Just today I learned that Apple now has in excess of 40,000 educational apps. The questions . . . why is Apple doing that? Why are we educators not doing that? Why hasn't ASCD taken that on? Apps will be a large part of any Mass Customized Learning success and we are sitting on our hands. MCL is Inevitable, either we do it or Steve Jobs will. Just saying . . . (cjs)

Nancy submitted a very interesting question . . . "What suggestions are there for special education students in the MCL environment?" The short answer is that there doesn't have to be anything special . . . just do it. Special Education got it first with personalized learning plans (IEPs) for all learners. The big difference was that that concept was not scalable before today's mass customized technology. Today we are capable of doing for each learner what we were legally bound to do with special education learners way back when.

The question . . . what happens with the "highly qualified teacher"? Will there be training for teachers to become learning coaches?

A question from Nancy . . . Are there parts of MCL that could be implemented even if the whole district or school is not doing it?

This entry is specifically for the Inevitable Book Study Group, but the question and our response can be generalized.

Three of the ten questions we received had to do with “what do we do with the unmotivated learner?” Tis a good question and one that we get when we present the MCL vision to practitioners. We have chosen a stair-step approach to our response . . . that is, our points tend to be stacked on each other to reach our final conclusion. SO, we will number our points.

1. We believe (as do most educators with whom we work) that a desire to learn is the natural state of people . . . young and old. So the problem with learner motivation is not about the learner, but with a system that is not designed to motivate/engage the learner.

2. Learning is natural and rather easy when we are intrinsically motivated. However, schools are designed to control the learner with the use of extrinsic. rewards . . . the most obvious extrinsic reward/punishment is our ABC grading system. When the reward is stopped, the compliant behavior is also expected to stop. In short, we buy kids off to get compliance with extrinsic rewards. (Not blaming anyone here . . . that’s just the way it is. This is how schools have been designed and operated for more than 100 years.)

3. So what are those intrinsic motivators that MCL allows us to apply? We believe that there are three big ones. One, we are motivated to learn when what we are being asked to learn meets our learning level. That is, when we have the “prerequisite learnings” as Madeline Hunter taught us; when we are challenged but also believe that we have a good opportunity to be successful. MCL not only allows this intrinsic motivator, but encourages it – our present assembly line does not. Two, we are motivated when we are able to apply our most effective learning style. MCL allows and encourages this intrinsic motivator – our present delivery of instruction is typically a one-size-fits-all approach. Three, we are intrinsically motivated when we are learning via content that is of interest of us. MCL makes this motivator available – our present system does not.

4. We think that it is a bit unfair to think of how an unmotivated learner would react to MCL if he/she were asked to take responsibility for his/her own learning at age 15. But what if each learner would be introduced to MCL sometime in the early grades. Our experience is that the intrinsic motivators leave our system and our learners around the fourth or fifth grade, and students are conditioned to expect to run on extrinsic rewards/punishments.

5. Nearly every school system with which we have worked has a stated goal of “creating self-directed life-long learners.” How can we be true to that very worthy goal without consciously and intentionally working to make that goal a reality? Telling students what they must do until they graduate to get the rewards certainly cannot be considered a reasonable strategy.

6. But the bottom line regarding learner maturity necessary to function as a motivated learner is that MCL allows the system to structure each learner’s activities according to his/her ability and willingness to take responsibility. We assume you have read Chapter 7, Lori Does Her Learning Plan. That chapter may appear idealistic, but we don’t think so. We believe that if we begin early and focus on the intrinsic motivators, a majority of our learners would/could be responsible for planning their own learning . . . some with more help than others. A “for . . . instance” – Lori was able to do her online learning from anywhere. Were she not responsible and be making acceptable progress, her online learning would take place in a supervised computer lab. Immature learners might meet with their learning coach daily, while the mature learners may meet with their coach once every week or two.

In the spirit of fairness, we are fully aware of how good teachers . . . and that’s most of them . . . bootleg intrinsic motivators into their classrooms all the time. But they do so in spite of the structure of the Industrial Age assembly line, not because of it. These teachers are our heroes and heroines.

The question is a good one. Thanks for sticking with us for a rather lengthy answer. We look forward to talking with you on March 14 when we suspect you will have questions about our answer. (cjs & bmcg)

Attention Technology and Innovation in Education (TIE) Bookstudy Group

Thank your for reading and studying Inevitable: Mass Customized Learning. Bea
McGarvey and I are honored that you are interested in our vision for education
and educators. Let me hear from you with your questions or comments and I will
respond online . . . or, should the questions require lengthy elaboration, I
might make a few comments and then follow up on the question when we can have a
real give and take dialogue.

Mass Customized Learning (MCL) is certainly a paradigm shift . . . no tinkering
allowed. And for sure, it's hard to think OTB when we have spend our whole
lives in school as a learner and teacher. But the rewards are great . . . and
moving something as important as education into the Information Age and student
learning into the age of empowerment is . . . . well, INEVITABLE.

I look forward to our time together on March 14. In the meantime, tis OK to
drop a note to chuckschwahn@yahoo.com or leave a comment on our blog. (cjs)

Chuck and I will be presenting "Inevitable: MCL" at Maine ASCD's Spring Conference on April 8th. It will be held in Portland....a great place to visit. Look for details on their website www.maineascd.org. bmcg.

I have the opportunity to talk to people at the AASA convention about Leadership, Learning Communities, and Mass Customized Learning in Denver on Friday, February 18. Come join Bill Spady and me at 2:30 and listen and learn about our truly transformational vision for public schools. Tis our professions opportunity to leapfrog the Industrial age delivery of student learning opportunities. (cjs)

Education is on the front burner. From Waiting for Superman, Obama and the State of the Union address, to everywhere on the Internet. And, people are beginning to use the term "Mass Customized Learning." Remember, we were first . . . and also know that MCL is . . . well, . . . Inevitable.