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Disrupting Class, Expanded Edition: How Disruptive Innovation Will Change the Way the World Learns (Anglais) Relié – 1 octobre 2010

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Descriptions du produit

Biographie de l'auteur

Author Information
Clayton M. Christensen
is the Robert and Jane Cizik Professor of Business Administration at the Harvard Business School, and is widely regarded as one of the world’s foremost experts on innovation and growth. He is author or coauthor of five books including the New York Times bestsellers, The Innovator's Dilemma and The Innovator's Solution.
Michael Horn is the co-founder and Executive Director, Education of Innosight Institute, a non-profit think tank devoted to applying the theories of disruptive innovation to problems in the social sector. Tech&Learning magazine named him to its list of the 100 most important people in the creation and advancement of the use of technology in education. He holds an AB from Yale and an MBA from Harvard.
Curtis Johnson, once a teacher and later a college president, is a writer and consultant. He was head of the public policy research organization that launched the idea of chartered schools and chief of staff to former governor Arne Carlson of Minnesota. Co-author of three books on how metropolitan regions have to adapt to new realities to be successful places, Johnson is a partner with the Citistates Group and the managing partner of Education Evolving, a project of the Center for Policy Studies. He is a graduate of Baylor University with a PhD from the College of Education at the University of Texas.

Détails sur le produit

  • Relié: 272 pages
  • Editeur : McGraw-Hill Professional; Édition : 2 (1 octobre 2010)
  • Langue : Anglais
  • ISBN-10: 0071749101
  • ISBN-13: 978-0071749107
  • Dimensions du produit: 16,3 x 2,6 x 23,6 cm
  • Moyenne des commentaires client : 2.0 étoiles sur 5  Voir tous les commentaires (1 commentaire client)
  • Classement des meilleures ventes d'Amazon: 124.092 en Livres anglais et étrangers (Voir les 100 premiers en Livres anglais et étrangers)
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Par yoplaboum le 19 août 2012
Format: Relié Achat vérifié
voilà comment recycler et vendre une idée encore et encore. Le concept d'innovation De Christensen utilisé pour révolutionner la salle de classe. Sauf que voilà, il n'y a pas grand chose à dire... en gros, il faut passer aux cours en ligne et hop tout ira mieux sur la terre...très peu d'idées au final
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Amazon.com: 49 commentaires
32 internautes sur 35 ont trouvé ce commentaire utile 
Fabulous book that offers great analysis and insight 28 août 2011
Par Jeffrey L - Publié sur Amazon.com
Format: Format Kindle
I bought this book in the process of researching the future of education for a graduate school and found myself taking notes as I went along. The book is structured in an easy to read fashion, and is a fairly short read, but it is packed with great information. As it says on the cover it revolves on Clayton Christensen's theories on Disruptive Innovation. It focuses on education from grades K-12.

Disruptive Innovation in a nutshell, is an innovation that brings improvements that are different than those traditionally used in measuring the quality of a product in a specific industry. Christensen has found that this kind of innovation has a good chance of being overlooked by the incumbent industry leaders because it is deficient in the areas the industry leaders view as key. And because technology generally develops faster than the demand of the consumers, this new product soon "catches up" to consumers, and also provides additional advantages. An example is the MP3 player, which provided advantages that old music systems did not (namely storage) but initially did not have the sound quality to draw those who were listening on CD players and the like (industry leaders at the time were looking at metrics like sound quality to consider products.)

When it comes to education, Christensen and the other authors posit that "student-centric education", made possible through technology, fits the model of disruptive innovation. They take the time to illustrate how such education is developing, illustrate the differences between the school system and standard businesses (in disruptive innovation) and make some predictions about the future of education. They also wrap up the book by telling how one can utilize such tools as parents or students, and provide insight for educators on how to implement different elements. The book also provides references to a ton of useful material.

As can be seen I rated the book 5 stars and think it is a fabulous resource.

Added 8/28/11

For those who want more information, here's a chapter summary:

Chapter 1: Students learn in different ways. Customizing education to allow students to learn in the way they learn best will improve intrinsic motivation. Need a student-centered approach. Technology is an important vehicle towards making this happen.

Chapter 2: Disruptive innovation shows us that schools in the US have improved, while standards of success have shifted. This provides confidence that changes can be made. Chapter provides overview on disruptive innovation.

