Disrupting Class: How Disruptive Innovation Will Change the Way the World Learns (1st Edition)
Disrupting Class: How Disruptive Innovation 0071592067

Disrupting Class: How Disruptive Innovation Will Change the Way the World Learns (1st Edition)
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0071592067

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Product NameDisrupting Class: How Disruptive Innovation Will Change the Way the World Learns (1st Edition)
ManufacturerMcGraw-Hill
Retail Price $32.95
EAN-139780071592062
Specifications 
TitleDisrupting Class: How Disruptive Innovation Will Change the Way the World Learns
ISBN0071592067
Author(s)Clayton Christensen, Curtis W. Johnson, Michael B. Horn
Release Date2008-05-14
FormatHardcover
Num of Pages288
Num. of Items1
EAN9780071592062
Edition1
Dimensions9.1 x 6 x 1.1 in.
Weight1 lbs.
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Latest 6 Reviews
Here is what people are saying about the Disrupting Class: How Disruptive Innovation Will Change the Way the World Learns (1st Edition)
5 Star Rating  "Looks at education thru the lens of business innovation"2009-11-10
- Reviewed By pbaker144
Clayton Christensen and colleagues point the way toward innovation in education by applying lessons learned through studying innovation in business.

Christensen, author of The Innovator's Dilemma, calls for philanthropies and foundations to fund the kind of research that helps us learn how different people learn, how to identify those differences, and how different students can best educate themselves and each other.

Future teachers will need skills to work one-on-one with different types of learners as they study in a student-centric way, Christensen says. Graduate schools of education must train researchers to go beyond doing descriptive research that seeks average tendencies. Instead, they should study the anomalies and outliers, where the richest insight often is found.

Some major messages in this book:
1. Few education reforms have addressed the root cause of students' inability to learn.
2. Previous studies of innovation showed that direct attacks on existing systems do not lead to effective disruptive innovation. Instead, innovation must go around and underneath the system.
3. We know that all children learn differently, but the way schooling is currently arranged discourages educating children in customized ways. We need a modular system.
4. Emerging online user networks offer a model for circumventing the education system and creating a new, modular system that facilitates customization. Decentralized user networks democratize development and purchase decisions to the end users in the system--in this case students, parents, and teachers.

Online courses offer the kind of customized, student-centric instruction that students most need, Christensen and colleagues argue. They propose that each school designate one person whose sole job is to implement online courses.

 
4 Star Rating  "The book "Disrupting Class: How Disruptive Innovation Will Change the Way the World Learns""2009-10-26
- Reviewed By User: A1UT39LY9XCQGD
Christensen and two colleagues present an interesting argument for the need for a radical (disruptive) change in education. They then argue cogently for that change being online courses delivered over the internet allowing teachers to do more one on one tutoring, less group lecture. As a high school teacher of math and physics for 15 years, I find their view of great value.

Christensen is a professor at the Harvard Business School who developed a theory of disruptive change to explain what happens in business when new technology disrupts a stable market (e.g., the personal computer and its impact on mid-size and mainframe computers). I was skeptical that a business school professor would get anything right about education. In fact he gets a lot right: education does need a paradigm shift to accommodate diminishing numbers of teachers and diminishing resource, and to accommodate the long discussed little addressed differences among learners and how to accommodate it in classes of 20 or more using lecture as the principal teaching method. The notion that courses delivered over the internet could be built to accommodate individual differences in learning style, and could free teachers from administrative tasks to allow them to tutor one on one, is intriguing. Christensen does NOT do the heavy lifting of building such courses, he only motivates those who are considering that heavy lifting. But he does provide the rationale for being willing to do the heavy lifting to build excellent courses delivered on the internet, and to invest the billions needed to give each student access to a computer in multiple classrooms.
 
5 Star Rating  "Important Read"2009-08-23
- Reviewed By User: AFK76KIB8Y78H
A lot of timely, thought-provoking info about cutting edge educational practices. Extremely worth reading,by educators and parents alike.
 
5 Star Rating  "Fascinating look at disruptive innovation in education"2009-05-19
- Reviewed By rolfdobelli
The very real value of this useful and, at times, pleasantly surprising book comes from the way the authors apply their expertise in innovation to the field of education. By approaching public education's crisis with new eyes - and conceptualizing education as a product or service like any other - Clayton M. Christensen (The Innovator's Dilemma), Michael B. Horn and Curtis W. Johnson provide insights that escape the tired loops of argument that often define discussions about public education. These writers' obvious willingness to look in new directions for learning innovation is matched by their genuine concern for everyone involved in education. However, they do seem a bit idealistic, as they focus so strongly on the pedagogical and conceptual aspects of education that they seem to skim over other concerns, like logistics and budgets. The authors acknowledge the legal monopoly governing public education without really addressing the social weight and inertia of such a monopoly. In fact, they seem to believe that positive disruption is almost inevitable. getAbstract recommends this thoughtful book to anyone interested in social change and education, and - not tangentially - in how new technologies affect societies.
 
5 Star Rating  "disrutive innovation applied to K-12"2009-05-02
- Reviewed By User: A1EYK5327TKJGE
This is an excellent read for educators and anyone else interested in learning more about the change process and why significant institutional change in education doesn't happen frequently or effectively!
 
4 Star Rating  "Disrupting Thoughts - Innovation Theory applied to Education"2009-02-09
- Reviewed By User: A2TWV8Q44ZRPOT
Having skimmed Disrupting Innovation by Clay Christensen, I found myself able to dive deeper into this book because it was written about an area that I'm passionate about - Education.

If you are familiar with innovation theory, this won't seem very new. If you've been thinking about how to improve public schools -- you may disagree with this book -- his area of expertise is *not* education.

What I took from this book is a different way of thinking about education: in my case adult education. I found it to be useful--not exhaustive. I found it to be well-written--not for an academic audience. But most of all, as someone who is struggling to find a framework that is both inspiring and that works, I found this book hit the sweet spot for me. I believe it adds to the dialogue around how we bring technology into the core of learning in a very meaningful way.

Below is a summary I pulled from this book after I was about 1/2 of the way through.

(A)
- Schools have done a great job adjusting to changes we've asked of them over the past 100 years. Most businesses would have failed.
- We keep shifting the goal posts on schools
- Schools have 4 distinct jobs: eliminate poverty, keeping the country competitive, providing something for every student, preserve/inculcate democracy.

(B)
Moving schools to a student-centric model through use of computer-based technology can be done using disruptive innovation theory. This means deploying computer-based instruction in areas of non-consumption and letting the innovation take hold and improving gradually over time. Innovation adoption is an S curve (logarithmic).

(C)
What is meant by non-consumption - those areas where teacher-led instruction cannot happen (i.e. rural or remote areas); where individual schools do not have enough demand to offer as a teacher-led class (i.e., learning Arabic or Mandarin) but where districts may have the demand; or for remedial classes which happen in off-season.

Christensen is from Harvard, so his work is influenced by the School of Education there. He appears to be influenced by Larry Cuban; William Baumol; and Ted Kolderie of Education Evolving.

Hope you find it as good as a read as I did.

--end--
 
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