The Rise of K12 Blended Learning and Disruptive Innovation

Transcription

1 The Rise of K 12 Blended Learning How it started, where we are now, and the unconventional future ahead Heather C. Staker Senior Research Fellow #InnosightInstit #hstaker Could Harvard ever fail? 1

2 Disruptive innovation is changing the way the world learns The Past Patterns of innovation in other sectors The Present Emerging models of blended learning The Future Predicting the transformation of the classroom Disruptive innovation is changing the way the world learns The Past Patterns of innovation in other sectors The Present Emerging models of blended learning The Future Predicting the transformation of the classroom 2

3 What kills successful companies? Sustaining innovations Incumbents nearly always win Pe rformance Time 3

4 Disruptive innovations Performanc e Incumbents nearly always win Different measure Of Performance Ti me Entrants nearly always win Time Disruption in computing 4

5 Higher education decentralization is beginning Disruption brings affordability, convenience, accessibility Yesterday GM Dept. Stores Digital Eqpt. Delta JP Morgan Xerox IBM Cullinet AT&T Sony DiskMan State universities Today Toyota Wal-Mart Dell Southwest Airlines Fidelity Canon Microsoft Oracle Cingular Apple ipod Community colleges Tomorrow Chery Internet retail RIM Blackberry Air taxis ETFs Zink Linux Salesforce.com Skype Cell Phones Online universities 5

6 The theory of hybrids Performance Incumbents nearly always win Different measure Of Performance Ti me Entrants nearly always win Ti me Hybrids enter the market as a sustaining innovation, and meanwhile the disruption gets better and better Hybrid Innovation Disruptive Innovation Prius Hybrid 6

7 Disruptive innovation is changing the way the world learns The Past Patterns of innovation in other sectors The Present Emerging models of blended learning The Future Predicting the transformation of the classroom Historically, most schools have crammed computers into the back plane Pe rformance Core curriculum Different measure Of Performance Path taken by most schools, foundations and education software companies Time Time 7

8 Examples of non-consumption Credit recovery Drop outs AP/advanced courses Scheduling conflicts Home-schooled and homebound students Small, rural, urban schools Unit recovery Disaster preparedness Tutoring Professional development Pre-K After school In the home Incarcerated youth In-school suspension School bus commute Summer school Teacher absenteeism Looming budget cuts and teacher shortages are an opportunity, not a threat Online learning s S-curve growth pattern for high school % new 50% of high school courses online by

9 Online learning : an affordable way to customize each student s learning Traditional factory-style system Online learning Integrated system architecture is tremendously expensive to customize Modular s ystem architecture is much more customizable Different paces Different background knowledge Different aptitudes Students don t learn at constant rates Image courtesy of Khan Academy 9

10 Technology predictably improves Online learning is beginning to blend into brick-and-mortar classrooms and change the fundamentals of the teacher role Definition of Blended Learning A formal education program in which a student learns at least in part through online delivery of instruction and content, with some element of student control over time, place, path and/or pace and 90% of k ids need a supervised, safe place to learn (cannot be homeschooled) at least in part in a supervised brick-andmortar location away from home (such as school). 10

11 Four models of blended learning are emerging in classrooms across America, and the taxonomy is evolving in real time Technology rich = blended learning 11

12 Technology rich = blended learning Four models of blended learning The Rotation Model 1. Station Rotation 2. Lab Rotation 3. Flipped Classroom 4. Individual Rota tion 12

13 Four models of blended learning Internet-based content and instruction The Flex Model Flexible schedules Onsite teacher-ofrecord Four models of blended learning The Self-Blend Model Supplemental online courses Think a la carte Online teacherof-record 13

14 Four models of blended learning The Enriched-Virtual Model Time divided between on- and off-campus Individual-Rotation Model: Trinity Episcopal School 14

15 Individual-Rotation Model: Trinity Episcopal School T Small-Group Instruction Online Learning T Small-Group Instruction T T Flex Model: Acton Academy 8:00-8:30 Arrival 8:30-9:00 Morning Group 9:00 11:00 Individual Core Work / Project Time 11:00 11:15 Free Outdoor Play 11:15 12:00 World History / Read Aloud 12:00 12:30 Lunch 12:30 1:30 Writing Workshop (Tues Thurs) 1:30 3:00 Individual Core Work / Project Time (Tues Thurs) 12:30 3:00 PE / Art (Mon, Fri) 3:00 3:15 Closing Group 15

16 Flex Model: Acton Academy Disruptive innovation is changing the way the world learns The Past Patterns of innovation in other sectors The Present Emerging models of blended learning The Future Predicting the transformation of the classroom 16

17 Short-term blended learning predictions More Rotation models at elementary school level More Flex model prototypes and pilots More Self-Blend models at high school level More full-time virtual schools integrating Enriched-Virtual models into their programs The theory of hybrids Performance Incumbents nearly always win Different measure Of Performance Ti me Entrants nearly always win Ti me 17

18 Blended learning is undergoing a hybrid stage Measuring itself against traditional value proposition Core subjects, mainstream students Traditional PLUS online Requires expertise in both The Hybrid Zone of Blended Learning 18

19 The future for school leaders You Are Here SUSTAINING PATH DISRUPTIVE PATH Sustaining innovations are vital The only choice in many circumsta nces Disruptions gain share over the long term Complete transformation of resources, processes, priorities Requires autonomy Power tools, strong leadership The future for students Disruptive Model Mass distributed access to student-centric learning Traditional Model Low Quality High Quality 19

20 Heather Staker Innosight Institute #Innos ightinstit #hstaker Appendix 20

21 Station-Rotation Model: KIPP Empower Academy Station-Rotation Model: KIPP Empower Academy 21

22 Station-Rotation Model: KIPP Empower Academy Station-Rotation Model: KIPP Empower Academy 22

23 Station-Rotation Model: KIPP Empower Academy Financial Impact of Blended Learning per pupil Ongoing Financial Impact per pupil FINANCIAL BENEFIT + $844 Additional student revenues + $623 Two fewer FTEs ADDED COSTS $225 Additional student services $147 Amortized technology purchases $130 Additional instructional technology assistant $1,468 $502 $623 $844 $130 $147 $225 $965 POTENTIAL REINVESTMENT = $965 per pupil saving Does not include upfront investments FINANCIAL BENEFIT ADDED COSTS POTENTIAL REINVESTMENT Source : Bernatek, Cohen, Hanlon, & Wilka, KIPP Empower Case Study, Michael & Susan Dell Foundation Individual-Rotation Model: Carpe Diem T Intervention 5:1 Central Learning Lab T T T Direct Instruction 15:1 T 12:1 Seminar Learning Lab Group Projects T 23

24 Individual-Rotation Model: Carpe Diem Individual-Rotation Model: Carpe Diem 24

25 Individual-Rotation Model: Carpe Diem How Students Learn 25

26 Where to start? Implementation Hiring strategy Professio nal development strategy Hardware & Internet strategy Software strategy Model selection & design What s the problem to be solved? Model selection and design Rotation Flex Self-Blend Enriched Virtual Operational efficiencies Student outcomes Teacher satisfaction Every district should pilot at least one Flex or Individual Rotation prototype school Or invent the next model Offers students a full menu of courses Some students thrive in virtual settings Dropout and credit recovery, AP, electives It s virtual school, PLUS Flexibilities around time, place, path, and pace 26

27 Why do so many kids seem unmotivated? Students hire education to help them: 1. Feel successful and make progress 2. Have fun with friends Learning needs to be coupled with activities in which students can feel success. 27