In order to prepare for my innovation plan, I found that I needed to learn more about why there is a need for change in education.
Sir Ken Robinson explains that our education system is based on an outdated industrial model of grouping students together, throwing lesson plans and objectives, then sending them out to be productive members of society (Robinson, 2010). Students are still advancing to the next grade level, topic, or learning objective despite lapses in learning or understanding. This practice of advancing students whether or not they are prepared or understand the concepts on which the next grade or following content will build only sets students and education systems up to fail. To change our educational system, we must approach learning in new and innovative ways. This type of change is essential because education provides our future generations of political leaders, teachers, doctors, lawyers, trade skills-people, and members needed for a functional society.
Sir Ken Robinson explains that we “cannot predict the outcome of human development. [We] can only create conditions under which they will begin to flourish” (Robinson, 2010). This analogy to an agricultural model is an appealing way to reframe “human flourishing as an organic process.”
Through the materials of this course thus far, I have learned about the idea of nonconsumption as an opportunity to broaden learning opportunities through disruptive innovation in otherwise unmet needs areas within educational systems. Through Michael Horn’s conference talk, I learned that competing in areas of nonconsumption is more likely than trying and overtake an existing system which is helpful information as I formulate my innovation plan (Horn, 2013).
Disruptive innovation is vital to education because students and our education systems are falling behind. Currently, education teaches the average student level at an average pace, leaving high achievers bored and slower learners behind. Scott Cook goes on to argue that in addition to teachers teaching to the average student, our “students don’t get the best teacher in their geographic area; they get the average based on the instructors in that system/grade at that time” (Disrupting Higher Ed, 2014).
Disruptive innovation brings things that were impossible to do in the old model into the realm of possibility, explains Clayton Christensen (Tech as Disruptive Force, 2014). He goes on to say that using disruptive innovation can take costly and complicated systems “to make it affordable and accessible so that a whole new population of people [has] access to something that used only to be available to the wealthy” (Tech as Disruptive Force, 2014). Scott Cook agrees that applying technology is a profound disruption because it makes education more easily accessed and more affordable (Disrupting Higher Ed, 2014). This access to technology explains how the concept of blended learning is not about the devices themselves but instead the access to tools that were not previously available in the traditional classroom.
According to Michale Horn, disruptive innovations provide an opportunity to “reinvent the model itself to solve for: multiple intelligences, learning styles, talents, motivations/interests, aptitude,” and more (Horn, 2013). With advances in technology, students can now get real-time feedback and on-time support through blended learning opportunities. By giving learners control over their learning, students can help them become more engaged in the learning process.
The opportunities for innovation I see within my organization are giving students equal access to information related to their program of study. Currently, students are left to navigate the world of higher education by learning lingo, searching websites, and trying to determine what information is essential to know. There is currently no assessment to determine their level of understanding, and students cannot become the navigator of their learning effectively. I want to develop an innovation plan that allows all students access to the most common policies and program information they can review and process at their own pace through blended learning modalities. I want to utilize various resources such as onboarding information for student information systems and degree tracking purposes. I want to include program specifics such as internship applications and departmental websites/information links. I want to incorporate an element of ownership component for students to inform themselves about their program with my guidance. I want an option for students to assess their understanding, possibly through quizzes or feedback surveys, so that I can target interventions and information sharing that will keep students engaged through the completion of their chosen program.
References
Horn, Michael. “Disrupting Class – Part 3: Disruptive Innovation in Education.” YouTube, uploaded by Edmentum, 5, March 2013, https://www.youtube.com/watch?v=iX2hOF5YkfQ
“Part 6 — Technology as a Disruptive Force in Education.” YouTube, uploaded by Clayton Christensen Institute, 5, June 2014, https://www.youtube.com/watch?v=k0ENX-GTUf4
“Part 7 — Disrupting Higher Education.” YouTube, uploaded by Clayton Christensen Institute, 5, June 2014, https://www.youtube.com/watch?v=IY18XHjGTFU
Robins, Sir Ken. “Bring on the learning revolution! | Sir Ken Robinson.” YouTube, uploaded by TED, 24, May 2010, https://www.youtube.com/watch?v=r9LelXa3U_I
The Advisor That Cares 