Clayton Christensen |

It’s been an exciting week in the U.S. An historic presidential election concluded with a landmark result of which all of us can proud regardless of our political views. We look forward to seeing what an Obama presidency will mean for the future of education. In the President-elect’s past remarks, he has spoken eloquently about the potential for technology to play a game-changing role in education. We hope he continues to embrace this potential and helps open disruptive paths for such innovations as online learning that hold the potential for game-changing transformations.

An upcoming book helps show why this is important. Titled The Development of Giftedness and Talent Across the Life Span, it has some interesting insights on the nature of giftedness—namely how academic talent can wax and wane over time and how it can be nurtured and taught, according to an Education Week article previewing the book.

One implication of this work is that the structure of schools doesn’t always support this fluidity. “Children might move in and out of ‘gifted’ programs more frequently, based on their individual needs,” says the article in paraphrasing the book’s co-editor, Frances Degen Horowitz.

There are obviously many problems in doing this in current schools. For example, I imagine moving children in and out of gifted classes might crush their confidence and hurt their feeling of self-efficacy. It goes to the problem of how social promotion and holding a child back both have inherent problems associated with them.

Online or computer-based learning introduced disruptively can help solve this tradeoff. By being individually paced but not taking a child out of his or her social environment in essence, it allows for children to take what is most relevant for their individual needs at any given time. In theory it can also allow children to match with others from around the world that are in similar places, but not create static environments that could have negative effects on development. And for those children who remain “advanced” compared to their social peers, it can allow them to continue to work through challenging material to grow and expand their horizons without becoming bored—an exciting proposition to allow all children to realize their fullest potential and promise.

*Note: I will be out of the country and on vacation starting tomorrow for the next two weeks. I will not be posting to the blog during this time. I will resume my regular weekly posts upon my return.

I had planned originally to blog again about higher education, but this has been a busy few days of activity around the book and its themes so I thought it would be worthwhile posting some links to the various events and presentations and offering a few brief reflections.

Clay and I gave a presentation at the American Enterprise Institute along with Jason Hwang on the 27th titled “Disruptive Innovation in Education and Health Care” (video and audio are online here). Checker Finn was on the education panel with us as well which made for a lively discussion.  Education Week’s Andrew Trotter wrote an article about the event as well.

The next day I was in Arizona where I had the opportunity to keynote NACOL’s Virtual School Symposium. This was an exciting and informative event with somewhere around 1,100 people in attendance. It’s a conference that, just like online learning, has grown by leaps and bounds in the last couple of years.

I’ve said this before, but NACOL, the International Association for K12 Online Learning, is doing some great work in this space. The organization is a great source of information and is helping sponsor useful research to further the field.

Among the worthwhile reports that I recommend highly and that you can find from NACOL’s site are the latest issue of Threshold magazine and the latest Keeping Pace with K-12 Online Learning report (just came out on October 23rd). These reports help show that online learning really is booming and will help any reader understand what it really is.

There has been lots of activity on the Web about these events—many praising and others with insightful criticisms. One of the most interesting things, however, that I observe is the difference in conversations taking place. When you are in the Beltway or talking with people who have been in the thick of education for years, although many do see the promise online learning holds, many also don’t believe it’s happening and growing in disruptive fashion. If you are in the actual space and seeing the number of entrepreneurs and districts diving in and having successes, however, you see a very different picture. This is not necessarily surprising given how disruptive innovation works, but it is interesting.

Lastly, Scott McLeod, an associate professor and coordinator of the Educational Administration Program at Iowa State University and the director of the UCEA Center for the Advanced Study of Technology Leadership in Education (CASTLE), delivered a great presentation on the Web at the K12 Online Conference. His thesis in essence is that the coming disruptive changes necessitate new leadership models for schools. It’s a 20-minute presentation that summarizes some core concepts from our work and is well worth watching.

Clayton Christensen and I have a new article out in Business Week online today in the Viewpoint section. Titled “McCain: Education’s Disruptor-in-Chief?” the article is about the presidential election and Senator John McCain and Senator Barack Obama’s respective positions on how disruptive innovation can affect positive change in how today’s classrooms operate. The article leads with McCain and how he has latched onto many of the core ideas from disruption and our book. It then talks about the great promise Obama’s vision of technology has for education, especially if implemented disruptively.

There is also an accompanying slide show that the editors at Business Week put together that profiles 15 disruptive innovations in education.

As always, we welcome your comments on this site.

On Friday, September 26, 2008, EdWeek hosted a really interesting online chat with Susan Patrick, president and CEO of the North American Council for Online Learning (NACOL), Cheryl Vedoe, president and CEO of Apex Learning, and Julie Young, president and CEO of Florida Virtual School. You can read the transcript of the chat here.

