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Blandað nám K-12 iNACOL - skýrsla

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1. Rotation model - a program in which within a given course or subject (e.g., math), students rotate on a fixed schedule or at the teacher's discretion between learning modalities, at least one of which is online learning. Other modalities might include activities such as small-group or full-class instruction, group projects, individual tutoring, and pencil-and-paper assignments.

a) Station Rotation - a Rotation-model implementation in which within a given course or subject (e.g., math), students rotate on a fixed schedule or at the teacher's discretion among classroom-based learning modalities. The rotation includes at least one station for online learning. Other stations might include activities such as small-group or full-class instruction, group projects, individual tutoring, and pencil-and-paper assignments. Some implementations involve the entire class alternating among activities together, whereas others divide the class into small-group or one-by-one rotations. The Station-Rotation model differs from the Individual-Rotation model because students rotate through all of the stations, not only those on their custom schedules.

b) Lab Rotation - a Rotation-model implementation in which within a given course or subject (e.g., math), students rotate on a fixed schedule or at the teacher's discretion among locations on the brick-and-mortar campus. At least one is a learning lab for predominantly online learning, and the other(s) are classroom(s) for other learning modalities. The Lab-Rotation model differs from the Station-Rotation model because students rotate among locations on the campus instead of staying in one classroom for the blended course or subject.With this model, there comes the facility of environment-assisted learning in which the classroom can be temporarily modified to fit in the subject or topic being taught. For example, if the topic is about Top 10 Binary Singals, a try at any demo accounts or binary robots in a mass system automatically instills the concept in the students. This imparts a practical approach of teaching and helps to implement hands-on learning beyond the theoretical form and create enthusiasm in the student and faculty fraternities alike.

c) Flipped Classroom - a Rotation-model implementation in which within a given course or subject (e.g.. math), students rotate on a fixed schedule between face-to-face teacher-guided practice (or projects) on campus during the standard school day and online delivery of content and instruction of the same subject from a remote location (often home) after school. The primary delivery of content and instruction is online, which differentiates a Flipped Classroom from students who are merely doing homework practice online at night. The Flipped-Classroom model accords with the idea that blended learning includes some element of student control over time, place, path, and/or pace because the model allows students to choose the location where they receive content and instruction online.

d) Individual Rotation - a Rotation-model implementation in which within a given course or subject (e.g., math), students rotate on an individually customized, fixed schedule among learning modalities, at least one of which is online learning. An algorithm or teacher(s) sets individual student schedules. The Individual-Rotation model differs from the other Rotation models because students do not necessarily rotate to each available station or modality.

2. Flex model - a program in which content and instruction are delivered primarily by the Internet, students move on an individually customized, fluid schedule among learning modalities, and the teacher-of-record is on-site. The teacher-of-record or other adults provide face-to-face support on a flexible and adaptive as-needed basis through activities such as small-group instruction, group projects, and individual tutoring. Some implementations have substantial face-to-face support, and others have minimal (e.g., some flex models may have face-to-face certified teachers who supplement the online learning on a daily basis, whereas others may provide little face-to-face enrichment; others may have different staffing combinations; these are useful modifiers to describe a particular Flex model.)

3. Self-Blend model - describes a scenario in which students choose to take one or more courses entirely online to supplement their traditional courses and the teacher-of-record is the online teacher. Students may take the online courses either on the brick-and-mortar campus or off-site. This differs from full-time online learning and the Enriched-Virtual model (see the next definition) because it is not a whole-school experience. Students self-blend some individual online courses and take other courses at a brick-and-mortar campus with face-to-face teachers.

4. Enriched-Virtual model - a whole-school experience in which within each course (e.g., math), students divide their time between attending a brick-and-mortar campus and learning remotely using online delivery of content and instruction. Many Enriched-Virtual programs began as full-time online schools and then developed blended programs to provide students with brick-and-mortar school experiences. The Enriched-Virtual model differs from the Flipped Classroom because in Enriched-Virtual programs, students seldom attend the brick-and-mortar campus every weekday. It differs from the Self-Blend model because it is a full-school experience, not a course-by-course model.

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1. Rotation model - a program in which within a given course or subject (e.g., math), students rotate on a fixed schedule or at the teacher's discretion between learning modalities, at least one of which is online learning. Other modalities might include activities such as small-group or full-class instruction, group projects, individual tutoring, and pencil-and-paper assignments.

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Four Models Of Blended Learning: Which Is Right For You?

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Four Models Of Blended Learning: Which Is Right For You?

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Four Models Of Blended Learning: Which Is Right For You?

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An introduction to the 4 models of blended learning, and the importance of a video platform in delivering blended learning course content.

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4 Blended learning models to help reach students’ goals - Classtime

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4 Blended learning models to help reach students’ goals - Classtime

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A couple decades ago, the idea of blending electronic technology and traditional classroom teaching would not have been possible. Not every student had a computer in their home and reliable internet was not available in every school. Yet, in only the last few years (2013-2016), the availability of reliable Wi-Fi access in US K-12 public classrooms has more than tripled and is likely to reach nearly 100% availability by 2020. With the increasing reach of technology, it's only natural for educators to use digital tools to supplement face-to-face teaching. Blended learning goes by many different names. Hybrid learning. Flipping the classroom. Blended education. Essentially, they all imply a method of learning that combines classroom and online education. More intricately, the Online Learning Consortium defines blended education as courses that "integrate online with traditional face-to-face class activities in a planned, pedagogically valuable manner."

While there are debates about the efficacy of blended education, the combination of face-to-face and digital teaching methods is that students are engaged in an interactive learning experience, which in effect transforms and improves the learning process as a whole, is invaluable. Mark, a high school science teacher, tells us:

By supplementing my lessons with the use of digital tools and activities, I'm able to engage a variety of learners in different ways. I'm constantly amazed at what tasks certain students are more engaged with based on the type of learner they are. Combining digital and traditional classroom lessons not only engages my students more, but it offers me a way to interact with them on their level; I'm always learning new things from them. Think about it, these kids inherently know more about technology than I ever will!

As blended education has become more prominent, different models of hybrid learning have developed. Choosing the blended learning model that's right for your classroom depends on your students' needs. You may have some students that need more attention while others are ahead of the curriculum. Here, we'll outline four blended learning models and share some ideas on how you can put these models into action.

1. Face-to-face Driver Model - This is a good option for classrooms where students are performing at various levels of skill and ability. It's the closest model to traditional teaching, as most of the class is led by face-to-face lessons. Online instruction is introduced for students that are behind, to engage and supplement the in-class lessons. For example, in an ELL class, you can search and find a Classtime question set for students who may be struggling with adverbs, share the session code and then they can work on the practice questions at home. These students are then able to get practice and take the time they need to master the lesson.

QUICK TIP: Classtime is not only a great online tool to create, share and analyze your lessons, but you can also use interactive Collaborative Challenges to gamify your classroom in real-time. Check them out!

2. The Rotation Model - In this model, teachers create different learning stations. Using digital learning tools at rotating stations, teachers are able to focus the face-to-face time based on specific student needs. Essentially, you create a schedule for students to work at different stations, moving between face-to-face instruction and online assignments. This gives them the time and focus they need on certain subjects while allowing different learners various avenues towards mastering the material. If you have an elementary classroom, you can divide them based on their skill levels in reading and math. For the group that performs well in reading, but maybe not math, you can spend the face-to-face teaching time with more attention on learning math concepts before rotating to digital learning stations for reading comprehension.

3. Self-Blend Model - This model is on the rise, especially in high schools. Students are given the opportunity to take classes beyond the general course catalog with online classes. Students who want to take additional Advanced Placement classes or show a particular interest in a subject are good candidates for self-blended learning. This should be determined and discussed based on individual student goals and skills.

4. The Online Driver Model - On the flip side of the face-to-face driver model, the online driver model relies solely on online teaching delivery. Students work from remote locations and receive instruction and assignments via online platforms. Educators act as facilitators and give students the opportunity to check-in and engage in online messaging if they need further assistance. This model works well for students with chronic illnesses, students who need flexibility for other obligations or students who want to progress much faster than would be possible in a traditional school setting.

While technology and online learning landscapes are paving new ways for students to engage and take control of their educational journey, teachers still hold the key to success. Before implementing a blended learning model, it's important to clearly map out your class goals, assignments and outcomes so students are aligned with the overall learning objectives.

Classtime can help you get started with blended learning in the classroom today:
Get started now
The easiest way to learn more is to start a session of your own and take the tour. It takes less than three minutes - it's that simple!

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4 Blended Learning Models to Help Reach Students' Goals - Classtime

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A couple decades ago, the idea of blending electronic technology and traditional classroom teaching would not have been possible. Not every student had a computer in their home and reliable internet was not available in every school.

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Evergreen Education Group — Allison Powell

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Evergreen Education Group — Allison Powell

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Evergreen Education Group - Allison Powell

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Allison taught in both face-to-face and online K-8 environments. She has been working in the field of online learning for over 15 years, starting as a K-8 blended teacher for Odyssey Charter Schools in Las Vegas, NV.

