第四周视频7 -2

发布人：王卫肖发布时间：2014-05-12 11:57:22

 

So this topic that we're about to dive in

on is really important.

It's about the budget.

那么接下来要研讨的话题真的是非常重要，就是预算。

Basically, how are we going to pay for

this innovation?

How do we afford it, how much is it going

to cost?

It's really important to think through

these questions.

基本上，我们为这种新方法怎样付费，我们如何买得起，要花费多少钱？想清楚这些问题是很重要的。

 

>> And Michael, I think you agree with

me that we have a bias in

this area, that we think you need to think

about these changes in a scalable way.

Michael,我觉得你认同我们在这方面意见有偏差，我们认为你需要用可扩展的方法去考虑这些变化

In other words, you can't just go out and

raise x

amount more on top of your existing budget

to pay for blended.

换句话说，你不能只是在为混合式支付的现有的预算之上增加X的量

Instead you have to really think

about the structural changes that you'll

make in

your school, to make this sort of cost

neutral.

而是必须考虑将在学校里做出的结构上的变化，使成本不会发生什么变化。

So that we know this is hard.

所以，我们知道这很难。

We know it's not easy to make changes.

我们知道做出改变不容易。

But we think it's a really important

concept to hold

on to so that these changes can be

sustained over time.

但是我们认为这是一种非常重要的观念，应该坚持下去，这样，这些变化才能一直维持下去。

>> So our objective in this video is to

give you a sense for

the potential for cost and savings as you

move to a blended learning model.

视频的目标就是在大家进行混合式学习模式时，给大家一种关于成本与节约的可能性的概念

And we've given you some tools to actually

create a rudimentary budget for

how these savings and costs work in these

blended learning models.

并且我们给了大家一些工具来实际产生初步的预算，来展示在混合式学习模式中这些节约与成本是怎样运转的。

And the big idea here is that we'll

actually

start just by modeling this out within an

individual classroom,

and then we'll move to actually seeing how

blended

learning costs and savings play out at a

school-wide level.

我们有个大的计划，我们将在个别教室内将这个模式推展开，之后再进行到学校的级别来看混合式学习的节约与成本的呈现。

>> Now budgeting is complex, and it

varies depending on the

setting you're in - different

state funding rates, different district

regulations.

现在的预算比较复杂，因配置的不同，不同的国家资金资费不同，不同的区域规则不同。

This little module's not going to give you

everything

you need to be a master of the budget.

But we think it is important

to play with some real trade-offs, and so

we've

created some spreadsheets and we are going

to walk

you through some examples to make this

more real

for you, so you understand the trade-offs

of budgeting.

这个小小的模式并不能提供给大家成为预算大师需要的所有东西，但是我们认为很重要的是要练习一些真正的交易，我们做了些电子表格，并且带着大家体验一些例子，使大家感觉更真实，更理解预算的交易过程。

>> Now we want to say this upfront,

which is that blended

learning is not something you should dive

into for cost savings reasons.

Blended learning is not a cost savings

tool.

现在我们想先说明混合式学习不应该是本着成本节约的目的进行的，混合式学习并不是一种节约成本的工具。

It's a learning tool to bo, bolster

student outcomes for every single student.

它是一种能增强每一个学生学习效果的工具。

>> So we come to this, because we

believe blended

learning is right for learning, and the

cost savings make it sustainable.

也就是说，因为我们相信混合式学习有益学习并且成本节约使其持续发展。

Now if you know budgeting, if you're a

whiz on Excel, and you've done a

lot of sort of classroom and district and

school level budgets, you can skip this

module.

如果您懂得预算，并且精通Excel，有大量教室、学区和学校级别的预算经验，您就可以跳过这个模块了。

We're not going to give you a proficiency

test.

Just take a look at the examples we have

in the spreadsheets, and if you feel

very comfortable with them, skip the

content and

go and start working on your final budget

process.

我们将不对您进行熟练度测试。

看一下电子表格中的例子就可以了，如果觉得舒服，可以略过内容，直接开始进行您最终的预算进程。

If not, what we're hoping to do is make

this kind

of tangible and real as we look at some

real examples.

