Michael B. Horn
Unlocking opportunities or substandard learning?
States legislatures scramble to boost, or in some cases block, online learning
If 2012 was the year of MOOCs (massive open online courses) in higher education, then the flipped classroom was the innovation of the year for K–12 schools.
Education Next talks with Chester E. Finn, Jr., and Michael B. Horn
Part 2 of a forum on whether digital learning can transform education
Might it be “social learning”?
State planning is key to progress
Use technologies that compete against nothing
Disrupting our K–12 schools or our public school districts is impossible today because there is no nonconsumption of education in this country, but helping our schools use disruptive innovation to disrupt the classroom—the way they arrange teaching and learning—is possible.
The main reason personalized learning is needed is that each student learns at a different pace and each student’s pace tends to vary based on the subject or even concept one is learning.
“Course choice’ policies give K–12 students the option of taking courses from a range of providers, often but not always online, and public dollars follow students to the chosen course.
Moving to a student-centered, blended-learning environment is tricky. A new video “course” on blended learning shows how it can be done.
What is the NCAA objecting to that California, land of input-based regulation for schools, isn’t?
In my travels throughout Korea, in virtually every meeting I heard a variation of the same theme. “Why does President Obama think that Korean schools are good?”
Meister High Schools are converted vocational schools that partner with companies in specific industries to create educational experiences tailored to the needs of the workforce.
Can Korea maintain its educational edge if it does not change its public education system into a student-centered one that can personalize learning for each child’s different learning needs and be intrinsically motivating?
The most natural places for educational disruptive innovations to take root are in emerging markets and developing countries.
Julie Young’s guiding vision for the Florida Virtual School (FLVS) began in 1996 as she wrote the word “student” at the center of a piece of paper and then asked a series of questions of the team gathered around her. What could school look like if the student was at the center?
Critics often accuse school reformers of “privatizing” public education. When for-profits enter the conversation, those same critics level more serious charges and often accuse those companies of having one motive: making money off of the backs of kids.
Education Elements is one of the few entities helping schools do the most basic work of implementing blended learning into traditional classrooms.
Personalized-learning models powered by technology posted more promising gains in the 2012-13 school year, according to a recently released Columbia Teachers College study.
The move to blended learning matters because learning science has long told us that students learn at different paces, have different working memory capacities, and possess different background knowledge when they enter a learning experience.
Kung Fu offers an interesting example of a system of mastery-based learning: enabling students to learn at their own pace and advance as they master content, rather than moving forward based on time requirements.
Will digital learning fulfill its potential to create a student-centered education system? The actions of state legislatures will inevitably shape part of the answer.
Stating whether an organization is for-profit or non-profit says little about whether it is doing good things for students.
I’m excited to see many more blended-learning programs funded that don’t only provide online experiences but also project-based learning experiences as a central part of what they do.
Too often in the edtech world, people claim technology would have impact if only we paid for professional development alongside it.
Those who fear that the emergence of technology will replace teachers have their worries misplaced.
How — and how much — will online learning grow?
When Disrupting Class hit the bookstores five years ago, it contained a prediction that stunned many: by 2019, we said, 50 percent of all high school courses would be delivered online in some form or fashion.
Analyzing blended learning through the lens of disruptive innovation theory will help people anticipate and plan for its likely effects on the classrooms of today and schools of tomorrow.
Will we still need teachers as digital learning rises?
All too often, products and services in the education market are not informed by what we know about learning.
As schools across the country adopt blended-learning models, a few clear trends are settling in, and some groups continue to help schools push the design envelope on what’s possible for students.
As Sal Khan explained how his team is setting up its network, it reminded me that those who are discounting the long-term value of entities such as the Khan Academy and Knewton may be making a significant mistake.
With the rapid growth in online and mobile learning, students everywhere at all levels are increasingly having educational choices.
Digital learning is tailor made for the purpose of intrinsically motivating all students.
Common Core creates a huge opportunity for innovation and personalization and the implementation of a competency-based learning system.
At the outset of any industry, the technology tends to be immature and not yet good enough for the majority of users.
Student-centric digital learning provides a means to make sure that physical exercise doesn’t fall by the wayside
Two developments this week signal that funders are pushing personalized learning and innovation forward in schools—and both herald promising things for improving education in this country.
As innovation increases in education in the years ahead, the way we prepare some teachers may need to change as well.
The Department of Education’s latest foray into digital learning is a big deal.
All too often advocates for education technology have extolled its benefits without recognizing that technology alone will not transform education.
Just because an experience is online or blended does not make it necessarily good or bad.
Teach Like a Champion’s techniques may work, but many of them may be irrelevant for the jobs of teachers in the future
States are right to be concerned about how to best regulate virtual charter schools, but blocking or delaying the option of full-time online schooling isn’t the right tact to take.
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