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John Watson on Implementing Blended Learning - YouTube

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John Watson on Implementing Blended Learning - YouTube

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National Association of Independent Schools (NAIS)

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John Watson on Implementing Blended Learning

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Leslie Fetzer - Apex, North Carolina, United States, Administation, University of North Carolina Wilmington, Master's in Chemistry Education, Alfred University, Bachelor's in Biology, St. Bonaventure University | about.me

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Leslie Fetzer - Apex, North Carolina, United States, Administation, University of North Carolina Wilmington, Master's in Chemistry Education, Alfred University, Bachelor's in Biology, St. Bonaventure University | about.me

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I live in Apex, North Carolina, United States.

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Laura Hibbard | Ph.D Instructional Technology | Instructional Technology/Teacher

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Laura Hibbard | Ph.D Instructional Technology | Instructional Technology/Teacher

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Educational Directions — Dr. John Watson

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Educational Directions — Dr. John Watson

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Educational Directions - Dr. John Watson

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John Watson has over 30 years working in independent schools with 15 years as a Head of School

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Join iNACOL and AYPF on Friday, March 22, 2019 for our Capitol Hill Forum, Competency-Based Education: Promising Policies and Practices for the Future of K-12 Education. How can policymakers examine whether the K-12 educational system is 'fit for purpose' and...

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Susan Patrick: Executive Profile & Biography - Bloomberg

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Susan Patrick: Executive Profile & Biography - Bloomberg

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Evergreen Education Group conducts research and offers insights into the K12 digital learning landscape. We help state and federal governments, school districts, companies, and foundations understand the ever-evolving digital learning landscape so they can successfully plan and implement best practi

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Blended Learning Definitions - Christensen Institute : Christensen Institute

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Blended Learning Definitions - Christensen Institute : Christensen Institute

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For a full overview on blended learning basics and models, visit the Blended Learning Universe, an online hub curated by the Christensen Institute.

The definition of blended learning is a formal education program in which a student learns:

1. at least in part through online learning, with some element of student control over time, place, path, and/or pace;

2. at least in part in a supervised brick-and-mortar location away from home;

3. and the modalities along each student's learning path within a course or subject are connected to provide an integrated learning experience.

The majority of blended-learning programs resemble one of four models: Rotation, Flex, A La Carte, and Enriched Virtual. The Rotation model includes four sub-models: Station Rotation, Lab Rotation, Flipped Classroom, and Individual Rotation.

1. Rotation model - a course or subject in which students rotate on a ﬁxed schedule or at the teacher's discretion between learning modalities, at least one of which is online learning. Other modalities might include activities such as small-group or full-class instruction, group projects, individual tutoring, and pencil-and-paper assignments. The students learn mostly on the brick-and-mortar campus, except for any homework assignments.

a. Station Rotation - a course or subject in which students experience the Rotation model within a contained classroom or group of classrooms. The Station Rotation model differs from the Individual Rotation model because students rotate through all of the stations, not only those on their custom schedules.

b. Lab Rotation - a course or subject in which students rotate to a computer lab for the online-learning station.

c. Flipped Classroom - a course or subject in which students participate in online learning off-site in place of traditional homework and then attend the brick-and-mortar school for face-to-face, teacher-guided practice or projects. The primary delivery of content and instruction is online, which differentiates a Flipped Classroom from students who are merely doing homework practice online at night.

d. Individual Rotation - a course or subject in which each student has anindividualized playlist and does not necessarily rotate to each available station or modality. An algorithm or teacher(s) sets individual student schedules.

2. Flex model - a course or subject in which online learning is the backbone of student learning, even if it directs students to offline activities at times. Students move on an individually customized, ﬂuid schedule among learning modalities. The teacher of record is on-site, and students learn mostly on the brick-and-mortar campus, except for any homework assignments. The teacher of record or other adults provide face-to-face support on a flexible and adaptive as-needed basis through activities such as small-group instruction, group projects, and individual tutoring. Some implementations have substantial face-to-face support, whereas others have minimal support. For example, some Flex models may have face-to-face certified teachers who supplement the online learning on a daily basis, whereas others may provide little face-to-face enrichment. Still others may have different staffing combinations. These variations are useful modifiers to describe a particular Flex model.

3. A La Carte model - a course that a student takes entirely online to accompany other experiences that the student is having at a brick-and-mortar school or learning center. The teacher of record for the A La Carte course is the online teacher. Students may take the A La Carte course either on the brick-and-mortar campus or oﬀ-site. This differs from full-time online learning because it is not a whole-school experience. Students take some courses A La Carte and others face-to-face at a brick-and-mortar campus.

4. Enriched Virtual model - a course or subject in which students have required face-to-face learning sessions with their teacher of record and then are free to complete their remaining coursework remote from the face-to-face teacher. Online learning is the backbone of student learning when the students are located remotely. The same person generally serves as both the online and face-to-face teacher. Many Enriched Virtual programs began as full-time online schools and then developed blended programs to provide students with brick-and-mortar school experiences. The Enriched Virtual model differs from the Flipped Classroom because in Enriched Virtual programs, students seldom meet face-to-face with their teachers every weekday. It differs from a fully online course because face-to-face learning sessions are more than optional office hours or social events; they are required.

Source: Michael B. Horn and Heather Staker, Blended: Using Disruptive Innovation to Improve Schools (San Francisco: Jossey-Bass, 2014).

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Blended Learning Definitions - Christensen Institute

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For a full overview on blended learning basics and models, visit the Blended Learning Universe, an online hub curated by the Christensen Institute. The definition of blended learning is a formal education program in which a student learns: at least in part through online learning, with some element of student control over time, place, path, and/or [...]

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Is K–12 blended learning disruptive?An introduction to the theory of hybrids - Christensen Institute : Christensen Institute

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Is K–12 blended learning disruptive?An introduction to the theory of hybrids - Christensen Institute : Christensen Institute

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Download the full white paper
By Clayton M. Christensen, Michael B. Horn, and Heather Staker

May 2013
EXECUTIVE SUMMARY
The Clayton Christensen Institute, formerly Innosight Institute, has published three papers describing the rise of K−12 blended learning-that is, formal education programs that combine online learning and brick-and-mortar schools. This fourth paper is the first to analyze blended learning through the lens of disruptive innovation theory to help people anticipate and plan for the likely effects of blended learning on the classrooms of today and schools of tomorrow. The paper includes the following sections:
Introduction to sustaining and disruptive innovation
There are two basic types of innovation-sustaining and disruptive-that follow different trajectories and lead to different results. Sustaining innovations help leading, or incumbent, organizations make better products or services that can often be sold for better profits to their best customers. They serve existing customers according to the original definition of performance- that is, according to the way the market has historically defined what's good. A common misreading of the theory of disruptive innovation is that disruptive innovations are good and sustaining innovations are bad. This is false. Sustaining innovations are vital to a healthy and robust sector, as organizations strive to make better products or deliver better services to their best customers.

Disruptive innovations, in contrast, do not try to bring better products to existing customers in established markets. Instead, they offer a new definition of what's good-typically they are simpler, more convenient, and less expensive products that appeal to new or less demanding customers. Over time, they improve enough to intersect with the needs of more demanding customers, thereby tranforming a sector. Examples in the paper from several industries demonstrate the classic patterns of both types of innovation.
Theory of hybrids
Often industries experience a hybrid stage when they are in the middle of a disruptive transformation. A hybrid is a combination of the new, disruptive technology with the old technology and represents a sustaining innovation relative to the old technology. For example, the automobile industry has developed several hybrid cars along its way to transitioning from gasoline-fueled engines to engines with alternative power sources. The leading companies want the virtues of both, so they have developed a sustaining innovation-hybrid cars that use both gasoline and electricity. Other industries-including earth excavators, steamships, photography, retail, and banking-have experienced a hybrid stage on their way to realizing the pure disruption. Industries create hybrids for predictable reasons, including because the business case for the purely disruptive technology is not compelling at first to industry leaders, whereas implementing a hybrid as a sustaining innovation allows incumbents to satisfy their best customers.
How to spot a hybrid

Hybrid innovations follow a distinct pattern. These are four characteristics of a hybrid:

1. It includes both the old and new technology, whereas a pure disruption does not offer the old technology in its full form.

2. It targets existing customers, rather than nonconsumers-that is, those whose alternative to using the new technology is nothing at all.

3. It tries to do the job of the preexisting technology. As a result, the performance hurdle required to delight the existing customers is quite high because the hybrid must do the job at least as well as the incumbent product on its own, as judged by the original definition of performance. In contrast, companies that succeed at disruptive innovations generally take the capabilities of the new technology as a given and look for markets that will accept the new definition of what's good.

4. It tends to be less "foolproof " than a disruptive innovation. It does not significantly reduce the level of wealth and/or expertise needed to purchase and operate it.

Importantly, where there is no nonconsumption in a market, a hybrid solution is the only viable option for a new technology that underperforms the old based on the original definition of performance. That means that in markets with full consumption, hybrid innovations tend to dominate instead of pure disruptions.