Chapter 3: How can we change from the "interdependent curricular architecture" of most schools to a "modular, student-centric" approach? How do we move from one education for all to education for each individual? Further why have schools, which have spent $60 billion placing computers in classrooms not done this yet? Answer to this question is that they have looked to incorporate computers into their existing model instead of allowing it to develop in a new model.

Chapter 4: How can it then be implemented? Have it compete against "non-consumption" where the alternative is to do nothing at all. Current examples are included in this chapter.

Chapter 5: Disruption has 2 stages. Some changes must also be made outside the public school classroom. Disruption and student-centric technology must first solve problems outside of the classroom. Educated guesses on what that may look like are included in this chapter.

Chapter 6: Focus on pre-school years.

Chapter 7: Standard research approach in colleges has not provided clear guidance to educators. Chapter focuses on ways education research can improve predictability in education.

Chapter 8: Managerial toolkit to those working on changing.

Chapter 9: Which teams are appropriate for which changes? Also, a new way to visualize the role of chartered schools.
11 internautes sur 12 ont trouvé ce commentaire utile 
Seizing a Great Opportunity by Curing What Ails Education 6 juin 2012
Par Thomas M. Loarie - Publié sur Amazon.com
Format: Relié
In "Disrupting Class," Clayton Christensen ("Innovator's Dilemma," "Innovator's Rx") et al make the case that disruptive innovation will change the way the world learns - by disrupting the classroom and, in turn, social "class." They state unequivocally that education in the U.S. will change dramatically over the next decade with computer-based, student-centric learning accounting for 50% of the learning time in U.S. secondary schools and by 2024, 80%.

Will this lead to better educational success? And what about the obstacles that have frustrated policymakers, administrators, teachers, and parents who have tried to improve schools for years? How will this be achieved? The authors address these and other questions by applying the theory of disruption - a powerful body of theory that describes how people interact and react, how behavior is shaped, how organizational cultures form and influence decisions - to the convergences underway today.

Computer learning has, until now, been crammed into the existing educational structure without success. With a changing environment, there are now drivers which are changing the landscape allowing computer-learning to penetrate "foothold" (non-standard learning situations where computer-learning will be embraced) markets. These new market niches are, in-turn, encouraging the development of innovative "student centric" programs (like The Khan Academy,[...]) which are experiencing rapid adoption.

The main drivers for the creation of "foothold" market adoption include:
* The pressure on schools to improve test scores in core subject areas is leading to a greater investment of resources and time in math and reading at the expense of other courses. The "nice-to-have" courses are being dropped by school districts creating a vacuum which has become an opportunity for on-line providers to fill. While teacher unions will oppose computer-based courses for core curriculum, they will not object to computer-based courses they will not teach.
* A rapidly growing home-schooling market. Parents are seeking computer-based courses to augment their children's coursework with professional teaching. There is no union issue to contend with.

Penetration of the "foothold markets" combined with four additional factors will accelerate substitution of computer-based learning in the traditional school:
1. Computer-based learning will keep improving now that markets are established. Technological improvements will make learning more engaging.
2. Research will advance to enable the design of student-centric software appropriate to each type of learner. This ability for students, teachers, and parents to select a learning pathway to fit an individual's learning style will mark a breakthrough in learning...and teaching.
3. A looming teacher shortage will drive educators to find new ways to teach. .
4. Inexorable cost pressures on schools will drive administrators to find more cost-effective ways of delivering education. With software-based learning, costs will fall significantly with scale-up.

"Disrupting Class" provides real hope, predicated on an analytical framework, that schools in the future will fulfill their basic mission to: maximize human potential; facilitate a vibrant democracy; hone the skills, capabilities, and attitudes that will help our economy to be prosperous and competitive; and nurture the understanding that people can see things differently. This is a must read for anyone interested in education, its future, and the future of our society.
14 internautes sur 16 ont trouvé ce commentaire utile 
Well-Intentioned but Flawed 28 juillet 2013
Par Loyd E. Eskildson - Publié sur Amazon.com
Format: Format Kindle
Clayton Christensen previously has provided excellent insights on disruptive technologies within the business world. Unfortunately, he does not succeed with "Disrupting Class."

Christensen begins noting that typical "solutions" do not up to scrutiny. Inflation-adjusted per-pupil expenditures have be doubled, with little result; further, Kentucky state accountability index performance between two districts varies inversely with expenditures - despite the lower-spending district also being more disadvantaged in pupil characteristics. (Christensen, however, offers no explanation of that the state accountability index is comprised.) He also points out that U.S. education spending is about twice that of other developed nations.