If you have questions about what does an online course look or feel like, what requirements do you need to offer or teach in one, or what happens if the technology goes down, this is a chat you really ought to read. It’s comprehensive and informative. These three individuals are among the leaders in this field; by reading this, you’re getting the best information out there straight from the source.

In the chat, they also point to some other resources for more information, including guides on NACOL’s Web site, and some good articles and an explanatory graphic in the latest Threshold magazine.

Would be great to know people’s reactions to this chat as well as any other questions you may have that stem from it.

A debate over literacy played out in the New York Times on July 27, 2008 in the article, “Literacy Debate: Online, R U Really Reading?”

It’s an interesting article that captures many viewpoints on the question, from the debate over whether online reading helps or hurts to whether it develops different thinking (in line with the Atlantic Monthly “Is Google Making Us Stupid?” article that I mentioned in my last blog) to whether reading online benefits different kinds of learners such as dyslexic students.

The quote from Yale professor Sally Shaywitz, the author of “Overcoming Dyslexia” and perhaps the foremost expert on that topic, is very interesting. She says, “When you read online there are always graphics … I think it’s just more comfortable and – I hate to say easier – but it more meets the needs of somebody who might not be a fluent reader.”

With the world increasingly moving online and our push for student-centric learning technologies in education, that quote certainly caught my attention, as did the article. Also of interest is Michigan State University professor Rand Spiro’s observation that “[young people] aren’t as troubled as some of us older folks are by reading that doesn’t go in a line… That’s a good thing because the world doesn’t go in a line, and the world isn’t organized into separate compartments or chapters.”

Also of interest is this blog post on the topic that references our work and says, “I think that this whole debate is based on wrong categorization. Using old frameworks to evaluate new phenomenon is fundamentally wrong.”

What do you think? What might be the correct categories and framing?

Clayton Christensen and I just had a piece titled “Virtual Learning Hits Campaign Trail” published on the Huffington Post. You can read it at: http://www.huffingtonpost.com/clayton-m-christensen-and-michael-b-horn/virtual-learning-hits-cam_b_119846.html.

In the piece we talk about how both presidential candidates are finally talking about education reform and about how Senator John McCain has embraced virtual learning as a part of his campaign platform. This last item really has the chance to move the needle forward in the debates around education reform — and, we hope, drive some consensus.

We’ll be checking the message board on Huffington Post to respond to comments there, but we’d also love to hear what you think here.

In a telling sign of the growth of and the potential for online learning, for-profit Edison Schools Inc. has jumped on the bandwagon with the acquisition of Provost Systems Inc., a company that offers online courses and online learning management tools for schools, according to a July 1, 2008 article in Education Week.

Edison will also change its name to EdisonLearning to reflect its expansion beyond its controversial management of public schools. It will be able to offer online courses to students directly, as well as through existing schools and districts. According to the article and Edison’s CEO, Terry Stecz, Edison wants to become “the preferred partner for large urban systems, states, or cities.”

The article quotes Trace A. Urdan, the managing director of Baltimore-based investment bank Signal Hill Capital Group LLC, and a longtime analyst of the for-profit education industry, as saying that although “Edison’s new direction might not be motivated by a desire to minimize controversy, it could very well have that effect.”

“They started at the much more difficult end of the spectrum, and now they’re moving into the less controversial, arguably easier end,” Urdan said in the article. “It’s getting away from the idea of, ‘We’re here to do what you do better than you do’ and into, ‘We’re selling you something you need and don’t have.’”

This insight is a classic hallmark of disruption—and stands in sharp contrast to Edison’s initial approach, which was not disruptive. As Disrupting Class chronicles, disruption takes a simple product that is “good enough” and offers it in a place where the incumbent in a market place, in this case public school districts, are relieved that they don’t have to offer the product or service themselves.

Generally this happens as entrants target “non-consumption,” places where consumers have literally no other option, so the incumbents weren’t planning on offering them something anyway. As we argue in this book, this is precisely how and where online learning has gotten its start.

And there’s evidence that school districts are thrilled to be offering the options and moving more courses online. Just look at my previous post that quotes representatives from the LA and Chicago school districts if you want evidence. These are among the biggest and most troubled school districts in the country, and clearly they enjoy the disruptive approach of online learning.

Are people seeing other organizations make a similar pivot in the learning space?

Here is a link to information about Senator John McCain’s education plan. 

For the part about virtual learning, see in particular the last three paragraphs. I’ve copied them in below from his press release. I am curious to get people’s feedback and thoughts per my last post.

