Once again, Thomas Arnett at the Christensen Institute has used his keen insights about disruptive innovation to shed light on the specific forces that keep public education tied to conventional models that don’t work. His keen insights and crisp, action-focused analyses inspired me to write another “yes and” response.

The Tipping Point May Be Closer Than We Imagine If you’ve been following Tom Arnett’s provocative commentaries with the Christensen Institute, or reading my summaries of them (an admittedly second choice), you know that Arnett has brought his expertise in disruptive innovation theories to the question of whether and how we can truly reimagine education in ways that increase access, quality...

Exploring the space in between formal & flexible I haven’t met Thomas Arnett, but I truly appreciate the way he thinks. This is the second of what I expect will be a series of blogs that comment directly on his provocative posts. In his first post, he introduced the concept of integrated and non-integrated systems, bigger concepts that help us...

A reframing, reimagining & redesign of language and action Thinking differently, especially about an institution as established as public education, often requires talking differently. One of the terms that has risen to prominence over the past five years is learning ecosystems. All of us understand intuitively that some of the most valuable learning experiences happen outside of classrooms and schools....