, for those schools that have yet to move to fully competency-based systems, getting unstuck from the organizational structures and processes that guide them appears just as potent a barrier to innovation in some schools as the state’s policies are a gateway to innovation.
Resources from the Iowa One to One Institute - 1 to 1 Schools - 1 views
The Internet will not ruin college - Salon.com - 0 views
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What happens to the people who make their livings from teaching, when their jobs are replaced by online courses available for free? All we need is one superb remedial algebra course that can be effectively delivered online and, theoretically, the demand for a zillion remedial algebra courses taught at a zillion community colleges suddenly drops off a cliff. Ask the music business what happens when you can get good stuff for free instead of paying for crap. Daily newspaper journalists learned a similar lesson all too well over the past two decades. The Associated Press business model — licensing the same story to multiple outlets, doesn’t make a whole lot of sense once a single news outlet puts that AP story online for free.
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My own daughter is a freshman at a U.C. campus, and has already experienced lectures attended by more than 500 students with sections led by teaching assistants who are utterly uninterested in doing their job. For dollar paid, the value received is questionable, and whenever that kind of situation exists, the status quo is ripe for disruption. (It’s also worth noting, perhaps, that over 60,000 students applied for spots in a freshman class that ended up enrolling only 4,500 applicants, a sign, I think, that the brick-and-mortar university is in no imminent danger of going the way of the dinosaur.)
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Education, I’d argue, has always been the most likely sector of society to get transformed by the Internet, because the thing the Internet does better than anything else is distribute information.
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Improving Teaching Through Collaboration | Shanker Institute - 0 views
"No thanks. I choose to do nothing." | Dangerously Irrelevant - 0 views
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All administrators have to do is LOOK AROUND and they can see the changes in their students. In society at large. In the many institutions that are dying in the face of these transformative technologies.
Improving the odds of accessing an expert teacher | Innosight Institute - 0 views
Why Competency-Based Ed Is Disruptive - 1 views
17 Teacher Tech Tools for High Quality Project-Based Learning - Getting Smart by Guest ... - 0 views
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