Senator McCain’s support of this online learning medium and recognition of the potential here is very encouraging. The last bullet point below is something he didn’t mention in his speech but is particularly intriguing given Senator McCain’s stated desire in his speech to make sure struggling students are no longer stymied from getting the funding for tutoring that they need by the established system in which they are currently stuck.

• John McCain Supports Expanding Virtual Learning By Reforming The “Enhancing Education Through Technology Program.” John McCain will target $500 million in current federal funds to build new virtual schools and support the development of online course offerings for students. These courses may be for regular coursework, for enhancement, or for dual enrollment into college.

• John McCain Will Allocate $250 Million Through A Competitive Grant Program To Support States That Commit To Expanding Online Education Opportunities. States can use these funds to build virtual math and science academies to help expand the availability of AP Math, Science, and Computer Sciences courses, online tutoring support for students in traditional schools, and foreign language courses.

• John McCain Will Offer $250 Million For Digital Passport Scholarships To Help Students Pay For Online Tutors Or Enroll In Virtual Schools. Low-income students will be eligible to receive up to $4,000 to enroll in an online course, SAT/ACT prep course, credit recovery or tutoring services offered by a virtual provider. Providers could range from other public schools, virtual charter schools, home school parents utilizing virtual schooling resources or district or state sponsored virtual schools. The Department of Education would competitively award the funds to a national scholarship administrator who would manage the student applications, monitoring, and evaluation of providers.

Senator John McCain, the Republican Party’s nominee for President, just finished delivering a speech at the NAACP convention. He spent a good part of the speech talking about the need to reform and improve public education.

One paragraph in particular caught my attention, as it’s all about virtual and online education. According to his Web site, he said:

“We can also help more children and young adults to study outside of school by expanding support for virtual learning. So I propose to direct 500 million dollars in current federal funds to build new virtual schools, and to support the development of online courses for students. Through competitive grants, we will allocate another 250 million dollars to support state programs expanding online education opportunities, including the creation of new public virtual charter schools. States can use these funds to build virtual math and science academies to help expand the availability of Advanced Placement math, science, and computer science courses, online tutoring, and foreign language courses.”

I haven’t dug through the details of this yet as it just caught my eye, but this isn’t the first time Senator McCain has talked about computer-based learning. Clearly he has caught on to the disruptive innovation that is beginning to enter so many of our nation’s school districts and that we chronicle in our book, Disrupting Class.

I’m not sure yet what the proper role for the federal government should be in online learning, but talking about it and making everyone aware of it is a big step forward in bringing this innovation to the market at large so all students can benefit from its exciting potential.

I’d love to hear from people about what they know about the proposal, whether they think it’s a good idea, what they would have the federal government do for online learning in an ideal world, and so on.

One of the biggest questions I am often asked is, “Can online learning benefit minority students or those who struggle most to learn in school?”

It’s asked because one of the easy examples of non-consumption where online learning has taken root is for Advanced Placement (AP) and other advanced courses. The assumption that drives the question is that where we need to improve outcomes isn’t for those at the top; it’s for those who are dropping out, not learning how to read, and so on.

An article in eSchool News titled “Panelists: Online learning can help minority students” begins to answer the question quite well.

Sharnell Jackson, the chief eLearning officer for the Chicago Public Schools, and Themy Sparangis, the chief technology officer for the Los Angeles Unified School District, along with Ray Rose, director of programs at MentorNet, were the panelists in a Webinar that the North American Council for Online Learning (NACOL) hosted on the topic. Their conclusion? Online learning can be a big benefit to underrepresented student populations.

And it’s a benefit in precisely the places we’d predict: areas of non-consumption, including for dropout recovery, for kids in juvenile detention centers, where school courses don’t have enough enrollment, and for schools that don’t have enough educators to teach a specific subject. Online courses help in the latter two cases to ensure equitable access for all students, Sparangis said.

As Jackson said, “Online can be an alternative to school if either you physically cannot attend school or if a traditional classroom setting does not fit your specific needs. With online learning, a student can finish their high school degree, make up credits, and enrich traditional curriculum.”

Interestingly enough, out of all the high schools in Illinois that use online learning, a predominantly Hispanic high school has the highest online learning pass rate.

The panelists went on to explain how online learning is often more rigorous than regular classroom learning and, in their experience, how students often have the same if not better learning outcomes, as measured by state tests. Classes can be more individualized, have increased assessment and monitoring, have interactive options, and provide a host of online resources for students.

In our view, this is just the beginning of a truly student-centric learning experience for our children. The disruptive innovation of online learning is planting itself in these footholds for students who otherwise would have no other course option and are not well served, and as it increasingly does so, it will also gradually improve. As it does so, it will benefit students who have struggled traditionally in schools far more than anyone else.