Interdependence and modularity are ways to describe the way a product's components relate to one another. If components are interdependent of one another, they are dependent on each other's design. If additions are interdependent, it makes the most sense for them to be created at the same time because the future is unpredictable, and if a lot of time and energy goes into one addition, hopefully the subsequent additions fit it. On the other hand, modular architecture allows for customization. The components will fit together, therefore they need to be well-understood, have to meet specifications, and have to be flexible. Our education is currently highly interdependent because we have standards that are not flexible and there are interdependent structures, such as hierarchy and physical. Customizing an interdependent product is expensive.
2. Explain the disruptive innovation theory. What does this have to do with schools?
The disruptive innovation theory explains struggles with innovation and how to succeed in innovation. The innovation disrupts the product's trajectory of improvement by bringing a good or service. These changes happen in order to benefit the nonconsumers (those who weren't using the original product). Therefore, the changes may not be better, but they are different.
This relates to schools because changes to public schools have required them to adjust, and they have also improved. They have done a good job of preserving the important values while doing the best they can at new innovations. NCLB and Nation at Risk report are examples of disruptive innovation.
Cramming computers into schools will not allow for student-centered classrooms. Computers have the opportunity, though, to disrupt current instruction and allow teachers to provide more individual attention. In terms of the lessons from Rachmaninoff, the idea of playing a phonograph instead of hearing live music relates to putting computers in a class and expecting them to teach instead of the teacher. Technology should only compete against nonconsumption, where there is no alternative to taking a class from the computer, that it would be necessary instead of supplementary.
4a. Explain the pattern of disruption.
Disruptions first compete against nonconsumption so that the technology improves and the cost declines. Then, the technology starts applying original applications to the new plane to eventually create student-centric technology. This transition's pace follows an S-curve, which means that the initial pace is slow, then it steepens a lot, and finally it slows down and approaches the entire market.
4b. Explain the trap of monolithic instruction. How does student-centric learning help this problem?
The trap of monolithic instruction is the idea that teachers must meet all of the same expectations for all students. Therefore more advanced or other classes are frequently unfunded for differently-abled students. Student-centric learning helps with this problem because teachers have more time to meet individual needs, and can push students to meet their furthest potential. Specifically, students can be taught based on their learning styles.
5. 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?
Presently, education is a like a VAP (or value-chain) business, which means value-adding process. These types of businesses bring inputs of materials into one end, add higher value, and deliver the higher-value products to their customers at the other end. This affects student-centric learning because we have a lot of opportunities to improve on it, but at the same time there aren't many supports because it is new.
Hi Leslee,
ReplyDeleteI really liked your explanation of the pattern of disruption. The idea of creating something new and allowing it to progress technically while the cost decreases.
Hi Leslee, I agree with you regarding student-centric learning. Like you mentioned, it helps break monolithic instruction because teachers focus on individual needs and address different learning styles. I think meeting students needs is one of the main priorities a teacher should have. If not then students can fall behind and not be successful in class. Again like you mentioned, I think incorporating technology will definitely help teachers in focusing on more student-centric learning. Today one of the teachers at Oceanside High mentioned that using the ipads in class allowed him to walk around more and answer questions while students completed their work at their own pace. I thought this was great step in using technology for student-centric learning.
ReplyDeleteHi Leslee,
ReplyDeleteGood job on the blog post. I agree with your comment on value added. There is a lot of room for for optimization because it is a chain like process. When there are critical control points in multiple locations along the way there are many ways to incorporate modularity.
Hey Leslee, I liked your interpretations of the book, and how you explained the different terms. On number 5, I also believe that schools being a VAP affects student centric learning because at the moment teachers feel that they are the ones that have to add that value and there is no other way to do it. Those teachers that do use technology and computers, use them as supplements and not to add that value, which we need to change to create a more student-centric learning system.
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