如果不是的话，当我们看一些真实的例子时，我们希望能做得确实真切。

Many of you may be thinking about how to

do blended

learning in a single classroom setting, so

we're going to start there.

很多人想知道怎样在一间教室里实行混合式学习，所以我们就从这里开始。

And in this situation, if we assume one

classroom with one teacher, there's

really three variables to think about:

the hardware, the software, and the

infrastructure.

这种情况下，我们假定有一间教室，一位老师，那么有三种变量需要考虑：硬件，软件和基础设施。

>> So as we think about the hardware,

the

key decisions are how many computers do we

need?

所以当我们思考硬件问题时，关键是要决定我们需要多少台电脑？

And what type are we going to actually

purchase?

我们要买那种类型？

As we think about software solutions then,

that actually

starts to leverage off of what decisions

we've made

on the hardware.

当考虑解决软件的问题时，正好能够利用我们关于硬件做的决定。

But do we need core content, supplemental

and so forth?

但我们需要核心内容，补充内容和其他吗？

And then infrastructure's really critical.

那么基础设施真的就很关键了。

A lot of schools forget about this.

很多学校忘记这点了。

Which is basically the decisions around

how do we

actually have the right charging stations

within the classroom?

类似关于怎样在教室安装充电设备？

And have we set up the right

headphone infrastructures, wireless

broadband, and so forth?

我们安装的耳机设施，无线宽带等正确吗？

>> Now where you end up on the cost

side of things for

hardware and software and infrastructure

does depend on the kind of model you have.

硬件，软件和基础设施的成本花费取决于您拥有的模式。

If you're going to

be a flex model, and students are allowed

to go at their

own pace whenever they're ready for it,

they probably need one to one.

如果您选择应用有弹性的模式，学生们准备好的时候可以按他们自己的步调进行，他们可能需要一对一的形式。

And if you're doing a station rotation

with three

stations, you can probably divide your

class size by

three and buy that many number of hardware

devices,

and you'll probably still need software

for every student.

如果您采取的是3台轮换的制度，可以将班容量分成三份，采买该数量的硬件设备，还是需要给每个学生配置软件。

>> That's right, Brian.

And there's a second consideration as

well, which is that

you have to think about upfront costs

versus ongoing costs.

>>你说的对，Brian.还要考虑一点，要考虑提前支付的成本，以及正在支付的成本。

So, upfront costs might be that money that

you put forth to buy

the hardware initially.

提前支付的成本可能是开始的时候买硬件投入的。

But then you gotta think about what's the

replacement cycle,

and how often are we going to have to buy

new devices?

然后要考虑更新周期多长，多久要购买一次新设备？

Similarly with software, you might take a

free solution, but if

you have a online software, you might

actually have annual licensing costs.

对于软件问题来说也是一样的，您可能会采取自由的解决方案，但是如果是在线软件，可能需要年支付。

>> So that's the cost side of the

equation.

Let's look at the other side of the

equation, the

potential revenue or cost savings that you

could come up with.

Now, I understand you may not have full

control over this.

这就是成本方面，我们来看另外一方面：可能的收入或者您会遇到的成本节约。

我了解您也许不能完全控制这方面。

 

If you add

a student to the class, you may not be

able to capture that revenue.

如果有一位学生加入班级，您会得到一笔收入。

But it's important to think about this in

designing your principles, that you're

trying to get the cost and the revenue to

balance each other out.

在制定规则的时候，思考收入和成本互相平衡的问题很重要

We're going to have two big important

ideas in mind when

we look at the cost savings or the

potential revenue.

当我们在看成本节约或者潜在收入的时候，我们头脑中要考虑很重要的两点。

The first is to increase the number of

students in a classroom.

第一，增加一间教室中的学生数量。

And we know that every teacher may not

capture these savings, but schools can.

我们知道教师可能做不到这些节约的措施，但是学校可以。

And they should be thinking about the

trade-offs between increasing

class size and the kind of new blended

learning models that might be possible.

他们应该思考增大的班容量和可能的新型混合式学习模式之间的平衡

A colleague of mine actually said this

really brilliantly.

我的一个同事说这真的出色。

He was looking at a school in which he's

on

the board and said, we average a 27-to-1

class size.