Hybrid models of blended learning
In many schools, blended learning is emerging as a hybrid innovation that is a sustaining innovation relative to the traditional classroom. This hybrid form is an attempt to deliver "the best of both worlds"-that is, the advantages of online learning combined with all the benefits of the traditional classroom. In contrast, other models of blended learning appear disruptive relative to the traditional classroom. They do not include the traditional classroom in its full form; they often get their start among nonconsumers; they offer benefits that accord to a new definition of what's good; and they tend to be more foolproof to purchase and operate.

In terms of the emerging blended-learning taxonomy, the Station Rotation, Lab Rotation, and Flipped Classroom models are following the pattern of sustaining hybrid innovations. They incorporate the main features of both the traditional classroom and online learning. The Flex, A La Carte,* Enriched Virtual, and Individual Rotation models, in contrast, are developing more disruptively relative to the traditional system.

Seeing what's next with blended learning
The models of blended learning that follow the hybrid pattern are on a sustaining trajectory relative to the traditional classroom. They are poised to build upon and offer sustaining enhancements to the factory-based classroom system, but not disrupt it. The models that are more disruptive, however, are positioned to transform the classroom model and become the engines of change over the longer term, particularly at the secondary level. Any hybrid variety of blended learning is likely to fall by the wayside as the pure disruption becomes good enough.

When this happens, the fundamental role of brick-and-mortar schools will pivot. Schools will focus more, for example, on providing well-kept facilities that students want to attend with great face-to-face support, high-quality meals, and a range of athletic, musical, and artistic programs and will leverage the Internet for instruction.

Although traditional and hybrid classrooms are poised for disruption, we do not see brick- and-mortar schools falling by the wayside any time soon. This is because although many areas of nonconsumption exist at the classroom level-particularly in secondary schools-little nonconsumption exists at the school level in the United States. Almost every student has access to a government-funded school of some sort. We predict that hybrid schools, which combine existing schools with new classroom models, will be the dominant model of schooling in the United States in the future. But within secondary schools, the disruptive models of blended learning will substantially replace traditional classrooms over the long term. In the paper, we conclude that the models that are more disruptive-Flex, A La Carte, Enriched Virtual, and Individual Rotation-are positioned to transform the classroom model and become the engines of change over the longer term in high school and middle school, but likely not in elementary school.
Implications for education leaders

Education leaders can use the disruptive innovation lens to anticipate the effects of their efforts. Strategies that sustain the traditional model could benefit students for years to come. This path is the best fit for most classroom teachers, school leaders who have limited budgetary or architectural control over their schools, and those who want to improve upon the classrooms in which most students receive their formal education today. Other strategies that accelerate the deployment of disruptive blended-learning models will have a greater impact on replacing the classroom with a student-centric design. This path is a viable fit for school principals-often in charters but also within districts, especially in those that have moved to portfolio models- that have some autonomy with respect to budget and school architecture. Furthermore, district leaders with authority to contract with online providers, state policy leaders, philanthropists, and entrepreneurs all are in the position to play a role in bolstering disruptive innovation.

Education leaders can foster disruptive innovation in several ways, including by following these five steps:

1. Create a team within the school that is autonomous from all aspects of the traditional classroom.

2. Focus disruptive blended-learning models initially on areas of nonconsumption.

3. When ready to expand beyond areas of nonconsumption, look for the students with less demanding performance requirements.

4. Commit to protecting the fledgling disruptive project.

5. Push innovation-friendly policy.

In the long term, the disruptive models of blended learning are on a path to becoming good enough to entice mainstream students from the existing system into the disruptive one in secondary schools. They introduce new benefits-or value propositions-that focus on providing individualization; universal access and equity; and productivity. Over time, as the disruptive models of blended learning improve, these new value propositions will be powerful enough to prevail over those of the traditional classroom.
Download the full white paper

Clayton Christensen is the Kim B. Clark Professor of Business Administration at the Harvard Business School and is the architect of Disruptive Innovation. Clay was named the World's Most Influential Business Management Thinker in 2011 and 2013.

Heather is an adjunct researcher for the Christensen Institute and president of Ready to Blend. She is the co-author of Blended: Using Disruptive Innovation to Improve Schools and co-founder of Brain Chase Productions, which produces online-learning challenges disguised as worldwide treasure hunts for students in grades 1-8.

Michael is a co-founder and distinguished fellow at the Clayton Christensen Institute. He currently works as a principal consultant for Entangled Solutions.

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Is K-12 blended learning disruptive?An introduction to the theory of hybrids - Christensen Institute

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By Clayton M. Christensen, Michael B. Horn, and Heather Staker This paper analyzes blended learning through the lens of disruptive innovation theory to help people anticipate and plan for the likely effects of blended learning on the classrooms of today and schools of tomorrow.

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Blended: Using Disruptive Innovation to Improve Schools | Leadership & Administration (K-12) | K-12 General | Education | Subjects | Wiley

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Blended: Using Disruptive Innovation to Improve Schools | Leadership & Administration (K-12) | K-12 General | Education | Subjects | Wiley

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Description

Navigate the transition to blended learning with this practical field guide

Blended is the practical field guide for implementing blended learning techniques in K-12 classrooms. A follow-up to the bestseller Disrupting Class by Clayton M. Christensen, Michael Horn, and Curtis Johnson, this hands-on guide expands upon the blended learning ideas presented in that book to provide practical implementation guidance for educators seeking to incorporate online learning with traditional classroom time. Readers will find a step-by-step framework upon which to build a more student-centered system, along with essential advice that provides the expertise necessary to build the next generation of K-12 learning environments. Leaders, teachers, and other stakeholders will gain valuable insight into the process of using online learning to the greatest benefit of students, while avoiding missteps and potential pitfalls.

If online learning has not already rocked your local school, it will soon. Blended learning is one of the hottest trends in education right now, and educators are clamoring for "how-to" guidance. Blended answers the call by providing detailed information about the strategy, design, and implementation of a successful blended learning program.

Discover a useful framework for implementing blended learning

Unlock the benefits and mitigate the risks of online learning

Find answers to the most commonly asked questions surrounding blended learning

Create a more student-centered system that functions as a positive force across grade levels

Educators who loved the ideas presented in Disrupting Class now have a field guide to making it work in a real-world school, with expert advice for making the transition smoother for students, parents, and teachers alike. For educational leaders seeking more student-centered schools, Blended provides the definitive roadmap.

About the Author

MICHAEL B. HORN (Boston, MA) is co-founder and Executive Director of Education at the Clayton Christensen Institute for Disruptive Innovation. He leads a team that educates policymakers and community leaders on the power of disruptive innovation in the K-12 and higher education spheres. His team aims to transform monolithic, factory-model education systems into student-centric designs that educate every student successfully and enable each to realize his or her fullest potential. Horn is co-author of Disrupting Class: How Disruptive Innovation Will Change the Way the World Learns (McGraw-Hill, 2008) with Clayton Christensen and Curtis Johnson. He writes a regular column for Forbes and has contributed to other media including The Washington Post, The Economist, Huffington Post, and Education Week. He keynotes frequently at education conferences and was named by Tech&Learning magazine as one of the 100 most important people in Ed Tech. Horn serves on a number of boards including those of Fidelis, inBloom, and the Silicon Schools Fund.
HEATHER STAKER (Austin, TX) is Senior Research Fellow in Education at the Clayton Christensen Institute for Disruptive Innovation. One of the world's foremost experts on K-12 blended learning, she was named by Scholastic as one of the "Five People to Watch in Education" in 2012. Staker appears regularly throughout the country as a keynote speaker, workshop leader, and conference panelist. She has written for numerous education publications, delivered webinars for Education Week and the International Association for K-12 Online Learning, and testified about education policy to house and senate committees in Florida, Minnesota, Pennsylvania, and Texas.

Table of contents

List of Videos xi

Foreword xv
Clayton M. Christensen

Acknowledgments xxi

About the Authors xxv

Pattern of Disruptive Innovation 2

Disruptive Innovation and Online Learning 3

The Factory-Based Model of Schooling 5

Student-Centered Learning 8

Why Schools Are Reaching a Tipping Point 11

Building a Field of Experts 17

What You'll Find in This Book 18
Part 1 Understanding 29 1 What is Blended Learning? 31
Online Learning's Upward March 32

What Blended Learning Is-and Isn't 34

Models of Blended Learning 37

Mixing of Blended Models 52

To Sum Up 53

Appendix 1.1: Discussion of Key Terms 54
2 Are All Classrooms Going to Blend? 67
Appendix 1.2: K-12 Blended-Learning Taxonomy 55

The Theory of Hybrids 69

Is Blended Learning Disruptive? 71

Hybrid Models of Blended Learning 73

Disruptive Models of Blended Learning 76

Foreseeing the K-12 Education Revolution 77
Part 2 Mobilizing 93 3 Start with the Rallying Cry 95
What is to Become of Schools? 79

To Sum Up 85

The Alternative to Cramming 98

Defining the Problem or Stating the Goal 99

Should Leaders Focus on Sustaining or Disruptive Rallying Cries? 103

How to Identify Core Opportunities 104
4 Organize to Innovate 113
How to Identify Nonconsumption Opportunities 105

Threats versus Opportunities 107

To Sum Up 108

A Framework for Team Design 114
Part 3 Designing 135 5 Motivate the Students 137
Applying the Team Framework to Schools 120

