Group items tagged

"Whether you're new to blended learning or a seasoned veteran of blended learning, there's always more to learn. Take a look at 10 of the top resources for blended education, also known as hybrid learning, from some of the most notable names in the field. So, in addition to great resources like YouTube, iTunesU, and a variety of blogs and social media channels, here are 10 of the most popular blended learning resources teachers use." (by Janis Beem)

"The implementation of blended learning that I saw during my visit clearly has room to improve when it comes to providing high-quality academic instruction. But for the students in the program, blended learning is a powerful enabler of self-motivated learning and increased teacher support."

There are some marked differences between K12 models for blended learning and those found in higher education. Nevertheless, there are some similarities in the K12 and higher ed contexts that bear examination. At the very least, the diversity of K12 approaches in this report underscores the many variables that can affect one's "personal blend" when conceptualizing blended learning.

A rather interesting article which attacks the basic premise around Blended Learning and asks what are we mixing to create the blend? Some valid points on how the definitions of e-Learning, blended learning and traditional learning are arguably inherently flawed.

Interesting Infographic that looks at what is 'blended learning', why it's spreading and how it works (with examples).

Great infographic on blended learning with embed code. Takes the approach of Blended Learning as a Disruptive Innovation

Excellent breakdown of different blended learning models - there are 6! Anyone using an LMS (or other online tools) to supplement classroom teaching is already in "Face-to-Face Driver" mode.

"Teachers using blended learning correctly can be one of the best ways for students to meet the challenge of the Common Core and develop ownership of their learning. But what does "done correctly" mean? If a teacher moves from a traditional teaching style (Point A) to using blended learning correctly (Point B), what does Point B look like? What is the optimal blended learning model?"

A University site targeting faculty. I like the overview of blended learning this first page provides. I also thought the links on the right, particularly the ones to specific examples of courses already 'blended', would provide next steps and local contacts for those wanting more. A good model for other institutions to follow.

Very comprehensive overview of current blended learning best practices - Practical Applications and Experiences in K-20 Blended Learning Environments compiles pedagogical strategies and technologies and their outcomes that have been successfully applied in blended instruction. Highlighting best practices as elementary, secondary, and tertiary educational levels; this book is a vital tool for educators who teach or plan to teach in blended learning environments and for researchers interested in the area of blended education knowledge.

Simmons College instructor Madalaine Pugliese describes her design process for blended learning courses in this case study featuring short video clips, complete text transcript, and actual example documents from Pugliese's design/teaching practice. Of particular note are the sample course schedules from the "traditional" and blended formats of her course and her storyboarding process for blended learning course design using index cards.

The University of Manitoba's Learning Technologies Centre has assembled a brief literature review on blended learning formats/definitions. This brief compilation surfaces the complexities inherent in blended learning approaches

The LTC server at the University of Manitoba has been decommissioned and so this link no longer works. In my (ultimately unsuccessful) search for this lit review, I came across this 2011 COHERE report on blended learning: http://cohere.ca/wp-content/uploads/2011/11/REPORT-ON-BLENDED-LEARNING-FINAL1.pdf; there's a decent reference list at the end of the document. COHERE is a Canadian group, Collaboration for Online Higher Education and Research.

Today, blended learning has become a more mature market. Many traditional classes have blended elements integrated into their structure, and we now have concepts like "the flipped classroom," indicating a strategy in which delivery of informational content occurs outside of class instead of during in-class lecture, freeing the face-to-face time for interactive activities.

Article by NACOL about Blended Learning. Includes case studies of several US K-12 blended schools. Lessons learned (p. 15) and Looking Ahead (pp. 16-17) worth reading and reflecting upon.

Interview with one of the contributors to the Innosight report on K12 blended learning. She contrasts blended learning's potential for disrupting the status quo with its possible use as a sustaining influence on existing educational structures.

Blended learning course design entails more than simply converting content for online delivery or finding ways to supplement an existing face-to-face course. Ideally, designing a blended course would begin with identifying learning outcomes and topics, creating assignments and activities, determining how interaction will occur, and selecting the technologies to best achieve those learning outcomes.

How can you determine how well your blended delivery is working for your students? How can you gather information that will enable you to improve your blended design in the future?

How to create a Blended eLearning Strategy. Check the 7 Tips To Create an Effective Blended eLearning Strategy to find why is the ultimate learning solution

The results of questionnaire responses and document analysis from eight Canadian universities form the basis for this 2011 report on the state of blended learning in Canadian higher education.

This definition says that blended learning is about combining online learning with traditional schools to create an integrated learning experience, with some students' control over the time, place, path, and/or pace of their learning.