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This Concept Map, created with IHMC CmapTools, has information related to: map of chapter 5_use this one!, 3 Types of Business Models (from Fjeldstad and Stabell) Solution Shops employ experienced, intuitively-trained experts job is to diagnose problems and recommend solutions delivering value to customers is in the hands of the resident employees standardized processes are uncommon Business World examples: high-end consulting, law firms, advertising firms, R&D organizations, specialist physicians' diagnostic role in hospitals Education Example: special education Each student's challenges are diagnosed and treated uniquely., Concept Map of Chapter 5: The System for Student-Centric Learning, pp. 121-145 from from Disrupting Class: How Disruptive Innovation Will Change the Way the World Learns by Clayton M. Christensen, Michael B. Horn and Curtis W. Johnson, Teacher training deeply involved every step ???? 2. Curriculum experts/administrators at state and district levels adopt textbooks, Stage 2 the rise of modular design building and upgrading become simple and inexpensive (i.e., the "kernel" design of the Linux OS allows for customization) and, in terms of education, we are entering this second stage Stage 2 in Education We will begin to see: new user-manipulable platforms emerge students making learning tools to help fellow students learn parents assembling learning products to cater to their chidren's needs teachers designing programs to help students learn, Stage 1 Disruption (D) occurs outside ECS then Disruption (D) enters ECS, value-chain business (largely) meaning only certain types of learning can and cannot be introduced into the system, ECS + D emerges New Commercial System (NCS) Multiple disruptions occured here. Not only did transistor replace vacuum tube, but discount stores began to dominate over smaller stores such as appliance stores., Disruption (D) enters ECS ???? ECS + D, Teacher training deeply involved every step ???? 1. Subject-matter experts create textbooks and materials, Teacher training deeply involved every step ???? 4. Student learning is assessed., Public Education's Commercial System is value-chain business (largely), 2. Curriculum experts/administrators at state and district levels adopt textbooks ???? 3. Teachers deliver content (usually en masse) to students., 3 Types of Business Models (from Fjeldstad and Stabell) implications for the types of learning that can and cannot be introduced into the system, ECS + D emerges New Commercial System (NCS), 3 Types of Business Models (from Fjeldstad and Stabell) ???? Value Chains or Value Chain Businesses Inputs of materials are brought in, value is added, and higher-value products are delivered to customers at the other end. Raw input + Value adding = Higher value products much of the ability to deliver valude is embedded in strong, standardized processes capabilities are less people-dependent then those of solution shops Business World Examples: manufacturing, retailing, food service companies Education World Examples: the production and distribution of textbooks (Textbook Industry) Most teaching operates like a value-chain business. "Students are herded into a classroom at the beginning of the school year, value is added to them, and they're promoted to the next grade at year's end.", Disruption (D) enters ECS ???? ECS + D, 3. Teachers deliver content (usually en masse) to students. j 4. Student learning is assessed., 1. Subject-matter experts create textbooks and materials ???? 2. Curriculum experts/administrators at state and district levels adopt textbooks, Teacher training deeply involved every step ???? 3. Teachers deliver content (usually en masse) to students., A Few Rules of Disruption in the 2nd stage of disruption, almost never does the commercial system NOT get disrupted also. It is rare for a disruption to appear in just one part of a commercial system without the rest of the system changing too. It is the disruption of the full commercial system that ultimately enables these modular solutions to emerge. Embedding a disruptive product in an entirely disruptive commercial system is key to achieving a less expensive solution than was possible in the first stage of disruption. The reason the whole commercial system must be replaced for a disruption to occur is that, in each stage, the actors' business models, economic incentives, rhythms of innovation, and technological paradigms are consistent and mutually- reinforcing. Companies with disruptive economics simply are not plug-compatible into the old commercial system. ???? ...the entire system for creating education materials, making the decisions about which materials to adopt, and delivering the content to students must and will change. (p. 125, par. 1)