Using Multiple Types of Teams 129

The Cost of Getting It Wrong 130

To Sum Up 131

The Importance of Student Willingness to Learn 138

The Jobs-to-Be-Done Theory 139

Students' Jobs to Be Done 143

The Architecture of a Job 145

Fulfilling the Job for Students 146

What to Integrate, and How 152

Blended Learning's Role in Fulfilling Student Jobs 155

The Danger of Asking Students to Change Jobs 156
7 Design the Virtual and Physical Setup 189
To Sum Up 157

Designing the Teacher Role from the Student Perspective 170

Designing the Teacher Role from the Teacher Perspective 176

Doing Right for Students and Teachers 181

To Sum Up 182

Product Architecture and Interfaces 190

The Shift in Personal Computer Architecture 192

The Shift toward Modularity in Education 194

Integrated versus Modular Online Content 195

Integrated versus Modular Operating Systems 203

Integrated versus Modular Physical Space 205

Aligning Your Strategy to Your Circumstances 208

To Sum Up 209

Appendix 7.1: Snapshot of Online Content in Use Among K-12

Blended Programs 210

Match the Model to the Type of Problem 221

Match the Model to the Type of Team 224

Match the Model to the Desired Student Experience 226

Match the Model to the Role of the Teacher 229
Part 4 Implementing 247 9 Create the Culture 249
Match the Model to the Physical Space 232

Match the Model to the Availability of Internet-Enabled Devices 234

Prioritizing Options and Making the Selection 237

Moving toward Multiple Models 237

To Sum Up 240

Appendix 8.1: Which Blended-Learning Model Matches Your Circumstances Best? 241
10 Discover Your Way to Success 265
What is Culture? 250

The Power of Culture for Children 252

The Power of Culture in Schools 253

How to Shape Culture 254

The Power of Culture in Blended-Learning Implementations 256

It's Not Too Late 260

To Sum Up 261

Discovery-Driven Planning 266

Start with the Outcomes 268

Create an Assumptions Checklist 269

Implement a Plan-To Learn More 273

Should We Go Forward, Change, or Shelve the Plan? 276

To Sum Up 277

Implement over Time 282

Blended Learning is a Team Sport 283

Understand, Mobilize, Design, Implement 285

Appendix: Questions for Discussion 289

Index 295

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Blended: Using Disruptive Innovation to Improve Schools

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Navigate the transition to blended learning with this practical field guide Blended is the practical field guide for implementing blended learning techniques in K-12 classrooms. A follow-up to the bestseller Disrupting Class by Clayton M.

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Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies -- October 2010 (PDF)

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Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies -- October 2010 (PDF)

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(PDF) Education goes digital: The evolution of online learning and the revolution in higher education

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(PDF) Education goes digital: The evolution of online learning and the revolution in higher education

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Working with partners and researchers investigating personalized learning policies and practice, iNACOL develops publications and guidance for education innovators transforming schools. View all resources.

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Working with partners and researchers investigating personalized learning policies and practice, iNACOL develops publications and guidance for education innovators transforming schools. View all resources.

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Teachers as Lifelong Learners: New Research on Professional Development and Practice for Educators - iNACOL

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Teachers as Lifelong Learners: New Research on Professional Development and Practice for Educators - iNACOL

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WASHINGTON, D.C. - Today, CompetencyWorks released Moving Toward Mastery: Growing, Developing and Sustaining Educators for Competency-Based Education, a new report that re-envisions professional practice, learning and development for educators in competency-based education.

As school districts transition to new, more powerful student-centered learning models, it's critical that educators leading the transformative practice are equipped for their new roles. Moving Toward Mastery describes a teaching profession that is equity-oriented, learning-centered and lifelong; it recommends 15 strategies that can help school districts successfully make this paradigm shift.

Building off examples of effective teaching, professional development and practice across the nation, the new report explores how communities can work together to prompt and sustain complex systems change of moving both students and teachers from a one-size-fits-all approach to education to one in which all students and all teachers can succeed.

"Creating high-quality professional learning is essential for sustaining transformative systems change to ensure all learners build the knowledge and skills for future success," said Susan Patrick, iNACOL (@nacol) President and CEO and Competency Works Co-Founder. "Where competency-based education has been most successful, it has been driven from the ground up by innovative teams of educators; its progress and growth relies on educator leaders' hard work and commitment."

Educators play a vital role in the design, development and growth of competency-based education systems. They guide the development of new instructional practices, manage change processes and partner with communities to facilitate collaborative learning. Growing and continually improving competency-based education across the nation requires increasing the number of educators who are competency-based practitioners and improving instructional quality at scale.

"There is tremendous hunger and enthusiasm for this conversation about dramatically shifting professional practice," says author Katherine Casey, Founder and Principal of Katherine Casey Consulting. "Those of us who envision more equitable education grounded in competency-based practice are called upon to develop systemic, sustainable approaches to improving and aligning teaching. While this will entail changes in policy and practice, it must also take root in our communities and classrooms. It must engage educators as learners and agents of change rather than passive recipients of new policy or practice and seek to move educators' hearts as much as their minds."

Download a full copy of Moving Toward Mastery: Growing, Developing and Sustaining Educators for Competency-Based Education here.

For more information about CompetencyWorks, a project of iNACOL dedicated to advancing K-12 competency education, please visit CompetencyWorks.org.
About CompetencyWorks
CompetencyWorks is an online resource dedicated to providing information and knowledge about competency education in the K-12 education system. Drawing on lessons learned by innovators and early adopters, CompetencyWorks shares original research, knowledge and a variety of perspectives through an informative blog with practitioner knowledge, policy advancements, papers on emerging issues and a wiki with resources curated from across the field. CompetencyWorks also offers a blog on competency education in higher education so that the sectors can learn from each other and begin to align systems across K-12, higher education and the workplace. Visit the website and follow CompetencyWorks on Twitter: @CompetencyWorks.
About iNACOL
The mission of iNACOL is to drive the transformation of education systems and accelerate the advancement of breakthrough policies and practices to ensure high-quality learning for all. Visit our website, like us on Facebook, connect with us on Linkedin and follow us on Twitter

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Teachers as Lifelong Learners: New Research on Professional Development and Practice for Educators

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WASHINGTON, D.C. - Today, CompetencyWorks released Moving Toward Mastery: Growing, Developing and Sustaining Educators for Competency-Based Education , a new report that re-envisions professional practice, learning and development for educators in competency-based education. As school districts transition to new, more powerful student-centered learning models, it's critical that educators leading the transformative practice are equipped for their new roles.

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Publications and Archived Webinars - iNACOL

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Publications and Archived Webinars - iNACOL

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Reports

2018

Moving Toward Mastery: Growing, Developing and Sustaining Educators for Competency-Based Education - Katherine Casey. (November 2018)

Executive Summary: Current to Future State-Issues and Action Steps for State Policy to Support Personalized, Competency-Based Learning - Maria Worthen, Natalie Truong, Susan Patrick. (September 2018)

A National Landscape Scan of Personalized Learning in K-12 Education in the United States - Betheny Gross, Sivan Tuchman, Susan Patrick. (June 2018)

Levers and Logic Models: A Framework to Guide Research and Design of High-Quality Competency-Based Education Systems - Chris Sturgis, Katherine Casey. (May 2018)

Meeting Students Where They Are - Antonia Rudenstine, Dixie Bacallao, Sarah Hakani, Sydney Schaef. (April 2018)

Designing for Equity: Leveraging Competency-Based Education to Ensure All Students Succeed - Chris Sturgis, Katherine Casey. (April 2018)

Current to Future State: Issues and Action Steps for State Policy to Support Personalized, Competency-Based Learning - Dale Frost, Maria Worthen, Natalie Truong, Susan Patrick. (January 2018)

Fit for Purpose: Taking the Long View on Systems Change and Policy to Support Competency Education - Dale Frost, Maria Worthen, Natalie Truong, Susan Patrick. (January 2018)

2017

Quality and Equity by Design: Charting the Course for the Next Phase of Competency-Based Education - Chris Sturgis, Nina Lopez, Susan Patrick. (October 2017)

Next Generation Learning Models for English Language Learners: Promising Practices and Considerations for Teaching and Learning - Natalie Truong. (July 2017)

An Introduction to the National Summit on K-12 Competency-Based Education - Chris Sturgis, Susan Patrick. (June 2017)

Fit for Purpose: Taking the Long View on Systems Change and Policy to Support Competency Education (DRAFT June 2017) - Dale Frost, Maria Worthen, Natalie Truong, Susan Patrick. (June 2017)

In Pursuit of Equality: A Framework for Equity Strategies in Personalized, Competency-Based Education - Chris Sturgis. (June 2017)

In Search of Efficacy: Defining the Elements of Quality in a Competency-Based Education System - Chris Sturgis. (June 2017)

Meeting Students Where They Are DRAFT 2017 - Antonia Rudenstine, Dixie Bacallao, Sydney Schaef. (June 2017)

What's Possible with Personalized Learning? An Overview of Personalized Learning for Schools, Families & Communities - Bruce Friend, Carri Schneider, Susan Patrick, Tom Vander Ark. (February 2017)

