The Campaign for Real Virtual Learning

Years ago Dove funded a research effort to uncover "The Real Truth About Beauty." According to their site, their "global research highlighted a universal issue: that beauty-related pressure increases whilst body confidence decreases as girls and women grow older -- stopping young girls from seeing their real beauty."

Some of their key findings:

* Only 4% of women around the world consider themselves beautiful

* Only 11% of girls globally are comfortable describing themselves as "beautiful"

* 72% of girls feel tremendous pressure to be beautiful

* 80% of women agree that every woman has something about her that is beautiful but do not see their own beauty

From this research was birthed a marketing effort: The Campaign for Real Beauty. In this campaign, Dove began to redefine "beautiful" and highlight the beauty found in each woman. A goal was to pull away from the typical, the standard of beauty our society has established, and to reimagine a new model of beauty.

The parallels between this campaign and virtual learning are striking to me. We have a current model that cannot live up to its promise nor can anyone live up to the promises it wants to make.

It is time, not to merely find another model that is younger or has a certain look about her. No, it is time for virtual learning to reflect the beauty it has to offer in a real, authentic fashion. It must build to serve the audience it can best serve. It must redefine "learning" and break completely from the current way of seeing things.

The "Campaign for Real Virtual Learning" must exist because the individuals who are influenced the most by this effort are the same ones we all say we want to serve: KIDS.

If Dove can do it for beauty (see images in Target and other stores that reflect this new definition) then it can also be done for virtual learning.

houston@figment-consulting.com

Start with a better question

If you want a good answer then start with a better question.

We ask students, "What do you want to do for a living?"

The result? Life today as we know it.

What if we began asking students, "What kind of lifestyle do you want to lead?"

I wonder where their imaginations would take them? I wonder how they might see things differently? I wonder what life would look like?

houston@figment-consulting.com

Failure is not tolerated

Middle schoolers in this public school must write a two-page paper on why they failed and what they intend to do about it each time they receive a D or F on a test or project. Then, they must get their parents to sign it along with the teacher, and even the principal if it is a recurring problem.

Why? Because at this school "failure is not tolerated."

The result is that the students get to redo the project or retake the test and the scores are averaged together. Who wins? Sounds like the school does to me.

What exactly does this teach the students? Does it teach them the difference between failing and failure? Does it teach them that failing is part of the success process? Does it teach them that failing can actually lead to success?

Or, does it teach them to fear the prospect of failure? And, when we are afraid to fail, we become afraid to try. And, when we are afraid to try, mediocrity sets in, ambivalence takes over, and apathy becomes our driver.

Edison might have given up if he had to write a two-page paper each time he failed. Steve Jobs may never have pushed through with the Mac II when the original Mac sales were disappointing. Walt Disney would have never found Mickey. And, none of us would be standing right now, let alone walking (because as a baby we become intimately acquainted with failure as we learn to stand and walk).

We tend to think the problem with education is found in grammar, math, and history. I wonder if it is found in the way we treat those we say we care about the most.

houston@figment-consulting.com

A Zig and a Fig

"You cannot perform in a manner inconsistent with the way you see yourself." Zig Ziglar

Our behavior is inspired by our beliefs. These beliefs are not in what we can have in life but in what we are worthy to receive and hold onto. Our belief in ourselves guides our behavior, produces the results we see in our lives, and either lifts us higher or restrains us from what we might become.

Perhaps if we spent more time in school working to elevate the confidence each student has in themselves, the other results might just manifest too.

A "C" student becomes an "A" student when they first believe they are an "A" student. Sometimes though, they must make a temporary stop at "B" just to make sure.

houston@figment-consulting.com

Customer service in schools? Don't let data guide you.

Customer service is not a program. It is not an initiative. It is not the technology you use. It is not something you do.

And please, whatever you do, don't let data lead the way. For many years the number one question asked by guests at the Magic Kingdom, according to data, was, "What time does the 3 o'clock parade start?"

Imagine if Walt Disney World had spent an inordinate amount of time seeking ways to ensure the guests understood that the 3 o'clock parade began at 3 o'clock. It would not have minimized the question and Disney would have been dumbfounded because the data told them this was the problem. (See point 3 below for the answer)

Too many schools work from the outside-in. They launch initiatives to offset parent problems or an influx of calls. They purchase new technology in order to make it easier for parents to connect with the schools. And, they gather data that tells them how many parents are complaining about X, Y, or Z so they can then work to alleviate X, Y, or Z.

Over time the band-aid approach of initiatives fails and schools are left to wonder why. So, they move on to purchase new technology or reassess the data and the pattern begins again.

Where are they going wrong?

1. Amy Cuddy, a Harvard Psychologist, and TED speaker, says that "how you say something is more important than what you say."

Walt Disney World understands that customer service (guest experience) must be a culture -- not a program nor an initiative. And, technology must serve the guest experience culture and bring value to it. And, data? Well, data is used properly to help Walt Disney World identify pain points and delight opportunities. You see, customer service is not an effort to overcome a bad experience. It is also an opportunity to build experiences that continually delight the customer and build loyalty.

More importantly, Walt Disney World understands that how you say something carries more weight than what you say. But, when HOW and WHAT merge together seamlessly and both are done properly, delight is the result.

2. If schools truly want to serve their students then they must move beyond the idea of initiatives and programs. They must place technology and data where they belong. They must, I repeat, must move toward a culture of service that permeates the school.

My oldest son started his college experience in a class designed to assist new students with the college experience and, hopefully, lead to better retention of students. His professor, on the first day of class, spent much of the time sharing how much he cared about them and wanted them to succeed. "I am here for you this semester to make sure you have a great experience," is what he told them. One week later he was gone, replaced by a new professor who repeated the same content. Why? Because it was an initiative of the university and for those who led it, they had their script to follow but their heart was not in it.

Another professor of his that same semester went about her duties of teaching and guiding the students, answering their questions, encouraging them, and working to inspire them. When she would see my son on campus, she would walk over and ask him how he was doing and how his other classes were going. She didn't need to tell him how much she cared but when she said it, he knew she meant it. For her, it was not a program nor a script. It is who she is, not what she does.

Three years later when she sees him she still inquires about his well-being.

3. Back to the 3 o'clock parade. Disney understood that the real question being asked was somewhere below the surface. The data did not guide them, rather it assisted them because they kept it where it needed to stay -- in a support role. Once they uncovered the real question being asked, they then built it into their culture of how to answer it (how you say something). (If you want to know what they did, shoot me an email - houston@figment-consulting.com)

When a student says something improper in a school that has a customer-service culture, they understand the real issue might lie below the surface. And, they are trained to look for it, be open to it, and how to probe for it.

It has a completely different feel to it.

Start with these three tenets and you can begin to build a customer service culture in your school -- one that will last and one that will radically improve the relationships you desire with your students and parents.

houston@figment-consulting.com

My last blog post

Over three years ago I launched Figment Consulting with the plan to right the virtual school ship. Since then I have had some wonderful opportunities to work with some school leaders who are truly working to build virtual schools that work -- for families.

It renewed my hope in what virtual could be, and should be.

However, over the past three years, I have also had the opportunity to expand the role of Figment and branch out beyond the confines of education. In doing so it allowed me, and us at Figment, to play in fields that produce inspiring work.

Most recently we helped launch former American Idol Terrian's music career with her debut single, 'I Am Free.' And, we continue to work with her, guiding her as she moves into her next stages beyond the launch.

Also, we have had the pleasure of working with Disney Master Artist, and celebrity artist, Kevin-John. He is an amazing talent and a wonderful personality. Currently, we are working to expand his brand in new and exciting ways that could propel him far down the path of celebrity over the next few years.

We have also had the pleasure of one-off efforts with some unique talent in a variety of fields, fields that lend themselves to producing good (not just good work, but good overall). To say it has been fun would be an understatement.

But, what to do with my passion for virtual schooling? What should I do with my desire to help schools build virtual schools that serve families -- I still recall the tens of thousands of families I have had the pleasure of meeting and talking with over the years. And recently I have been able to present my message from Pennsylvania to British Columbia.

However, I thought about leaving it all behind, and I was close to doing just that. In the end, though, after months of contemplating, soul-searching, and planning, I have decided to let Figment continue to evolve down the path it is headed -- talent management, marketing consulting, sales training, SEO, design, and simply producing great, fun work. In other words, putting good in the world.

With that decision, I then turned my attention to continuing the effort to help virtual schools. In essence, I am splitting the two, separating them. Moving forward Figment will concentrate on marketing, sales, and talent management, with me continuing to lead the charge.

I will also be launching a new endeavor that will allow me to continue working to expand the message of what virtual schools need to succeed. It will continue to be based on my Virtual School Manifesto: Nine Essential Ingredients. 

It will allow me to produce material, further conduct seminars, training, and speaking engagements focused on virtual schooling, but it will be separate from Figment. Soon I will launch it under my own name, Houston Tucker.

So, while this is my last blog post at Figment, I am not leaving (Figment will be taking over this blog). I care too much about the work we are doing at Figment to let it go. However, I also care about helping virtual schools serve families the way they deserve to be served.

Thank you, readers. Over the years it has grown from my family reading my blog posts (mostly because I asked them to) to hundreds and thousands reading it daily.

Stay tuned. More to come from Figment and me.

houston@figment-consulting.com

Can we stop putting the student in the center of it all?

After 16 years of "putting the student in the middle," "surrounding the student with excellent resources," and "making the student our number one priority," the results have demonstrated that virtual schools got it wrong.

So, let's remove the student from the center of the virtual learning universe. Let's quit surrounding the student with the latest technology and academic fads expecting them to latch onto it and thrive. And, by all means, cut the word "individualized" out of the virtual school vocabulary.

How much more data do you need before you understand the current model simply won't work.

"It works for some," will be the retort. Then, serve the some and not the many.

Better yet, radically alter the model. Redefine the possibilities. Start from scratch and build with completely different blueprints.

Where to start?

Start by placing the teacher and student relationship at the middle. Let it be your foundation to build on.

houston@figment-consulting.com

Figment Consulting offers sales & marketing training, executive coaching, and consulting services that offer our clients effective ways of increasing revenue and decreasing costs.

K12 responds to the report from the charter school advocacy group

The National Alliance for Public Charter Schools recently released a report that calls for stronger oversight of virtual charter schools. Albeit a little weird that the charter school alliance would call out a segment of its own, it is quite telling as to what is going on.

The Alliance's main points are:

* Rethink the ways in which virtual charter schools are governed

* Move quickly to close virtual charter schools that perform poorly

* Remove virtual charter schools from the charter designation

K12, the leader in virtual schools, issued a response to the report. (I imagine Connections will also respond soon)

Their main points are:

* The report issued was not collaborative because virtual charter schools were not consulted

* The report relied on analysis of old data and did not account for recent data

* Most troubling was the report's call for "criteria for admission" essentially removing the ability for the parents to decide on enrollment

* The recommendations from the report to improve virtual charter schools should be applied to all charter schools

We have now entered a very strange season where the charter school movement is trying to distance itself from one of its subsets -- virtual charter schools.

While I have written extensively on the problems and potential solutions associated with mainly K12-managed virtual schools, I do happen to agree with a few points made by K12 in their response:

1. "Criteria admission" would essentially negate the whole idea of school choice associated with virtual schools While I do believe virtual schools should do a much better job of helping families make the best decision for them (being more authentic about the workload, responsibilities, daily requirements, etc.), at the end of the day, it is up to the parent to decide if they are willing to commit to it or not. In reality, it is parent choice, not school choice, meaning the parents choose.

2. The K12 curriculum for grades K - 8 is, in my opinion and experience, one of the best out there. Granted, it has not helped much within the virtual charter school arena in terms of academic achievement and test scores it still remains a gold standard in terms of quality across the board. I happen to believe the academic issues associated with the virtual charter schools have less to do with the curriculum and more to do with the time commitment, workload investment, etc.

At the same time, I do agree with the idea behind the report that BOLD steps must be taken in order to right the virtual charter school ship. Actually, I say burn this ship, and let's build a different one entirely - but that's for another blog post.

The fact of the matter is, everyone agrees that virtual learning works for only some. Those it works for are willing to put in the hard work, and are self-motivated with a strong family unit for support.

However, those who tend to enroll in virtual schools are enrolling to get away from something. They are not enrolling in order to get to something.

houston@figment-consulting.com

Agora Cyber, ECOT, and thoughts on virtual schools

Two stories came out this week, one from Pennsylvania and one from Ohio related to virtual schooling (cyber schooling in PA).

In Pennsylvania, Agora is in trouble with the PA Dept of Education over accurate data.

In Ohio, ECOT is being questioned by the the Dept. of Ed in Ohio about recording of attendance (which equals funding).

Recently, K12 in their quarterly report announcement bragged about a 289 basis point increase in retention rates. It is unusual because it is an investment term and they are, in essence, describing students in terms of investments. One basis point is the equivalent of 1/100th of a percentage, meaning 289 basis points equals 2.89% increase. I guess 289 sounds better and larger than 2.89%. Now, if they are serving over 100,000 students, 289 (or 2.89%) is a decent increase until one remembers how many students are leaving annually (estimated around 35%, or 3500 basis points, to 50%, or 5,000 basis points). That creates a different perspective doesn't it.

