Teaching and learning in an era of disruptive innovation
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Dr. Scott McLeod's presentation to the NEA Board of Directors. Washington, DC. December 12, 2009.

Dr. Scott McLeod's presentation to the NEA Board of Directors. Washington, DC. December 12, 2009.

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  • Conclusions are outstanding - resonate deeply w/Openworld.com, Buildership.org, and EntrepreneurialSchools.com
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  • I am going to talk in this presentation about some concepts put forth by Dr. Clayton Christensen in two of his books, TID and DCDr. Christensen is a professor in the Harvard Business School and has gained great renown for his work on what he calls ‘DIs’In this presentation, I am going to explain what a DI is, describe what effective organizational leadership looks like when faced with a DI, and, finally, actually connect it all to schools by discussing some implications of DIs for elementary and secondary school leaders. Although Dr. C’s second book, Disrupting Class, does some of this too, I’m going to try to reframe and summarize some of his key points in a way that hopefully is useful to you. Please be patient – I promise I’ll eventually link all of this stuff to schools and educators.Before we get started, please note that a great deal of what I say in this presentation comes from Dr. C. Any mistakes or logic flaws, however, are mine alone. Image credits and other references are at the end of this presentation.
  • Back in the day we used to have vinyl records.
  • The vinyl record was eventually replaced by the cassette tape
  • Which was then replaced by the music CD
  • Which is now being replaced by portable music players such as the iPod.The cassette tape was a DI to the vinyl record paradigm. The music CD was a DI to the cassette tape paradigm. And iPods and other portable music players are proving to be DIs to the music CD paradigm.
  • Here’s another example. We used to have mainframe computers that ran reel-to-reel tape.
  • Those were replaced by minicomputers
  • Which were then replaced by personal computers
  • Which are increasingly being replaced by portable computers. The laptop is looking like it’s a DI to desktop PCs, which were DIs for minicomputers, which were DIs to the old mainframe computers.
  • Similarly, film cameras
  • Have for the most part been replaced by digital cameras
  • Then Sears came along and carved out a huge slice of the department stores’ customers…
  • In turn, Walmart then came along and shredded the customer base of Sears.
  • And it’s not just products. For instance, everyone used to shop at local shops, such as department stores.
  • Music went digital.Many of us have iPods or other portable music devices that let us carry around a lifetime’s worth of music. And, again, they fit in our pocket or purse.And, in addition to being both wonderfully useful and kinda cool, these little devices also are making us completely rethink a number of issues related to intellectual property and copyright.Hands up – how many of you own an iPod or other kind of portable music player?http://www.flickr.com/photos/zengame/42914294/sizes/l/
  • Photos went digital.The world of photography has been completely upended in the past couple of decades, as digital cameras infiltrate both the personal and professional realms. Hands up – how many of you own a digital camera? Those of you who do know the affordances they lend us over regular film photography.http://www.flickr.com/photos/parl/89822733/http://www.flickr.com/photos/dhammza/140868495/http://www.flickr.com/photos/purprin/2070805989/
  • And then there’s Facebook and MySpace, which are the #5 and #7 places on the Web, respectively. Why? Because they do one thing extremely well – they allow us to connect with each other in ways that we find meaningful and engaging.Hands up – how many of you belong to MySpace, Facebook, or some other social networking site?http://www.alexa.com/site/ds/top_sites?ts_mode=global&lang=none
  • 1. critical thinking and problem solving in networks of cross-functional teamsworld is complex and answers are not in the booksworld is moving too fast for inflexible, hierarchical organizations2. collaboration across networks and leadership by influence rather than positional authoritycommand and control increasingly less valued in organizationsschools are very much command and control institutions3. agility and adaptabilityintensifying rate of change, overwhelming amount of data, increasing complexity of problems4. initiative and entrepeneurialismpeople who can seek out new opportunities, ideas, and strategiesdon’t want students or workers who are apathetic about their experiencesachievement orientation, drive for results, self-starters5. effective written and oral communicationpresentation skills, being clear and concise; creating focus, energy, and passion around the points they want to make6. accessing and analyzing informationpeople who can access, evaluate, conceptualize, and synthesize multiple and large streams of incoming information to make meaningful decisions7. curiosity and imaginationinquisitiveness, analytical skills that are more ‘out of the box’ than in the past, asking great questions is more important than knowing the ‘right answer’