2016

Meeting The Every Student Succeeds Act's Promise: State Policy to Support Personalized Learning - Dale Frost, Maria Worthen, Susan Gentz, Susan Patrick. (October 2016)

Reaching the Tipping Point: Insights on Advancing Competency Education in New England - Chris Sturgis. (October 2016)

Promising State Policies for Personalized Learning - Dale Frost, Maria Worthen, Susan Gentz, Susan Patrick. (May 2016)

Student-Centered Learning: Functional Requirements for Integrated Systems to Optimize Learning - Elizabeth Glowa, Jim Goodell. (May 2016)

Chugach School District: A Personalized, Performance-Based System - Chris Sturgis. (March 2016)

2015

Keeping Pace with K-12 Digital Learning, 12th Edition (November 2015)

The iNACOL Federal Policy Frameworks 2015 - Maria Worthen. (November 2015)

The iNACOL State Policy Frameworks 2015: 5 Critical Issues to Transform K-12 Education - Maria Worthen, Susan Patrick. (November 2015)

Using Online Learning for Credit Recovery: Getting Back on Track to Graduation - Allison Powell, Susan Patrick, Verena Roberts. (September 2015)

Blending Learning: The Evolution of Online and Face-to-Face Education from 2008-2015 - Allison Powell, John Watson, Jonathan Oglesby, Laura Hibbard, Leslie Fetzer, Michael Horn, Patrick Staley, Su Verma, Susan Patrick. (July 2015)

Implementing Competency Education in K-12 Systems: Insights from Local Leaders - Chris Sturgis. (June 2015)

Maximizing Competency Education and Blended Learning: Insights from Experts - Chris Sturgis, Susan Patrick. (March 2015)

Performance-Based Funding & Online Learning: Maximizing Resources for Student Success - Amanda Brown, John Myers, John Watson, Justin Silverstein, Susan Patrick. (March 2015)

2014

Access and Equity for All Learners in Blended and Online Education - Raymond Rose. (October 2014)

An International Study in Competency Education: Postcards from Abroad - Sara Frank Bristow, Susan Patrick. (October 2014)

Course Access: Equitable Opportunities for College and Career Ready Students - Maria Worthen, Susan Patrick. (October 2014)

iNACOL Blended Learning Teacher Competency Framework - Allison Powell, Beth Rabbitt, Kathryn Kennedy. (October 2014)

Laying the Foundation for Competency Education: A Policy Guide for the Next Generation Educator Workforce - Lillian Pace, Maria Worthen. (October 2014)

The iNACOL State Policy Frameworks: 5 Critical Issues to Transform K-12 Education - Maria Worthen, Susan Patrick. (October 2014)

Aligning K-12 Federal Policy with Competency Education - CompetencyWorks, iNACOL. (September 2014)

Aligning K-12 State Policy with Competency Education - CompetencyWorks, iNACOL. (September 2014)

A K-12 Federal Policy Framework for Competency Education: Building Capacity for Systems Change - Lillian Pace, Maria Worthen. (February 2014)

Progress and Proficiency: Redesigning Grading for Competency Education - Chris Sturgis. (January 2014)

2013

A Roadmap for Implementation of Blended Learning at the School Level: A Case Study of the iLearnNYC Lab Schools - Allison Powell, Bruce Friend, Rob Darrow. (October 2013)

iNACOL Research Agenda - Kathryn Kennedy. (October 2013)

iNACOL's New Learning Models Vision - Allison Powell. (October 2013)

Keeping Pace with K-12 Online and Blended Learning, 10th Edition - Amy Murin, Butch Gemin, Chris Rapp, John Watson, Lauren Vashaw. (October 2013)

Mean What You Say: Defining and Integrating Personalized, Blended and Competency Education - Allison Powell, Kathryn Kennedy, Susan Patrick. (October 2013)

Partnering for Success: A 21st Century Model for Teacher Preparation - Bryan Zugelder, Dazhi Yang, Dean Goon, Dina Vyortkina, Janet Zajac, Kathryn Kennedy, Kerry Rice, Leanna Archambault, Michael Barbour, Michael Hynes, Robin Parent. (October 2013)

Transforming K-12 Rural Education through Blended Learning: Barriers and Promising Practices - Eric Kellerer, Eric Werth, Lori Werth. (October 2013)

OER and Collaborative Content Development - DeLaina Tonks, Susan Patrick, TJ Bliss. (June 2013)

OER State Policy in K-12 Education: Benefits, Strategies, and Recommendations for Open Access, Open Sharing - Susan Patrick, TJ Bliss. (June 2013)

RETHINK: Planning and Designing for K-12 Next Generation Learning - Dave Edwards. (June 2013)

Is K-12 Blended Learning Disruptive?: An Introduction of the Theory of Hybrids - Clayton M. Christensen, Heather Staker, Michael B. Horn. (May 2013)

Blended Learning: A Wise Giver's Guide to Supporting Tech-Assisted Teaching - Laura Vanderkam. (April 2013)

Competency Works: The Learning Edge: Supporting Student Success in a Competency-Based Learning Environment - Chris Sturgis, Laura Shubilla. (March 2013)

Necessary for Success: A State Policymaker's Guide to Competency Education - Chris Sturgis, Susan Patrick. (February 2013)

Re-Engineering Information Technology: Design Considerations for Competency Education - Liz Glowa, Susan Patrick. (February 2013)

2012

Keeping Pace with K-12 Online and Blended Learning, 11th Edition - Amy Murin, Butch Gemin, John Watson, Larry Pape, Lauren Vashaw. (November 2012)

Measuring Quality from Inputs to Outcomes: Creating Student Learning Performance Metrics and Quality Assurance for Online Schools - David Edwards, John Watson, Matthew Wicks, Susan Patrick. (October 2012)

State of the Nation: K-12 Online Learning in Canada (2012) - Michael K. Barbour. (October 2012)

Blended Learning in Practice: Introduction to Case Studies from Leading Schools - Brad Bernatek, Jeffrey Cohen, John Hanlon, Matthew Wilka. (September 2012)

The Art and Science of Designing Competencies - Chris Sturgis. (July 2012)

Classifying K-12 Blended Learning - Heather Staker, Michael B. Horn. (May 2012)

Online Learning: Top 5 Federal Policy Issues - iNACOL. (March 2012)

Keeping Pace with K-12 Online and Blended Learning, 9th Edition - Amy Murin, Butch Gemin, Chris Rapp, John Watson, Lauren Vashaw. (January 2012)

Understanding the Implications of Online Learning for Educational Productivity - Austin Lasseter, Linda Shear, Marianne Bakia, Yukie Toyama. (January 2012)

2011

Distance Education Courses for Public Elementary and Secondary School Students: 2009-10 - Barbara Queen, Jared Coopersmith, Laurie Lewis. (November 2011)

Online and Blended Learning: A Survey of Policy and Practice from K-12 Schools Around the World - Allison Powell, Chantal Ounsworth, Jeffrey Hunt, Kathryn Kennedy, Lisa Hasler Waters, Michael K. Barbour, Rebecca Hoey, Regina Brown, Trina Trimm. (November 2011)

State of the Nation: K-12 Online Learning in Canada (2011) - Michael K. Barbour. (November 2011)

iNACOL National Standards for Quality Online Courses (v2) - iNACOL. (October 2011)

iNACOL National Standards for Quality Online Teaching (v2) - iNACOL. (October 2011)

The Online Learning Definitions Project - iNACOL. (October 2011)

NACSA Viewpoint: Authorizing Online Learning - Susan Patrick, Tom Vander Ark. (August 2011)

Cracking the Code: Synchronizing Policy and Practice for Performance-Based Learning - Chris Sturgis, Susan Patrick. (July 2011)

It's Not a Matter of Time: Highlights from the 2011 Competency-Based Summit - Chris Sturgis, Linda Pittenger, Susan Patrick. (July 2011)

The Rise of K-12 Blended Learning - Heather Staker, Michael B. Horn. (January 2011)

2010

10 Elements of High Quality Digital Learning - Bob Wise, Jeb Bush. (December 2010)

Clearing the Path: Creating Innovation Space for Serving Over-Age, Under-Credited Students in Competency-Based Pathways - Bob Rath, Chris Sturgis, Ephraim Weisstein, Susan Patrick. (December 2010)

A National Primer on K-12 Online Learning (2nd Edition) - Matthew Wicks. (November 2010)

Going Virtual! The Status of Professional Development and Unique Needs of K-12 Online Teachers - Glori Hinck, Kerry Rice, Lisa Dawley. (November 2010)

State of the Nation: K-12 Online Learning in Canada (2010) - Michael K. Barbour. (November 2010)

When Success is the Only Option: Designing Competency-Based Pathways for Next Generation Learning - Chris Sturgis, Susan Patrick. (November 2010)

Class Connections: High School Reform and the Role of Online Learning - Anthony G. Picciano, Jeff Seaman. (August 2010)

Goals, Guidelines and Standards for Student Scientific Investigations - Allison Powell, John Adsit, Kemi Jones. (August 2010)

Virtual K-12 Public School Programs and Students with Disabilities: Issues and Recommendations - Eve Miller. (July 2010)

An Exploration of At-Risk Learners and Online Education - Cathy Cavanaugh, Daryl Diamond, Denise Foures-Aalbu, Donna Scribner, Jared Richardson, Leanna Archambault, Marla Coffey, Michael K. Barbour, Regina Brown, Vassliki Zygouris-Coe. (April 2010)

Wichita Public Schools' Learning Centers - Katherine Mackey. (March 2010)

Promising Practices in Online Learning: A Parent's Guide to Choosing the Right Online Program - Butch Gemin, John Watson, Marla Coffey. (February 2010)

2009

State of the Nation: K-12 Online Learning in Canada (2009) - Michael K. Barbour. (November 2009)

iNACOL National Standards for Quality Online Programs - Liz Pape, Matthew Wicks. (October 2009)

Examining Communication and Interaction in Online Teaching - Allison Powell, Amy Scheick, Cathy Cavanaugh, Daryl Diamond, Donna Scribner, Julia Van der Molen, Michael K. Barbour, Raymond M. Rose, Regina Brown, Susan Lowes. (September 2009)

A Summary of Research on the Effectiveness of K-12 Online Learning - Allison Powell, Susan Patrick. (August 2009)

Promising Practices in Online Learning: Funding and Policy Frameworks for Online Learning - Butch Gemin, John Watson. (July 2009)

Promising Practices in Online Learning: Management and Operations of Online Programs - Butch Gemin, John Watson. (April 2009)

2008

Going Virtual! Unique Needs and Challenges of K-12 Online Teachers - Chris Florez, Crystal Gasell, Kerry Rice, Lisa Dawley. (October 2008)

Online Teacher Support Programs: Mentoring and Coaching Models - Cathy Cavanaugh, Karly Wortmann, Kathryn Kennedy, Therese Letourneau, Vicky Zygouris-Coe, Yoany Beldarrain. (October 2008)

State of the Nation: K-12 Online Learning in Canada (2008) - Michael K. Barbour, Robin Stewart. (October 2008)

Promising Practices in Online Learning: Socialization in Online Programs - Butch Gemin, John Watson. (September 2008)

Promising Practices in Online Learning: Using Online Learning for At-Risk Students and Credit Recovery - Butch Gemin, John Watson. (June 2008)

Promising Practices in Online Learning: Blended Learning - The Convergence of Online and Face-to-Face Education - John Watson. (January 2008)

2007

Access and Equity in Online Classes and Virtual Schools - Raymond M. Rose, Robert L. Blomeyer. (November 2007)

Professional Development for Virtual Schooling and Online Learning - Niki Davis, Raymond M. Rose. (November 2007)

Final Report: A Comprehensive Assessment of Florida Virtual School - Florida TaxWatch. (August 2007)

A National Primer on K-12 Online Learning (1st Edition) - John Watson. (May 2007)

2006

An International Perspective of K-12 Online Learning: A Summary of the 2006 NACOL International e-Learning Survey - Allison Powell, Susan Patrick. (November 2006)

Top Ten Myths about Virtual Schools - iNACOL. (January 2006)

2005

The New Education (R)evolution: Exploring E-Learning Reforms for Michigan - Tom Watkins. (September 2005)

Webinars

2019

iNACOL Symposium 2019: A Primer on Submitting Your Proposal to Present - Bruce Friend, Natalie Abel Slocum. (February 2019)

Moving Toward Mastery: Growing, Developing and Sustaining Educators for Competency-Based Education - Katherine Casey. (January 2019)

2018

Quality Principles for Competency-Based Education - Chris Sturgis, Katherine Casey. (December 2018)

Meeting Students Where They Are - Antonia Rudenstine, Sydney Schaef. (November 2018)

Fit for Purpose: Taking the Long View on Systems Change and Policy to Support Competency Education - Dale Frost, Maria Worthen, Natalie Truong, Susan Patrick. (August 2018)

Designing for Equity: Leveraging Competency-Based Education to Ensure All Students Succeed - Chris Sturgis, Katherine Casey, Susan Patrick. (July 2018)

A National Landscape Scan of Personalized Learning in K-12 Education in the United States - Betheny Gross, Chris Liang-Vergara, Jake Williams, Susan Patrick. (June 2018)

Levers and Logic Models: A Framework to Guide Research and Design of High-Quality K-12 Competency-Based Education Systems - Chris Sturgis, Katherine Casey, Susan Patrick. (June 2018)

An Introduction to K-12 Competency-Based Education - Chris Sturgis, Susan Patrick. (June 2018)

Strategies for Teachers to Drive Student Agency through Inquiry-Based, Authentic Learning - Crystal Moore, Dionne Gould, Michelle Huffman. (May 2018)

The Science of Learning and Development and Its Implications for Transforming K-12 Education - Channa Cook-Harvey. (May 2018)

An Introduction to Student Exhibition Nights - Erika Darin, Katie Strange, Molly Smith, Ty Barnett. (April 2018)

Communication Strategies for Education Leaders Shifting Toward Competency-Based, Personalized Learning - Chris Sturgis, Karla Esparza-Phillips. (April 2018)

iNACOL Teacher of the Year: From Classroom to Workshop - A Practical Guide to Differentiating, Individualizing and Personalizing Instruction - Rachael Moola. (March 2018)

Learning Outside the Classroom: Launching, Improving and Sustaining High School Internship Programs (March 2018)

An Introduction to Submitting Your Proposal to Present at the iNACOL Symposium 2018 - Bruce Friend, Natalie Abel. (February 2018)

How Teachers Are Incorporating Positive Youth Development Strategies in Personalized Learning - Gilmar Mejia, Shannon Trimble, Stephanie Price, Xochitl Garcia. (February 2018)

Current to Future State: Issues and Action Steps for State Policy to Support Personalized, Competency-Based Learning - Dale Frost, Maria Worthen, Natalie Truong. (February 2018)

The Innovative Assessment Pilot: A New Opportunity for States and Districts to Collaborate in Developing Next Generation Systems of Assessments - Donald Peasley, Maria Worthen, Scott Marion. (January 2018)

How Teachers Can Create Powerful, Personalized, Productive Learning Experiences - Rachelle Dene Poth, Rodney Turner. (January 2018)

What Learners Need to Thrive in a Changing World: Building Richer Definitions of Student Success - Andy Calkins, Ellen Hume-Howard, Jennifer Ferrari, Scott Frauenheim. (January 2018)

2017

Strategies for Teachers to Develop Students as Global Citizens - Brian Brochetti, Dina Hoeynck, Lisa Kahoon, Michael Gong. (December 2017)

Empowering Leaders and Teachers to Scale Personalized Learning - Laura Dahm, Lisa Welch, Sue Sterner. (December 2017)

Charting the Course for the Next Phase of K-12 Competency-Based Education - Chris Sturgis, Nina Lopez, Susan Patrick. (November 2017)

2017 iNACOL Annual Membership Meeting - Bruce Friend, Maria Worthen, Natalie Abel, Susan Patrick. (October 2017)

What Personalized Learning Looks Like Across the U.S. - Meg Hamel, Tony Wan. (October 2017)

Redefining Student Success in K-12 Education: Getting Started with "Profile of a Graduate" Conversations in Your Schools and Communities - Ken Kay, Susan Patrick. (September 2017)

Exploring Key Questions about Leadership in Student-Centered Learning Environments - Barbara Treacy, Liz Glowa. (September 2017)

Promising Practices in Next Generation Learning Models for English Language Learners - Daniel Sass, Jaime Barraza, Laureen Avery, Mariela Spejh, Natalie Truong. (August 2017)

Competency Education: A Reflection on the Field and Future Directions - Chris Sturgis, Susan Patrick. (August 2017)

Assessment Literacy to Support Competency-based Education Systems and other Deeper Learning Efforts - Lorrie Shephard, Scott Marion. (June 2017)

Teaching with a Growth Mindset - Carrie Wertz, Felicia Casto, Rebecca Midles, Tina Sleigh. (May 2017)

Universal Design for Learning (UDL) & Accessibility in K-12 Education: Designing Learning to Serve All Students - David Rose, Mindy Johnson. (May 2017)

An Overview of K-12 Competency-Based Education for Education Leaders and Teachers - Chris Sturgis, Susan Patrick. (April 2017)

How Teachers Are Personalizing Math for Middle School Students - Emily Reisman, Susan Fine. (April 2017)

Communication and Outreach Strategies for Leaders Shifting to Personalized Learning - Anna Hall, Brian Malkin, Carlos Beato, Chris Liang-Vergara, Danny Medved. (April 2017)

Course Access: Improving Student Access to Advanced Coursework - Dave Lefkowith, Maria Worthen, Steve Osborne. (March 2017)

An Introduction to Maker Education for Teachers - Jadwin Rowles, Kathy Ramirez, Mary Esselman. (March 2017)

Future-Focused Education Innovations: Insights from Global Leaders - Andy Kai Fong, Derek Wenmouth, Sandy Hastings. (March 2017)

A Primer on Submitting Your Proposal to Present at the iNACOL Symposium 2017 - Bruce Friend, Natalie Abel. (March 2017)

