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Since I am creating a course for elementary teachers, this article has provided good information on creating a blended course.

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.

I think creating a blended course for language teachers (in my case English) is a real challenge, especially when you have to decide the moment to do speaking practice (online) or (F2f). This resource gives you among other things, a guide to create language learning blended courses. Suuper cool! for EFL(English as a foreign language) teachers.

Thanks Margarita! I am also a Foreign Language Teaching and this information is very useful for me!

Tanks! A great resource.

Very good background article on different ways of thinking about blended learning - beyond simple definitions of integrating online and face-to-face - to a range of foci e.g. skill-driven to mixing various theories of learning

In the BlendKit2014 Week 01 Webinar, there was a reference to 'backwards planning'. This idea comes from Dee Fink. This article by Fink is a helpful primer on this work.

I have found this study case quite interesting. I thing it will be especially useful for those who (like me) have used the ADDIE method for their f2f course design.

G. Conole, et al. (2004) provide an interesting perspective on how technology tools might be mapped against your learning intent. I recommend this strategy when deciding how to blend.

Report from the Oxford Group on Blended Learning

Since we were talking about communication last week, I liked reading this study. Students like ways to interact with each other online as well as in class; and faculty should communicate in a timely manner and give good feedback to students.

This document provides 10 cases with examples of how teachers have implemented blended learning in classes with more that 100 students. But If you do not want to read all of it, it has like a summary of cases grouped according to what calls your attention. E.g "Flipping the traditional lecture (or equivalent resource) into the on-line space to allow for greater gains in the face-to-face aspect" and then it shows you which cases applied that.

Lengthy report, but an excellent read, on interactions in online coursework specifically within LMS. Reported from Australian IHE.

Lit review of the effectiveness of online asynchronous environments from 2003. The section on online interactions and the descriptions of learner-learner, learner-content, and learner-instructor interaction within the Community of Inquiry model is a good introduction to the CoI framework and interactions online.

Krathwohl concisely compares Bloom to the revised Bloom. It is no longer sufficient to state "use Bloom" because the differences are distinctive. Which Bloom to use? This article helps in discerning the answer.

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.

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.

The faculty engagement subcommittee has developed a faculty self-assessment for online teaching. Check it out! Over the past year, the faculty Engagement subcommittee has worked on a faculty self-asssesment for online teaching. Carol McQuiggan, an instructional designer at Penn State Harrisburg who manged the process, presented the faculty survey and its results at the SLOAN-C conference in Orlando in November of 2008.

Thanks for sharing this resource Beth! Last year I worked with Carol and two other colleagues to revise/update the content of the tool. The main goal was to align it with the Competencies for Online Teaching (https://www.e-education.psu.edu/files/OnlineTeachingCompetencies_FacEngagementSubcommittee.pdf). In addition, we presented the updated version at SLOAN-C in October to solicit feedback. We implemented some of the changes and are putting other suggestions "on hold" as we investigate a different platform to move the tool to in order to address accessibility issues.