他说的是自己所在的学校，班级平均是27对1的容量。

So the question isn't how much more we

should spend

to do blended, we should be talking about

the trade-offs.

所以问题不是为了混合式学习我们要多花费多少，而是应该讨论平衡的问题。

If we go to 28-to-1, we have about $7,000

of revenue for that school.

如果增加到28对1，那么可以为学校增加$7,000的收入

And that's going to allow us to have some

technology.

那将使我们可以拥有一些技术。

If we go to 29-to-1,

we'll have $14,000 more for that

classroom.

如果增加到29对1的班容量，那么该教室将增加$14,000的收入。

And that's going to allow us to have all

the hardware and software we want.

那将使我们可以获得所有我们想要的硬件和软件。

So the right question to ask is actually,

can we do more with 29-to-1

and all the tech we want for a new model,

or 27-to-1 and none?

所以应该问的问题事实上是我们应该努力采取29对1的班容量并且拥有我们所需的全部技术还是27对1什么也不做？

And if you think about that

tradeoff you're actually evaluating the

choices well.

如果您考虑平衡的问题那么实际上你在很好的衡量您的选择。

The second area that you might be able

to save some funding on is instructional

materials.

第二就是您也许可以在教材上节省一些资金投入。

As we move to more and more things that

are online, open source

classrooms, open source textbooks, we

don't necessarily

have to spend as much as we

used to on textbooks or even photocopying,

which adds up as a school level.

当我们越来越多使用在线的，开放的教室资源，开放的课本资源，我们就不需要像之前那样，花费那么多资金在课本甚至在复印资料上了，那么上升到学校范围节省的就更多了。

So, you need to think about both the cost

of savings from a less instructional

materials and then the additional revenue

if you can add any students to the model.

所以您既应该思考减少的教材带来的成本节约还要考虑如果在模式中增加学生数量带来的额外收入。

>> So I know, Brian, it's actually

really helpful for me to actually

have an example in front of me to think

through how this actually works.

>>那我知道了，Brian，事实上，如果面前有个例子，能够让我看着思考事情如何运转的话，那就太有帮助了。

So, let's assume that we're actually going

to implement

a blended learning station rotation model

in an elementary school classroom.

所以，我们来假定我们真的要在一间小学教室里实施一项混合式学习轮换模式。

So if you go to the resources

section right now, there's actually a

template there

where you can actually see the costs and

savings of implementing such a blended

learning model.

如果您进行到了资源的部分，这里有个模板，在上边可以看到执行混合式学习的成本节约情况。

Now it oversimplifies things just a little

bit, but

it's really helpful, I find, for thinking

through the trade-offs

that you are going to have to make when

you are implementing one of these things

on a budget.

现在有些过于将事情简单化了，但是真的很有帮助，我发现在您按预算实施这些事情是，不得不考虑平衡的问题

>> Right.

So let's start with the hardware.

>>对。那么我们从硬件开始吧。

In this model we're going to have a

computer for every three

students and we're going to use

Chromebooks at $250 apiece, and then we'll

buy one or two extra computers for when

something's broken or when

a computer isn't charged, we have that

flex built into the budget.

在这种模式里，每三位学生有一台电脑，我们将使用每台$250的Chrome笔记本，然后我们还要额外购买1到2台电脑以便有故障或者电脑没电的情况使用，这是预算里有弹性的部分。

>> So if we move to software, let's

assume that

we're going to be able to pay roughly $10

per student.

>>如果说到软件，我们假定为每个学生花费约$10

Now, that's not a lot of money, but

remember, this is for one subject in one

class.

钱不多，但是要记得，这是一个班中的一个科目。

Now, for simplicity's sake, let's assume

that the

room is already set up for adequate

wireless.

简便起见，假定教室的无线设备充足。

And we figured out how to charge

the computers, so there are no

infrastructure costs.

并且有方法给电脑充电，那就没有基本设施成本。

>> So that covers the cost side

of things with the hardware, software, and

infrastructure.

>>那就涵盖了硬件，软件和基础设施的成本

Now let's think about the revenue and

saving side of the model.

那我们来考虑这种模式的收入和节约

This is a California school that's made a

decision to increase class size

by one student, from 28 to 29, to try to

create some extra savings

to put towards this new model.