How Teachers Are Leading Change for Personalized Learning - Corey Groff, Dana Schreiber, Erick Hanson, Lisa Brown, Michael Sim, Rachael Moola, Tammy Miller. (February 2017)

Leadership for Learning: What Is Leadership's Role in Supporting Success for Every Student? - Gene Wilhoit, Jim Rickabaugh, Linda Pittenger. (February 2017)

Student Panel: The Importance of Illuminating Student Voice in the Learning Process - Chelsea Casarrubias, Justin Singular, Leah Knight, Merrit Jones. (January 2017)

Insights on Advancing Competency Education in New England - Chris Sturgis, David Ruff, Paul Leather. (January 2017)

2016

Assessments and Grading for Teachers in K-12 Competency-Based Systems - Christy Kingham, Julianna Charles Brown, Megan Minturn. (December 2016)

Design Principles for World-Class Project-Based Learning - Michael Golden, Renee Poitras, Wade R. Barringer. (November 2016)

State Policy Opportunities for Personalized Learning Under the Every Student Succeeds Act (ESSA) - Dale Frost, Maria Worthen. (November 2016)

Instructional Tools for Personalized Learning: Insights from a Student and Superintendent - Brooke Berry, Buddy Berry. (October 2016)

Rethinking Systems of Assessments and Building Educator Capacity - Bonnie Hain, Brandt Redd. (October 2016)

How to Get Started with Maker Education - Lina Rose, Lindsey Own. (September 2016)

Key Takeaways and Lessons Learned from Next Generation Learning Models - Larry Miller, Stefanie Blouin, Tim Carnahan. (September 2016)

Assessment for Learning Project: Rethinking Assessments for Deeper Learning - Linda Pittenger, Sarah Lench. (August 2016)

Research and Approaches to Expand the Definition of Student Success - Adam Carter, Richard Fournier. (July 2016)

Exploring Integrated Learning Systems to Optimize Student-Centered Learning - Elizabeth Glowa, Jim Goodell. (June 2016)

Promising State Policies to Enable and Scale Personalized Learning - Dale Frost, Maria Worthen, Sunny Deye, Susan Gentz. (June 2016)

Enabling Anytime, Anywhere Learning Through the Personalized Learning Framework - Amy Nowell, Chris Liang-Vergara. (May 2016)

Powerful, Personalized PD for Teachers - Kerry Pilkey, Natasha LeRutte, Sandra Matthews, Thomas McMahon. (May 2016)

Increase ELL Success Through Blended and Online Social Emotional Learning - Mawi Asgedom. (April 2016)

Next Steps Under the Every Student Succeeds Act (ESSA) - Lillian Pace, Maria Worthen, Susan Patrick. (April 2016)

What Is Competency-Based Education? - Chris Sturgis, Kristen Brittingham, Susan Patrick, Sydney Schaef, Virgel Hammonds. (April 2016)

OER: Instructional Materials and Promising Practices for Teachers - Amanda Cadran, Barbara Soots. (March 2016)

Micro-Credentials: Personalizing Professional Development for Educators - Brent Maddin, Jennifer Kabaker. (February 2016)

Teachers Know Best: Making Data Work for Students and Teachers - Sara Allan. (February 2016)

2015

A Conversation with the 2015 iNACOL National Blended & Online Learning Teacher of the Year - Paula Barr, Susan Patrick. (December 2015)

Keeping Pace with K-12 Digital Learning Special Webinar - John Watson, Maria Worthen. (December 2015)

The Every Student Succeeds Act-How Will the New Federal K-12 Education Law Support Personalized Learning? - Aisha Woodward, Maria Worthen. (December 2015)

Blended Learning Leaders Discuss their Roadmap for Success - Edi Cox, Jeff Stewart, Kevin Croghan, Michele Koper. (October 2015)

Supporting and Sustaining Blended Learning Throughout the Year - Jamie DeWitt, Kate Hodges, Lisa Mitchell, Tina Hurlbert. (October 2015)

Google Apps for Education: The Fresh Air Curriculum - Chris Aviles. (September 2015)

Realizing the Promise: Making Personalized Learning Accessible to All Learners - Lindsay Jones, Maria Worthen, Meghan Casey, Raymond Rose. (September 2015)

Personalized Learning: What It Takes To Get Started - Bryan Setser, Susan Patrick. (August 2015)

Why Minecraft? An Introduction to Minecraft in the Classroom - Lee Graham. (August 2015)

CompetencyWorks-Implementing Competency Education in K-12 Systems: Insights from Local Leaders - Chris Sturgis, Derek Hamilton, Robert Crumley, Susan Patrick, Virgel Hammonds. (June 2015)

CompetencyWorks: Maximizing Competency Education and Blended Learning: Insights from Experts - Chris Sturgis, Susan Patrick. (June 2015)

Federal and State Policy Developments: Opening Opportunities for New Learning Models - Buddy Harris, Maria Worthen, Richard Culatta. (May 2015)

An Introduction to Competency-Based Education - Sandra Dop, Susan Patrick. (April 2015)

Performance-Based Funding And Online Learning: Maximizing Resources For Student Success - Amanda Brown, Justin Silverstein, Steve Kossakoski, Susan Patrick. (April 2015)

Open Education Week 2015 - The K-12 OER Collaborative - Jennifer Wolfe, Karl Nelson. (March 2015)

Promising Practices from Blended Master Teachers - Aaron Kaswell, Ben Siegel, Jeff Liberty, Johanna Paraiso. (March 2015)

Smart Cities: Next Gen Learning at Scale - Tom Vander Ark. (January 2015)

2014

CCSSO Innovation Lab Network: Transforming Systems Through Policy, Practice and Structure (Number 1 of 3) - Beth Colby, Buddy Berry, David Cook, Theresa Gennerman. (April 2014)

Protecting Student Privacy in Blended and Online Learning: New FERPA Guidance from the US Department of Education - Frank Miller, Maria Worthen, Ross Lemke, Themy Sparangis. (April 2014)

North Carolina Virtual Public School Student Perceptions and Expectations - Aimee Whiteside, Amy Garrett Dikkers. (March 2014)

(Webinar) A K-12 Policy Framework for Competency Education: Building Capacity for Systems Change - Lillian Pace, Maria Worthen. (February 2014)

Approaches to Evaluating Blended Learning Programs - Elizabeth Hessom, Ernie Silva, Mary Esselman. (January 2014)

Tech Tools to Enhance Student Engagement in Blended and Online Learning - Michele Gill. (January 2014)

2013

Approaches to Evaluating Supplemental Online Learning Programs - Amy McGrath, Joe Freidhoff, Robin Winder. (December 2013)

Using Data to Improve the Management and Operations of an Online School - Joe Cozart. (December 2013)

A Day in the Life of a Blended Learning Teacher - Alex Paraskaveides, Haley Hart. (November 2013)

Blended Learning: A look at the Transformation of K-12 Education in Idaho - Eric Kelleher, Eric Werth, Niki Walker, Sherawn Reberry. (November 2013)

Webinar: Keeping Pace with K-12 Blended and Online Learning, 10th Edition - Amy Murin, John Watson. (November 2013)

Annual Report to iNACOL Membership: iNACOL Strategic Plan Update 2011-2015 - Susan Patrick. (October 2013)

Planning, Implementation and Policy Considerations for Blended Learning - Greg Klein, Samantha Sherwood. (October 2013)

Research Clearinghouse for K-12 Blended and Online Learning - Joe Friedhoff, Kathryn Kennedy, Kristen DeBruler. (October 2013)

Becoming a Blended Learning Teacher: The Changing Role of the Classroom Educator - Becky Thompson, Linda Goodwin, Mitch Conrad. (September 2013)

Improving Online Educational Resources Using Cognitive Science: Collaborations between Cognitive Scientists and Educators - Jonathan Jay Williams. (September 2013)

The Role of Leadership in the Implementation of Successful Blended Learning Programs - Cary Matsuoka, Eileen Marks, Jacquii Leveine, Rachel Goodwin. (September 2013)

E-Rate 2.0: Defining Drivers and Capacity Needs - Evan Marwell, Jennifer Davis, Susan Patrick, Susan VanGundy. (August 2013)

E-Rate 101: Basics for Education Advocates - John Bailey, Jon Bernstein, Lisa Hone, Susan Patrick. (July 2013)

Examining K-12 Online Teachers Educational Practices for Effectiveness and Student Success for Critical Need Algebra I and Biology Courses - Beth Miller, Bonnie Swan, Michael Hynes. (May 2013)

How State Educational Leaders are Advancing Competency Education - Don Siviski, Jason Glass, Susan Patrick. (May 2013)

Implementing a Response to Intervention Program Using Blended Learning and Digital Tools - Kristina Spencer, Rebecca Long, Vicki Perritt. (May 2013)

What's the Latest About Blended Learning? - Michael Horn. (May 2013)

2012 State of the Nation: K-12 Online Learning in Canada - Greg Bitgood, Michael Canuel, Michael K. Barbour, Vince Hill. (April 2013)

A Conversation with the 2013-2014 National Online Teacher of the Year (NOTY) - Renee Citlau. (April 2013)

