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Multiple-Modalities, student anxiety for learners not prepared to have choices, competency-based learning is unique for each institutions based on research, allows for more 1-1 teacher support for students, some faculty provide more of an adviser role while others thrive as SMEs on the screens, place & time, good & bad days, agility of personalized learning, expectations of students for prompt responses proves to be a continual problem, teachers/institutions don't know where to start in all cases - advice is for IT infrastructure to be carefully planned out to align with student services side of an institution... start with a course or a degree program that lends itself well to a competency-based approach, start small, work with a team of others from other departments,

via Pocket http://ifttt.com/images/no_image_card.png December 17, 2013 at 06:31PM

I appreciate the focus on preparing students, parents, and teachers for the "shift" that happens when customizing and personalizing instruction. This article focuses on the ground-work that needs to be laid to transition parent and student mentality from a traditional to blended environment.

Solid post. I Digg it. Would love to solicit guest posts very much like this with Michigan faculty. I think his words about giving "a) some examples of research that supports blended learning and b) have some concrete samples of the different types of work that students will produce and c) demonstrate what assessment will look like. If you cover these three components, then my experience is that parents are thrilled about the change." could also ring true for MyBlend PD.

"Instead of a course syllabus or description, I've found it more useful to give students a "roadmap for success".  Here is an example from my middle school Geography class.  The idea is that all learning options are clearly laid out and routes for success are made clear.  It is well worth spending a class or two clarifying what the journey will look like in a blended learning environment and I've found that this reframes the experience for students in a way that they understand.  It also lays the groundwork for the one-on-one conversations you will have with students moving forward.  You will want to delineate the different segments of the class, discuss possible timeframes for moving through the challenges and what the options are for demonstrating mastery at each stage.  In this particular roadmap, some items are bold because they will be done by all students.  Other components are framed by a dotted line meaning that only some students will be eligible for those challenges based on their progress at specific stages.  You will want to make the roadmap as clear as possible so students are able to understand the journey to the point where they develop a sense of agency around their work. "