Date: Monday, November 2nd, 2009
Time: 2:30pm Pacific / 5:30pm Eastern / 10:30pm GMT (international times here)
Duration: 1 hour
Location: In Elluminate. Log in at http://tr.im/futureofed. The Elluminate room will be open up to 30 minutes before the event if you want to come in early. To make sure that your computer is configured for Elluminate, please visit http://www.elluminate.com/support. Recordings of the session will be posted within a day of the event.
In this live and interactive interview with Michael Horn and Katherine Mackey of Innosight Institute we discuss their recently released education case study that details the rise of the Florida Virtual School. From its humble origins in a $200,000 grant and 77 students in 1998, the Florida Virtual School has grown exponentially to serve over 70,000 students in over 154,000 enrollments in the most recent school year thanks to a series of policy and design decisions. Michael Horn writes: "As we seek to understand the power of disruption to transform the education system into a more student-centric one, understanding Florida Virtual School's disruptive growth and drawing the right lessons from it are vital."
Download the full case study here: http://www.innosightinstitute.org/media-room/publications/education-publications/florida-virtual-school/
Michael B. Horn is the co-founder and Executive Director, Education of Innosight Institute, a not-for-profit think tank devoted to applying the theories of disruptive innovation to problems in the social sector. He is the coauthor of Disrupting Class: How Disruptive Innovation Will Change the Way the World Learns (McGraw-Hill: June 2008) with Harvard Business School Professor and bestselling author Clayton M. Christensen and Curtis W. Johnson, president of the Citistates Group. BusinessWeek named the book one of the 10 Best Innovation & Design Books of 2008, Strategy + Business awarded it the best human capital book of 2008, Newsweek named it as the 14th book on its list of “Fifty Books for Our Times,” and the National Chamber Foundation named it first among its 10 “Books that Drive the Debate 2009.”
Disrupting Class uses the theories of disruptive innovation to identify the root causes of schools’ struggles and suggests a path forward to customize an education for every child in the way she learns. Horn has been a featured keynote speaker at many conferences including the Virtual School Symposium and Microsoft’s School of the Future World Summit.
Prior to this, Horn worked at America Online during its aol.com re-launch, and before that he served as David Gergen’s research assistant, where he tracked and wrote about politics and public policy. Horn has written articles for numerous publications, including Education Week, Forbes, the Boston Globe, and U.S. News & World Report. In addition, he has contributed research for Charles Ellis’ book, Joe Wilson and the Creation of Xerox (Wiley, 2006) and Barbara Kellerman’s Bad Leadership: What It Is, How It Happens, Why It Matters (Harvard Business School Press, 2004).
Horn earned his MBA from Harvard Business School and an AB from Yale University, where he graduated with distinction in History.
Katherine Mackey is a Research Fellow in Innosight Institute’s Education Practice. Prior to joining Innosight Institute in September 2008, she was an eleventh-grade English teacher at Highland High School, a public high school in Utah. She worked previously as a designer at Houghton Mifflin Children’s Books. She is the co-author of a strategic five-year Academic Master Plan for Salt Lake Community College and has assisted with the formation and writing of professional development packets for the Utah State Office of Education. She has also worked as an intern for Senator Orrin G. Hatch for two summers.
Mackey holds a BA in English and French from Wellesley College and an MA in Education from Harvard University.…
ier outcomes would emerge by engaging students as designers -- and stakeholders -- of for-profit learning ventures that compete with under-performing schools?
A new framework for success-sharing
Many states now permit formation of for-profit charter schools, as an alternative to failed or failing public schools.
Although such ventures to date have been typically structured along standard business lines, their equity structures could be broadened to vest students and their families with equity interests.
For students and parents alike, the size of the shareholding and the annual dividends might be linked to criteria such as the following:
* Measurable gains in overall skills during the previous year by the charter school’s students; and
* The success of each student’s chosen peer groups during the year in gaining skills, and/or in staying out of trouble. (Each student annually might make or renew a pact for this with four or five friends.)
Such an approach would help align the near-term, as well as long-term, interests of students and their families with learning success.
Meeting and surpassing standards: partnering options with virtual charter schools
To meet curriculum requirements, the new actual charter schools could draw upon a growing range of online resources. More than 30 "virtual charter schools" are now offering online solutions to fulfill the standards often lacking in public schools.
Online core courses offered by virtual charter schools could be enhanced, over time, by new material from students versed in new media and the course topics. A growing number of sites such as StudentsKnow.com, Learnhub.com, and Wiziq.com enable students to create -- and earn revenues from -- online learning materials.
These sites, along with similar, downloadable authoring tools, could be used by students to steadily enrich the curriculum offered by the new charter schools and their virtual partners.
As the range of (highly-rated) new learning resources grew, further audiences could also be reached by the interactive online learning system.
Prize-winning content created by students in the new charter schools could be offered online as a free learning resource for those who remain caught in poorly-performing public schools, and who desire access to higher quality learning opportunities. Microvoucher coupons could help public school students in poor neighborhoods afford after-school internet costs, if they lacked other ways to connect with the new online learning resources.
Awards for the best student-created plans
How could charter schools co-owned by students emerge?
One option would be to launch competitions to recognize and reward public students who prepare charter school market studies and business plans.
Outstanding proposals to launch new for-profit charter schools -- schools featuring results-focused systems to promote peer-learning and discourage adverse peer pressures -- could earn prizes and other rewards for their creators.
The best of the proposals could be the basis for private investors to launch new charter schools, with a pre-set equity share for the initial designers as well as for families whose students enroll in these learning ventures.
Openworld is interested in exploring opportunities for student co-owned charter schools and virtual learning ventures.
We hope you'll explore a range of related ideas (at www.entrepreneurialschools.com and www.openworld.com) and share your ideas on the best ways to proceed.
Mark Frazier, Openworld
@openworld (follow on Twitter)…
Co-Presenter Name(s): Phil Hart
Area of the World from Which You Will Present: Western Australia
Language in Which You Will Present: English
Target Audience(s): Those interested in delivering and evidencing literacy or any topic to remote learners using virtual classroom and Web2.0 for student engagement. Particular relevance to 14-19 y/o, &/or disengaged learners
Short Session Description (one line): A delivery model for remote (or f-2-f) learning that facilitates student engagement through Web2.0
Full Session Description (as long as you would like):
An interactive session on a project funded under the Australian National Vocational E-Learning Strategy. We will share and discuss the model, resources/delivery strategies, progress and outcomes. The project piloted innovative delivery of units from Australia’s Certificates of General Education for Adults (CGEA) online to regional/remote students (mostly in the 15 to 18 age range). Students developed the skills for learning in the digital age to facilitate access to future training more readily through digital media. This involved a short intensive startup for online CGEA aimed at motivating and engaging students and at developing a habit of regular study. They used a virtual classroom (BlackboardCollaborate) as the main hub/support centre for action learning in the use of Web2.0 technologies and the development of simple media rich e-portfolios using blogs. Supplementary resources were available via a Learning Management System (LMS). Learning activities were mapped to three units at each of the three levels of the CGEA (Certificates I, II and III).
Websites / URLs Associated with Your Session: