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For those interested in blended teaching practices from the K-12 space > BetterLesson has chosen 11 of the highest-performing blended teachers in the country to capture and share their effective practices. All of the Blended Master Teachers have one thing in common: they use technology in strategic and innovative ways to personalize the experience of their students.

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.

Some very useful slides with details on online assessments and appropriate strategies etc.

Thanks for bringing this site to our attention. It's loaded with great resources!

"Remixing the curriculum - compiling resources from a variety of sources such as free online texts, proprietary information from publishers, and self-created media such as podcasts - is starting to push its way into K-12 and higher education. Get ahead of the curve with these tips for remixing your own online course materials."

Fabulous! Thank you for this. I find that the more we learn in BlendKit, the more I feel that I need to learn. Having a list of resources to start with is priceless.

Was surprised not to see Padlet included; depending on objective, it's a simple way to get feedback, brainstorm or for students to add content/opinion in a course (2 layouts: sticky note or horizontal which enables more text and so becomes easy to read;) great for sharing multi-media as well.

Looks at learning theories and how they relate to design for online learning - behaviourism, cognitivism, constructivism Also liked the section on deeper learning principles

This link provided clear and organized information that we can use to organize the content and types of our course activities. It added another layer of information to what was already provided by the course. It seems to prove that when you read about the same topic but coming from different sources, the learning process is facilitated. Obviously, it takes more time but unless I'm sure of what I'm doing I like to prepare myself before jumping in to our own activities. Are you guys experiencing difficulties getting started on the DIY activities? I am taking forever...! But, in the end, I know that the acquired knowledge acquired by doing the project will prove to be more satisfactory and productive than just reading about it...Thanks to everyone who posted these links!

A robust, faculty-driven resource site from Oregon State University supporting the development of hybrid courses. Design documents excerpted from the work of OSU faculty and short mini-presentations on hybrid design are just a couple of the features of this site.

Perfect kind of resource I'm looking to collect and be able to share with faculty colleagues on my campus. Examples (or maybe testimonials!) from real, live faculty members are often so much more powerful than hypotheticals.

This is a great resource that I had yet to discover so thank you for sharing! I agree with the individual above that examples from faculty members are so much more powerful. Even having this in video form than written form brings so much more conveyance of the experience.

One of the most neglected areas of online learning is the skills of online instructors. Like face-to-face instructors, online instructors need strong formation in content, instruction and assessment. But since they are teaching through technology, they also need formation in other areas (managing online learners, technology skills).

'The Learning Designer suite of tools enables teachers to share their good teaching ideas. It is intended to help a subject teacher see how a particular pedagogic approach can be migrated successfully across different topics.' Useful to plan blended learning activities.