有一所加利佛尼亚的学校将班容量增加了一人，从28增加到29，来增加这种新模式的额外的节省。

And in California we assume about $7,000

per student.

在加利福尼亚，假定每个学生$7,000

In addition, they decided with all this

technology that they were going to

shave about $5 per student off

the textbook or instructional materials

budget.

另外，他们决定利用所有技术，他们打算在课本或者教材预算方面每个学生削减$5。

So they get some additional revenue and

some cost savings.

所以他们获得了额外的收入和一些成本节约。

>> So, now that we've walked all

through this, what does

this actually look like from an overall

cost and savings perspective?

So hardware and software combined are

$3,290 in upfront costs

>>分析了这些之后，从整体的成本节约的远景来看到底是怎样的情况呢？

预付的硬件和软件的混合预付成本为$3,290

>> And on the upfront savings, they are

going to generate $7,145

from the additional student and from the

savings on instructional materials.

>>预付成本节约方面，从增加的学生和在教材上的节省了$7,145

>> So in the first year, theoretically

the costs, that

$3,290 figure, could be covered by the

savings, which were $7,145.

>>所以在第一年，理论上的成本，也就是$3,290，可能被$7,145的节约数目覆盖。

>> And the big picture actually gets

even

better when you look out into subsequent

years.

>>在接下来的几年，整体的情况会更好

You would have $1,207 in ongoing

costs replacing the hardware, the software

licenses.

您将花费$1,207在置换硬件和软件授权方面

But you'd still have that $7,145 in

savings

or revenue, so you actually would be

generating

$5,900 per year that could be used to

increase the student experience in

learning in different ways.

但是节约或收入中还有$7,145，所以，您事实上每年还有$5,900用于增加学生体验不同的学习方法。

So, this is just one example, but

hopefully it

helps people see that this is not

something that's totally

out of reach.

这只是一个例子，但希望帮大家意识到这并不是一件很难做到的事情。

We don't all have to go out and raise

massive

amounts of money before we can think about

blended learning.

在我们能够思索混合式学习之前，不用所有人都去增加大量的收入。

We do have to think creatively, though,

about the

trade-offs and the costs and revenue side

of this process.

但我们还是要有创意地思索过程中有关收支平衡，成本和收入方面的问题。

>> So, let's turn our attention now to

the school-wide level.

>>我们把注意力转移到整个学校范围的级别。

As we think about the school level, we

have a lot of the same levers at our

disposal as we did at a classroom level

for the costs and savings, but we have one

certainly additional input, which is to

start thinking about staffing.

在考虑学校范围时，在成本和节约方面和一间教室范围的处理方式上有很多的相同的方法，但是我们肯定有一项附加的投入，就是要考虑人员配置的投入。

Now, we recognize you may not have control

over

all these factors, and sometimes these

issues are tricky

or you may not actually agree with a

certain

decision, but it's still an exercise

that's worth thinking through.

我们知道您可能无法完全控制所有的因素，而且有时这些问题很棘手或者您可能不同意某一种决定，但是仍然是值得思索的练习。

>> So as you think at the whole school

level, think about these key levers.

>>所以，当您从学校范围的级别思考时，考虑这关键的几项。

Hardware, software, infrastructure,

instructional materials, space and

furniture, and staffing.

硬件，软件，基础设施，教材，空间及家具，还有人员配置。

>> So we've talked about the hardware,

the software, the infrastructure and the

instructional materials.

>>那么，我们讨论了硬件、软件、基础设施和教材。

Basically, when we move to a schoolwide

level, it's

the same levers but just a larger frame on

it.

基本上，学校级别就是相同的状况，更大的框架而已。

Now as we start to think about furniture

and things of

that nature inside of the space, we'll

actually dive into that

deeper next week by introducing some hacks

that you can use

to get the great space that you want for

your model

without spending a lot of money.

我们开始讨论空间内的家具和其他的物品时，下周我们将进行更深入的讨论，给大家介绍一些您采用的模式需要的技巧，这样以来，不用花太多钱就可以得到很大的空间。

>> So let's look at the staffing

question, and the big ideas here

are - how many staff, with how many

students, and what they're paid.