Teaching and learning in an era of disruptive innovation Presentation Transcript

  • 1. Teaching and learningin an era ofdisruptive innovation
    Dr. Scott McLeod
    CASTLE
  • 2.
  • 3. What is a disruptiveinnovation?
  • 4.
  • 5.
  • 6.
  • 7.
  • 8.
  • 9.
  • 10.
  • 11.
  • 12.
  • 13.
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  • 15.
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  • 20.
  • 21.
  • 22. Disruptiveinnovationschange the game
  • 23. Socially functional
    Mastery of information landscape
    Economically productive
  • 24.
  • 25.
  • 26.
  • 27.
  • 28.
  • 29.
  • 30.
  • 31.
  • 32.
  • 33.
  • 34.
  • 35.
  • 36.
  • 37. Newinformationlandscape
  • 38.
  • 39.
  • 40.
  • 41.
  • 42. We arehyper-connected
  • 43.
  • 44.
  • 45.
  • 46.
  • 47.
  • 48.
  • 49.
  • 50.
  • 51.
  • 52. Anytime/anywhere content production, connection, collaboration…
  • 53. We all now have a voice(and can find each other, share, connect, collaborate)
  • 54. Newspapers& magazines
  • 55. music
  • 56. radio
  • 57. television
  • 58. movies
  • 59. books &reading
  • 60. maps, travel,travel agencies
  • 61. business, personal finance, & money management
  • 62. medicine& health
  • 63. postal service
  • 64. politics
  • 65. universities
  • 66. Information-oriented
  • 67. P-12 schools
  • 68. Globalizationof economy
  • 69. Percentile change in importance of task type in U.S. economy
    Abstract
    Routine
    Manual
    Autor, D., Levy, F., & Murnane, R. J. (2003). The skill content of recent technological change: An empirical exploration. Quarterly Journal of Economics 188, 4. [updated, D. Autor, 2008]
  • 70. effective speaking
    global awareness
    critical thinking
    problem solving
    adaptability
    information literacy
    collaboration
    creativity
    media fluency
    analytical skills
    entrepeneurialism
    effective writing
    innovation
    synthesis
    curiosity
  • 71. Growth of the creative class
    Florida, R. (2002). The rise of the creative class (p. 332). New York, NY: Basic Books.
  • 72. Growth of the creative class
    Florida, R. (2002). The rise of the creative class (p. 332). New York, NY: Basic Books.
  • 73.
  • 74.
  • 75. Can someone overseas do it cheaper?
    Can a computer do it faster?
  • 76.
  • 77. 1 big problem
  • 78. Socially functional
    Mastery of information landscape
    Economically productive
  • 79. The fundamental dilemma
    but now areexpected to
    do this
    Schools were designedfor this …
  • 80. What we have right now
    uniqueness
    uniqueness
    one right answer
  • 81.
  • 82.
  • 83.
  • 84.
  • 85. No generation in history has ever been so thoroughly prepared for the industrial age.
    David Warlick
    http://davidwarlick.com/2cents/?p=298
    dangerouslyirrelevant.org
  • 86. Takeaways
  • 87. K-12 education isfacing multipledisruptive innovations.
  • 88. The existing educational model is not a given.
  • 89. Good organizations with good people will disappear if they don’t understand the ‘natural laws’ of disruptive innovation.
  • 90. It’s very difficult for existing successful organizations to become dominant players in the new market.
  • 91. This is sneaking up on most school organizations.
  • 92.
  • 93. good
    enough
  • 94. good
    enough
  • 95. good
    enough
  • 96.
  • 97.
  • 98.
  • 99.
  • 100.
  • 101. Implicationsfor NEA& teacher unions
  • 102. Replacement of some teaching functions by offshoring and software.
  • 103. Dispersion of teaching functions will erode membership base (and thus financial / political power)
  • 104.
  • 105.
  • 106. Thank you!
    Scott McLeod, J.D., Ph.D.
    Director, CASTLE
    dangerouslyirrelevant.org/nea.html
  • 107. effective speaking
    global awareness
    critical thinking
    problem solving
    adaptability
    information literacy
    collaboration
    creativity
    media fluency
    analytical skills
    entrepeneurialism
    effective writing
    innovation
    synthesis
    curiosity