Chapter 1: Why Schools Struggle to Teach Differently when each
Student Learns Differently
1.
Explain the difference between interdependence and modularity. How is
education currently organized?
The concept of interdependence describes a product or service that is
dependent upon another component to operate correctly. All products and
services have a design that determines how they interact with others, and this
interaction can be described as the interface. When there is difficulty in
predicting the interaction at an interface then both parts must be developed
simultaneously so that both products or services will perform correctly. Items
created interdependently tend to be created by autonomous organizations so they
will be designed to optimize efficiency. If a piece is changed in one area,
others areas must adjust accordingly.
Products that lack unpredictable interdependencies in components
have a modular design. This way all components work together regardless of the whom
created the components as long as they meet the specifications. Modular
components can be created by independent organizations. This allows for
flexibility and customizations since components can be redesigned without
altering adjacent products.
Today’s schools are organized in an interdependent model with
several different types of interdependencies. The first is a temporal
interdependence, meaning that school is taught in a progressive manner and you
have to build on what students were supposed to learn in previous grades. The
second type is lateral in where learning in separate contents interact, for
example you need a strong English grammar base in order to learn a new
language. Next is physical interdependency where the physical environment
inhibits the type of education you may like to do. Finally the last
interdependency is hierarchal, where mandates from government, administration,
or even textbook companies can inhibit education. Since there are so many areas
of interface interaction customization of education for each student can be
difficult.
Chapter
2: Making the Shift: Schools meet Society’s need
2.
Explain the disruptive innovation theory. What does this have to do with
schools?
The disruptive innovation theory can explain how some organizations have
difficulty with innovation and what they can do to overcome this hurdle. This
is a model describing how companies create sustaining innovations at a faster
pace than customers can utilize them. Industry can also create disruptive
innovations that are not as good as sustaining innovations but will still be
used by consumer who were not able to use the sustaining innovation.
This theory can also be applied to public schools. Schools have
been improving over time and increasing their performance, however society
keeps changing the parameters by which the performance is judged. And because
of the laws and regulations in place the are not any businesses to compete with
new parameters. This leaves our schools to try to improve while still working
within the existing organization. Historically schools have been asked to
change consistently to accommodate societies needs whether it be to increase
the number of schools, the breadth of the offerings, increase test scores, or
increase proficiency. Each time there is a shift schools must adjust while
still operating under the old paradigm.
Chapter
3: Crammed Classroom Computers
3.
Why doesn’t cramming computers in schools work? Explain this in
terms of the lessons from Rachmaninoff (what does it mean to compete against
nonconsumption?)
Adding computers to a classroom didn’t have the desired effect in schools
because they were used to marginally improve the way schools are already run. The
Rachmaninoff lesson describes how you can profit form a product based on
nonconsumption. He sold records of symphonies and made a profit because people
would pay for them when the symphony was not available. As opposed to trying to
sell them in place of the real show. Adding computers to classrooms doesn’t
help if there are competing resources like textbooks, lectures, or other
materials to supplement the information that could be gained from the
computer. (I think that’s how they
relate.)
Chapter
4: Disruptively Deploying Computers
4.
Explain the pattern of disruption.
Disruptions tend to follow a distinct pattern. First disruptions compete in a new area
against non-consumption, but over time technology will increase and the price
will decrease. Next disruption causes a steep increase where it begins to catch
on more and more, and finally there is a plateaus when the disruption replaces
the old model. This pattern tends to follow an s-curve where is slowly climbs
as it begins to be used a sharp increase when it gets cheap enough for everyone
to start using, and a slow climb or leveling off when it replaces old
technology.
5.
Explain the trap of monolithic instruction. How does student-centric
learning help this problem?
The trap of monolithic instruction is that teachers group their students into
batches like a factory and expect them to all come out with the same knowledge.
While some student may be able to get through this type educational system, not
all can. An example of this type of instruction can be seen in traditional
assessments. All students are required to take the same test, then teachers
decide if they should move to the next topic based on how well the group does
as a whole. With student-centric learning, students benefit from more
personalized instruction. The can work at their own pace and asses and move to
the next concept when ready. Technology can help make this possible for al
students so than they can move at a comfortable pace with guidance form an
instructor.
Chapter
5: The System for Student-Centric Learning
6.
Explain public education’s commercial system. What does it mean to say it
is a value-chain business? How does this affect
student-centric learning?
Public education is described as having a value-adding
process or VAP. This means that companies input materials, somehow add value,
then higher value products to their customers. Similar businesses include
manufacturing, retain, and food service. In education students are put into a
class, value is added as knowledge through the year, then they move to the next
class. This process can be described as a value-chain business because each
link in the system should add value to the student to produce a higher output
at the end.
This will affect student centered learning because new
technologies can be used to help add value to students. It can help to personalize
education to create a deeper learning than traditional instruction. However it
can also be difficult because new computers and software can be so expensive. Although
according to the usual pattern of disruptions it will eventually become more
readily available.