I also did a search (multiple searches really) in an effort to try and find success stories related to virtual schooling (other than those put out by the schools themselves). Interestingly, I could not find one.

Where are the success stories?

I'm keeping the faith in virtual schooling but the light is dimming.

Perhaps now we can quit trying to rearrange the deck chairs and create a radically different model.

houston@figment-consulting.com

Ten things homeschoolers want virtual schools to know

1. Virtual schooling is not homeschooling though both are done primarily in the home, so don't tell us it is.

2. True flexibility is found in homeschooling, so find another word when we talk

3. Individualized learning, real individualized learning, is what homeschooling is all about

4. There are close to 2 million of us homeschoolers and no we don't all think alike

5. The small, yet sometimes loud minority of those homeschoolers who speak up don't speak for all of us

6. Don't talk to us about the free tuition because we know there is a cost

7. Freedom matters a great deal to us, and we won't give it up easily, even for something free

8. There are close to 2 million different reasons why us homeschoolers have chosen to homeschool

9. We are real people at the end of your data point, don't forget that

10. When we say "no" to your virtual school, what we are really saying is we don't trust what you are telling us

houston@figment-consulting.com

Consulting a la carte

Are you struggling to attract new leads?

Are you wasting money on ineffective advertising?

Is your message not resonating with prospects?

Is your executive team not aligned with the core mission?

Is your marketing plan proving ineffective and inefficient, and your costs are rising?

Need help positioning your company or product effectively?

Do you simply need new ideas?

Want to know how to stand out from the competition?

Recently I have spent time on Google Hangout consulting with clients helping each one find a solution for each of the questions posed above. They didn't have the financing in place to hire a consultant full time, or they were in go-to-market mode and simply needed a one-time consultation to better align their plan with their values. So, they reached out to me and asked if we could consult with them on an hourly basis rather than full-time program.

It has proven successful for our clients over these past few months, and we are now rolling it out a little more formally as Consulting a la carte.

We work together over a Google Hangout to minimize any and all expenses, and spend the amount of time you determine you need to achieve your objective. You walk away with ideas, plans, and solutions you can measure to see the impact. You only return if you need us again. No strings attached.

Visit our web site at www.figment-consulting.com to see all of our services, and to learn more about our Google Hangout Consulting a la carte.

Or, go ahead and email me at houston@figment-consulting.com and we can arrange a time for you from the comforts of where you are.

houston@figment-consulting.com

Crafting a Virtual School Marketing Plan Webinar (Updated)

THIS EVENT IS NOW FULL. Email me if you want to attend a future webinar on this topic at houston@figment-consulting.com.

Yesterday I shared details on my upcoming 90-minute webinar Crafting a Virtual School Marketing Plan, and the initial response has been better than I anticipated.

There are still a few spaces remaining though for the webinar. So, if you want to register, simply go to my web site Figment-Consulting.com and fill in the information. The event is scheduled for Monday, March 28, at 11:00 a.m. ET. A link will be provided to all registrants prior to the event.

During the webinar we will cover a variety of topics, strategies, and messaging to help virtual schools create a more effective and efficient plan to reach better-fit students, capture more of them, and retain them.

We will cover topics such as:

Positioning -- how do you differentiate yourself from other virtual schools?

Price -- if it is tuition-free why is price so important?

Public relations -- how do you get your message out in a toxic environment toward virtual schools?

Place -- what does it feel like to be with you? When people visit your web site, your event, your office, what does that do to them and for them?

Other topics will carry us down the path toward a cohesive approach to marketing that is applicable in whichever state you operate in.

So, I invite you to join me for this webinar. It is guaranteed to generate a great ROI for you.

houston@figment-consulting.com

Waste is a terrible thing to mind

We mind waste when we have students taking test after test after test with no regard to what it means for them.

We mind waste when we spend all of our time prepping for these tests instead of fostering a learning passion that goes beyond memorization and test-taking skills.

We mind waste when we bypass what the child wants to learn so we can make sure they understand what we think they should know.

We mind waste when we treat each student the same.

We mind waste when we treat certain students differently than others.

We mind waste when we measure the wrong results.

We mind waste when we continue to tweak instead of re-imagine.

houston@figment-consulting.com

Taking the easy road

I am not sure easy should be the determining factor in decision-making.

Instead of taking the easy road, or the easy way out, take the road you desire to take toward the destination you want.

Focus on what you want, and know the path toward it will sometimes be easy, sometimes not. No matter. Enjoy both as you keep moving forward toward your want.

houston@figment-consulting.com

Are you selling or are they buying?