Others contend that new technology is key to improving pupil performance. Christensen, however, notes that computer availability has roughly doubled, again, with little impact.

Perhaps pupil motivation is the key. Christensen "refutes" this explanation by reporting area scores in Montgomery County, Md. that meet or exceed minimums now match those of white pupils in non-poverty areas. (Christensen, however, fails to recognize that this is meaningless if the "minimum" standards are low.)

Christensen then notes that the proportion of pupils taking science and engineering courses falls as a nation's prosperity increases - somehow failing to recognize that this supports a pupil motivation is key hypothesis.

Later on in "Disrupting Class," Christensen reports favorable NAEP trends at the lower age levels as indicative of successes, failing to also notice that the 17-year-old scores have remained unchanged for decades - therefore, undermining his conclusion.

The essence of "Disrupting Class" is that computers can make learning more effective and attractive by individualizing instruction. Unfortunately, this is directly contrary to his early observation that high-scoring nations primarily use rote instruction, while the lower-scoring U.S. uses pupil-centered, more individualized instruction.

Bottom-Line: A well-intentioned, but flawed book.
7 internautes sur 8 ont trouvé ce commentaire utile 
Inspiring Vision of Education's Future 9 janvier 2012
Par Eric Berglund - Publié sur Amazon.com
Format: Relié
Christensen, Horn, and Johnson have written a short but compelling book that challenges US Education
to address the needs of all its students. Starting with the premise that students have a number of
different learning styles, they argue that the school of the future can and should deliver a customized
education to every individual.

As difficult as that may sound, they see a way to achieve it: Tap into an exploding body of self-paced,
online presentations. They see these presentations as the work of parents, teachers, and other students,
who will develop them as a way to cement their own learning and contribute to the wider world.
In this model, "disruptive" to the status quo, teachers become guides and tutors, who get to know each
of their students, select material appropriate for their learning styles, and help them overcome obstacles.

The authors' vision attempts to address the issue they see as most responsible for student failure:
lack of intrinsic motivation. (They make quick but reasonably persuasive arguments that most other
alleged causes of school problems don't hold up under scrutiny.) They cite research saying that most
students will engage with schooling if they experience real success (not just praise for its own sake),
and get to spend time with their friends. Frequent online testing, allowing students to be challenged but
to demonstrate mastery frequently, is just what's needed to help pupils feel the sense of accomplishment
that will keep them moving forward.

The book is, in effect, an extension of Christensen's "Innovator's" series, which explore his theories of
how new products and services rise in the market. In education, the authors argue, people who share
their vision of the future should be developing solutions for underserved populations (special ed,
Advanced Placement students, students with learning styles that don't match those in the textbooks, etc.).
They caution against trying to implement this vision by confronting school boards and/or unions head-on.
(They provide a model describing how decisions can be made when people disagree on goals or
recommended approaches. )

The text shows its origins in the world of business. Examples of companies and markets abound,
providing analogies the authors believe should inform thinking about education. An ambitious work,
it tries to give pithy advice to all constituencies: students, teachers, parents, administrators, philanthropists,
software developers, college teachers of Education, and education researchers. The result is sometimes
a bit scattered, and probably speaks more to a business owner interested in education than to actual educators.

The overall impact is thought-provoking and even inspiring, despite predictions that can seem overly bold.
4 internautes sur 4 ont trouvé ce commentaire utile 
Grand theory applied to everything 18 juillet 2013
Par Malcolm Mcgrath - Publié sur Amazon.com
Format: Format Kindle Achat vérifié
Christensen reminds me of Marx and Engles; having come up with a new perspective on economics they then proceeded to write volumes and volumes applying it to everything and anything. (even astrophysics) Some of their applications were profoundly inciteful and well researched, some of them were more like wishful thinking and some were downright silly. I think Christensen's book the "Innovator's Dilemma" will rank as one of the classics of economic and social theory, on a level with works such as "the Wealth of Nations". In "Disrupting Class", he applies his theory of disruption to the field of education and not only provides an analysis of the field but makes some very strong predictions. However, in the case of education, as opposed to business, the mechanism of social change is not clearly laid out. (This was the problem with all of Marx's grand predictions, as Elster pointed out) Businesses change because old ones go bankrupt and new ones take their place, yet unwieldy bureaucracies can remain that way for hundreds of years (the Vatican). I would like to believe in the future of education in "Disrupting Class" but there is not enough explanation in the book of how this will come about. Still an interesting and thoughtful book, but not his best.
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