>>那我们来看人员配置的问题：多少员工，多少学生，员工的薪水。

>> So let's actually look at a, at an

example of an

elementary school that is implementing a

lab rotation model that has 540 students.

>>我们来看一个小学的例子，该学校采用的实验室轮换的模式，学生数目为540

>> This school has an iPad lab and a

lab with desktops.

该学校有一个iPad实验室和台式机的实验室。

So they have 45 iPads and 45 desktops.

And their software

licensing costs are about $40 per student.

>>他们有45个iPad和45个台式机。

给个学生的软件证书授权花费是$40

>> So that covers some of the more

straightforward costs.

那就包含课一些姐姐的成本。

Lets turn our attention to the staffing

model.

我们将注意力放到员工配置模式上。

With 540 students, they would typically

have 22 to 24 teachers.

540个学生，一般有22到24位老师。

But in this model because they have

paraprofessionals staffing the

labs, they have 15 core credincial

teachers and seven paraprofessionals.

>>但是在这样的模式因为有教学辅助人员设置，有15名主要老师，以及7名辅助老师。

So the same amount of adults in the school

but two different types.

所以学校成人的量一样但是两种不同的类型。

Because of this, they also are able to pay

their teachers $10,000 more.

因为这个原因，他们能够多付给老师$10,000

>> So let's look at the number of

students they have in

this school and the kind of facilities and

space that they use.

>>我们来看本所学校的学生人数以及设备的种类还有所用的空间大小。

>> So this school decided to keep their

classrooms at a same student

teacher ratio, so they had no additional

costs or savings on either side there.

>>该学校决定保持教室内教师与学生的比率，所以就没有额外的成本和节约问题。

They also decided to keep pretty

traditional classrooms so they

didn't actually have any facilities costs

in the transition there.

他们还决定保留相当传统的教室，所以在转型期也没有任何设施成本。

>> When you put all this together,

the results are actually pretty

interesting and compelling.

>>把这些因素都放到一起时，出来的结果就很有意思了。

They have $67,000 in up-front hardware and

software

costs, but on the flip side, by changing

their staffing model, they've actually

created $100,000 of

savings compared to what a traditional

model would do.

预付的硬件与软件的成本为$67,000，但是另外一方面，因为转换了员工配置模式，事实上比传统的模式节省了$100,000

So overall, even in their their first year

with all their up-front costs, they

generated $33,000

in net saving.

总体来说，即使在第一年，在所有的预付成本的同时，他们的净节约为$33,000

And in ongoing years they free up $66,000

to invest into different places in their

school.

之后的时间，就有闲起来的$66,000投资到学校的不同的地方。

So hopefully these examples give you a

better feel for

how the budget actually works when you're

thinking about blended learning.

所以希望这些例子会带给您关于预算在混合学习模式中如何运作更好的认识。

And remember, its not about just raising a

bunch

of money, its about making the structural

changes that

allow you to do blended the way you want

to but actually afford it within your

existing resources.

记住，不是集大量资金，而是利用您现有的资源能支付的起自己想要的结构上的变化，进行混合模式的操作。

>> Yeah,

that's exactly right, and as we've talked

previously, realistically most

of the costs in the school model are in

the people.

>>对，很对，就像我们之前讨论过的，事实上学校大部分的成本是在人力方面

So rethinking how we use staffing

structures

in classrooms in innovative ways actually

may be

a critical tool in your arsenal to make

your blended learning model both

sustainable and scalable.

所以重新思索教室中如何革新人员配置方法是混合学习模式持续发展的关键

>> And lastly, we do talk about budget

because its important, but

remember we're not at blended learning as

a concept for the cost savings.

>>最后，我们讨论预算是因为它重要，但是要知道，混合式学习不是作为节省成本的概念来的。

We think

you have to do it responsibly and we think

you have to find

the savings within your schools, but this

is really about better outcomes for

students.

我们认为您还是要很负责任的进行（混合式学习），并且要找到您学习内的节约方式，而这个真的是为了学生们达到更好的学习效果。

And we're just trying to help you think

about how

you can afford to do it within your

existing model.

而我们仅是帮助您考虑在现有的模式下怎样能负担的起混合式学习。