This is a great example of how blended truly offers the best of both worlds — online and onsite learning experiences. Students needing greater flexibility in their education benefit from the advantage of asynchronous online learning without losing the benefit of human interaction in face-to-face instruction.
‘Part III Section 6 called specifically for “a “blended” instructional model that provides both traditional classroom instruction and web-based instruction, individually tailored to students’ needs.”‘
Here’s a link to the post: Court-Ordered Blended Learning in Indiana Juvenile Detention Delivers Results | eLearningInside News
K-12 teachers need more support in adopting technology, and blending a course requires more than simply adopting technology, according to a new article in The Tech Edvocate. An additional challenge that is alluded to in the article is that it’s quite difficult to change — let alone transform — teaching practices that are not already accepted within a school or district’s culture of education.
Here’s a link to the post: Why Teachers Need Systematic Support for Blended Learning – The Tech Edvocate
announced three new free, open, online, self-paced courses focused on blended course design and teaching in K12:
- Beginning to Blend
- Rolling Out Blended
- Teaching Each Student
Here’s a link to the announcement blog post by Hilary Melander: New to K–12 Blended Learning? | blog.canvaslms.com
UCF’s long-running BlendKit project includes a Course Blueprint template
that you can download and use.
It’s a slightly different approach from the lesson planner template
that we included in Essentials for Blended Learning, but still aligned with the idea of outcomes-driven blending.
Here’s a link to the page: BlendKit Course: DIY Project Tasks | Blended Learning Toolkit
Once again, University of Central Florida is offering a free open online course, BlendKit 2017: Becoming a Blended Learning Designer. It begins February 27, 2017, and lasts five weeks.
Here’s a link to the post: UCF to offer BlendKit MOOC in Feb, 2017
University World News has written a post comparing blended learning’s emphasis on social participation through digital spaces to participatory community / educational practices from the past. The article alludes to the learning time advantage that can enable active learning that we wrote about in Essentials for Blended Learning:
The deepening of knowledge that traditionally occurs outside of the classroom during homework activities is now happening inside the classroom where the majority of the time is spent reinforcing application, analysis and evaluation of concepts as opposed to rote memorisation and retention of information.
Here’s a link to the post: Blended learning – From ancient Greece to the digital age – University World News
Robert Talbert writes about his realizations about what makes a most effective flipped learning experience — for teachers and students.
Here’s a link to the post: Three evolving thoughts about flipped learning – Casting Out Nines – The Chronicle of Higher Education
In the K12 district Hilliard City Schools their blended / flipped classroom initiative focuses on 7 characteristics of an ideal learning environment.
Here’s a link to the post: Personalizing Instruction With 1-to-1 and Blended Learning — THE Journal
The proceedings of Bryn Mawr’s 2014 Blended Learning in the Liberal Arts Conference are now online: 2014 Conference Archives | Blended Learning in the Liberal Arts Conference
I recently wrote about how to apply blended learning principles to course design in the Canvas LMS
on the official Instructure blog: What’s Old is New: Blending F2F with Canvas