If you concentrate your time and energy on selling features and benefits, you are missing the point. Features and benefits meet the needs of your customers, but what they want to buy are not needs, they want to buy . . . Wants (and the emotions that come with them).

Spend your time on selling and you will miss the buying going on around you. Spend your time on buying, and your sales will increase.

Help people buy what they Want, and you will sell them what they Need.

houston@figment-consulting.com

#ExpeditionUnknown and education

Archaeologist and television personality Josh Gates hosts a weekly show on Travel Channel called Expedition Unknown.

His quest in each episode is to search for the truth to ancient legends, myths, and stories. Last night's episode is on the mythical dwelling of Shangri-La in Nepal. Other episodes have had Josh searching for Japan's Atlantis, Africa's Gold Hoard, the Viking Sunstone, Amelia Earhart, King Arthur, Blackbeard's Treasure, and other fascinating stories waiting to be discovered.

What struck me last night though was not the episode but rather the title of the series -- Expedition Unknown. The title carries with it the feeling of discovery, enlightenment, and exploration -- in essence, learning.

And then we have our education system where we pursue Expedition Known -- or, probably more accurately, Expedition What We Think Kids Should Know.

I wonder what learning would be like in virtual schools and classrooms across the country if we pursued a course more akin to Josh Gates' pursuit of Expedition Unknown?

What if we focused more on the journey, the discovery, the experience, the exploration? What if we focused less on testing knowledge retention and more on simply discovering.

After all, isn't learning inherent in an Expedition Unknown.

It can't be done.

Can't is a contraction of cannot.

So, at some point in time, and according to dictionary.reference.com it was around 1706 someone decided they could no longer write cannot. Instead, they shortened it to can't. For the sake of saving two letters except you have to add the apostrophe, you can now write can't -- which saves approximately .2 seconds of your time.

Cannot on the other hand can also be spelled can not.

Three different ways to express your inability to do something.

Oh wait, there is a fourth and probably more accurate rendering of these three words: won't.

So many times we say can't, or cannot, or can not, when in reality we mean won't. It's not that we can't do it, we just do want to put in the effort to try it. Or, we are afraid we might falter the first few times. Or, perhaps we just want to find an easier way or have someone do it for us.

When you desire to do something and that desire is strong enough, it's funny how can't evaporates from our thoughts.

Just something to think about, if you want to.

houston@figment-consulting.com

Virtual school recruiting season is upon us

Promises are now being made to thousands of families across the country.

"Move at your own pace" -- Wait, I can take a month to understand this concept? "Well, not exactly your own pace."

"It's flexible" -- Wonderful, I can take the month of December off. "Well, we're not that flexible."

"It's individualized" -- Great, so I can select the courses I want to take. "Not really, you still have to take 4 math, 4 language arts, 2 science, 2 history and obtain 24 credits to graduate."

"95% of our families would recommend us to another family" -- Wonderful, can I speak to one of them? "Yes, however, only 35% of those families are returning this year so we can find you one of those."

"We are tuition-free" -- Great, I like free. Sign me up. "Fantastic, it helps with my commission."

"If you are being bullied, gifted, struggling, homebound, homeschooled, military, college-and-career minded, we can help you" -- So that's all it takes to be successful? "Well, not really, but that's all it takes to enroll."

We can do better than this.

houston@figment-consulting.com

It's urgent

They call it the tyranny of the urgent and it is what most virtual schools spend their time focused on.

What would it look like if you spent your day on building remarkable rather than the problem brought to you classified as urgent?

Simply because someone says "urgent" doesn't mean it requires immediate attention. And, urgent may take you away from important.

Important matters for the long run.

houston@figment-consulting.com

What virtual schools can learn from start-ups

David S. Rose

David S. Rose is the founder and CEO of Gust, a platform that connects start-up founders to investors. So far almost $2 billion has been invested in companies through this platform.

David's upcoming book The Startup Checklist: 25 Steps to Found and Scale a High-Growth Business is primarily for those seeking to launch a start-up company. However, much of what he has to say can also apply to the world of virtual schooling.

Too many times virtual schools look to others within their industry for best practices, or ideas on how to improve when real innovation can occur by adapting ideas from outside the world of education.

David shares 25 steps based on his years of success, failings, and experience learned. Surely, there is at least one step that can help improve a virtual school.

Real innovation can occur by seeking answers outside the education box.

Read books such as David's to grow, learn, and find alternative ways to adapt

Attend conferences that have nothing to do with education but everything to do with tech innovation

Spend time with entrepreneurs and less time with educators

houston@figment-consulting.com