1. Technology Trends Impacts on Society, Education & Policy

2. Introduction  The big question: How can we promote organizational agendas through regulation? What is regulation? What models do we have for regulation? How does regulation work in the “real world”? What leadership skills are needed in this context?

3. Today’s Presentation  Overview of Regulation Model  Michigan Virtual High School as a “case” Overview of MVHS Regulation through Architecture, Policy, Norms of Use and the Market  Relating Regulation Model to “Real Life”

4. Overview of the Regulation Model  Code Lawrence Lessig Chapter 7 “What Things Regulate”  Architecture  Policy and Laws  Norms  The Market ArchitectureNorms Policy Market

5. The Michigan Virtual High School  Jamey Fitzpatrick, MVU Vice President  History, Directions, Future

6. Constraints  Discussion

7. Architecture - Introduction  World of Ends: What the Internet Is and How to Stop Mistaking It for Something Else The Internet isn't complicated The Internet isn't a thing. It's an agreement. The Internet is stupid. Adding value to the Internet lowers its value. All the Internet's value grows on its edges. Money moves to the suburbs. Doc Searls and David Weinberger www.worldofends.com

8. World of Ends The end of the world? Nah, the world of ends. The Internet’s three virtues: –No one owns it –Everyone can use it –Anyone can improve it If the Internet is so simple, why have so many been so boneheaded about it? Some mistakes we can stop making already

9. Architecture- Needs & Constraints of Online Learning  Barbara Truitt Beckmeyer Web-based Delivery Scalability

10. Policy  Jamey Fitzpatrick School Code Issues Rules and Laws affecting MVHS Non-profit status

11. Norms - Introduction  Reform / technology advocates claim providing technology in schools will reform practice  Growth of school technology (National Center for Educational Statistics) Schools connected to Internet –35% in 1994 to 98% in 2000 Student / Internet-connected computer ratio –12:1 in 1998 to 5.4:1 in 2001

12. Norms - Introduction  No Significant Difference Phenomena Reviewed 355 studies on distance education No difference between on-line and traditional  Even when teachers have high access to technology, they make little use of it Simply providing technology does not change practice Russell, T. L. (1999). No significant difference phenomenon. Raleigh, NC: North Carolina State University. Cuban, L., Kirkpatrick, H., & Peck, C. (2001). High access and low use of technologies in high school classrooms: Explaining an apparent paradox. American Educational Research Journal, 38(4), 813-834.

13. Norms  Patrick Dickson View from MSU's Online Masters Online Teaching Makes Individual "Norms" Visible Online Teaching Requires New "Norms" Economics, Efficiency, Effectiveness, Sustainability Instructor Incentives and Support Essential

14. Market - Introduction Assuming Lawrence Lessig’s regulation model is correct and markets do regulate behavior in cyberspace:  Is there a market for delivery of High School classes online?  What information can we use as evidence of that market?

15. Market Indicators  On an average day, about 61 million Americans go online. Pew Internet & American Life Project, December 2002 http://www.pewinternet.org/  “In a recent poll, more than 70 percent of teenagers said they’d give up TV before giving up their computers or the Internet.” Richard W. Oliver, The Shape of Things to Come

16. Potential Market: Youth Online  Eighty-one percent of teenagers between the ages of 12 and 17 email friends and relatives, while 70 percent use instant messaging (IM) applications to stay in touch  Fifty-eight percent of younger teens and 61 percent of older teens go online for schoolwork… CyberAtlas report, Jan 31, 2002 http://www.nua.com/

17. Market  Deb Overbey Experience as a teacher of virtual courses Stockbridge Community Schools as a customer of MVHS Student reactions to online classes

18. Large Group Discussion  Explicitly identify the strategies that have been used to regulate in such a way as to achieve the goals of the MVHS.

19. Large Group Discussion  How might this model for regulating fit into your work and organization?  What leadership qualities are necessary at the individual/team level to advance organizations toward their goals under this model?

20. Large Group Discussion  How does today’s presentation relate to the three strands of EPFP? Public Policy Processes Leadership and Skill Development Networking

21. Conclusion