Competency Works: The Learning Edge: Supporting Success in a Competency-Based Learning Environment - Chris Sturgis, Laura Shubilla, Nicholas Donohue. (April 2013)

CompetencyWorks: Re-Engineering for Competency Education: Information Technology Design Consideration - Liz Glowa, Susan Patrick. (April 2013)

Online Teacher Training Programs: Pedagogy & Strategy - Barbara Treacy, Dazhi Yang, Greg Ottinger. (April 2013)

Research on Addressing Issues of Attendance in K-12 Online Learning - Leanna Archambault, Stacy Bender. (April 2013)

The Pedagogy of Being a Blended Learning Teacher: Personalize the Learning - Jennifer Kolar-Burden, Robin Gonzales. (April 2013)

Understanding Quest-Based Learning: Creating effective learner experiences through game-based mechanics and community - Chris Haskell. (April 2013)

Louisiana's Course Choice Program: A Model for Other States - Ken Bradford. (March 2013)

The Students Speak About Online and Blended Learning - Students. (March 2013)

Competency Works: Re-Engineering for Competency Education: Information Technology Design Considerations - Liz Glowa, Susan Patrick. (February 2013)

Competency Works: Spanning the Grades: A District Perspective on Implementing Competency Education - Bruce Beasley, Ephraim Weisstein, Karen Caprio. (February 2013)

Competency Works: Student Experience: Pacing and Personalization - Andrew Skarzynski, David Osborne, Ephraim Weisstein. (February 2013)

CompetencyWorks: Creating a Transparent Master and Assessment System: Creating Systems of Assessments - Antonia Rudenstine, Derek Pierce, Eadie Wilson-Beeler, Kippy Smith, Kristine Kirkaldy, Laurie Gagnon, Matt DeBlois, Sarah Thompson. (February 2013)

English Language Learners: A Community-Driven, Blended Learning Approach to K-12 Education - Janet Filbin, Robyn Wright. (February 2013)

Federal and State Policy: What Is Needed for Digital Learning? - John Bailey, Susan Patrick. (February 2013)

Research: Center for Online Learning - Joseph R. Freidhoff, Kristen DeBruler, Leanna Archambault. (February 2013)

Competency Works: Aligning Competencies with the Common Core - Alison Hramiec, Beatriz Zapater, Rebecca Wolfe. (January 2013)

OER - What are they and how can you use them in your classroom? - Annie Swinton, Jared Robinson, T. J. Bliss. (January 2013)

Research in Online Learning from the Colorado Department of Education - Amanda Heiney. (January 2013)

State Review of Online Courses - Barbara Smith, Brian Bridges, Rich Lewis. (January 2013)

2012

Quality Indicators and Accreditation - Dana Van Deinse, David Edwards. (December 2012)

Support Systems for Online and Blended Learning Students - Lindsey McCarter, Raquel Clark. (November 2012)

Webinar: Keeping Pace with K-12 Online Learning - 2012 Edition - Amy Murin, John Watson. (November 2012)

21st Century Skills: Implementing Online Course Requirement Policies for High School Graduation - Amy Murin, Daniel Tenuta, Kris Keckler. (October 2012)

State of the Nation: K-12 Online Learning in Canada (2012) - Michael K. Barbour. (October 2012)

Tools of the Trade: Engaging the Online Learner - Dr. Teresa Dove. (October 2012)

A Conversation with Two National Online Teachers of the Year - Kristen Kipp, Leslie Fetzer. (September 2012)

NCAA Eligibility and Online Courses - Nick Sproull. (September 2012)

Beyond LMS Boundaries: Web 2.0 Enriching Online Learning and Assessment - Barbara Moran, Michele Gill. (June 2012)

How States Use Digital Learning in Support of Education Reform - Elizabeth Oyer, Tom Clark. (June 2012)

Implementing District Blended and Online Learning Programs - Judy Bauernschmidt. (May 2012)

Pain-Free Blogging Webinar for Competency Education Innovators: How to (Quickly) Turn Your Passion into Words - Jami Bernard. (May 2012)

Using the Online Learning Environment to Meet the Educational Needs of Students with Disabilities - Leslie Fetzer, Lindsey Taylor, Michelle Lourcey, Nellie Aspel. (May 2012)

Jumpstart Mobile Learning in Your Online and Blended Courses - Kody Stimpson, Michael Wilder. (April 2012)

What K-12 Online & Blended Education Can Learn from Higher Ed - Christa Weisbrook, Thomas Cavanaugh. (April 2012)

REAL Classrooms in a VIRTUAL World - Christina Narayan, Leanna Christians. (March 2012)

Recipe for Success: Blended Learning School Models - Anthony Kim, Michael Thompson. (March 2012)

Starting an Online or Blended Learning Program: Key Issues for Beginners - Butch Gemin, Chris Rapp, Justin Schmitt. (March 2012)

Digital Learning In Class and Beyond - Barry Joseph, David Lowenstein, Jennifer Siaca Curry, Pam Johnson. (February 2012)

Easy as 1,2,3: A Primer on Using Open Education Resources to Create Lessons, Activities, and Courses - Crystal Van Ausdal, DeLaina Tonks, Sara Layton, Sarah Weston. (February 2012)

Next Steps for Digital Learning Now: Roadmap and Legislation for State-level Online Learning Policy - Chip Slaven, Deirdre Finn. (January 2012)

State of the Nation: K-12 Online Learning in Canada - Darren Cannell, Maurice Barry, Michael K. Barbour, Sarah Hainsworth, Tim Winkelmans. (January 2012)

Using Online Breakout Rooms for Higher Order Thinking Skills - Tara Parks. (January 2012)

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Moving Toward Mastery: Growing, Developing and Sustaining Educators for Competency-Based Education - Katherine Casey. (November 2018) Executive Summary: Current to Future State-Issues and Action Steps for State Policy to Support Personalized, Competency-Based Learning - Maria Worthen, Natalie Truong, Susan Patrick.

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Blended Learning : The Evolution of Online and Face-To-Face Education

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Blended Learning : The Evolution of Online and Face-To-Face Education

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Blended learning might have many connotations for many individuals. It is essentially a hybrid approach with a combination of online delivery of content and the traditional live face-to-face based instruction. For some, the definition or understanding of blended learning so boards that any integrated use of technology into the learning experience might result in it being branded as blended intervention.
What is Blended Learning?
In the true sense, blended learning is more of a pedagogical approach in education which brings the best of socialisation opportunities of the classroom and marries it with the flexibility of technologically enhanced active learning possibilities of online teaching experience.

The teaching landscape has witnessed a great evolution over the last century, there has been a technology uprising especially in the last decade which has impacted the way people learn. The availability of smartphones, tablets, Kindle, accessibility of the internet almost everywhere on the planet has rapidly impacted the way we learn and the generations to come will. Technology will continue to integrate into our lives and education and learning and development portals have accepted this fact and are willing to embrace it for the advantages it brings. Thus one will see the uprising in the acceptance and usage of blended learning approaches.

Blended Learning Models are very segmented in nature and hence is gaining popularity in the education forums for its ability to personalisation to fit the individual's learning needs. The course can be designed from the many available models, to suit the topic or audience, for example, instead a traditional mode of delivery, one can choose the online method, where face to face interactions are periodic or limited, or offer Rotation method where the participant rotates between self-paced online learning and personal instruction schedules which are fixed but flexible in nature. They can also take advantage of the Flex method which for its majority is online delivery and participants can get instructor interactions on request as a support.
Advantages of a Blended Learning Approach
In the true sense, this approach is a win-win situation for the Instructor, Participant and the Topic i.e. the teaching condition is conducive to the topic of learning.

The Blended Learning Approach is breaking the traditional wall in some sense and addressing issues of individuals rather than approaching it as the whole, where the needs of a few were neglected. With the currently available technology, courses can be personalised to individuals learning capabilities. The technological integration also breaks down the conventional issues like time, where the participant has the flexibility to learn at their pace around a time in the day which is most convenient to them.

Instructor gains access to global resources, and materials which match the students level of knowledge and interest. Teachers can offer personalised interactions in private through chat rooms, emails etc., in turn helping the learner me more effective. Due to online portals, students get availability to their learning graph, which reduces the stress from the teachers allowing them to focus on the areas of weaknesses and bridge the skills gap more efficiently. Teachers can use technology to introduce a variety of activities and engage students through different learning styles. Instructors with the help of technology can reach and motivate slow learners or hard to reach participants creating individualised professional development plans. It also offers to teach as a professional to people located in remote or low opportunity areas, thus creating more earning potential and activating dormant careers.

Participant stays focused when technology is introduced in a teaching set up, focus and excitement increase. Subsequently, the retention ability is also enhanced due to continuous reinforcement. With the access to the internet the availability of resources increases, where inquisitiveness is fuelled by research, guaranteeing consistent engagement of participants and students alike. It gives rise to student autonomy, making the participant in charge and responsibility in setting personalised goals and learning pace, instilling a sense of ownership. This is phenomenal as the participant is not only learning the subject or topic but is also getting prepared in real live skills, thus directly impacting the future skills, like decision-making, resilience, self-engagement, research skills.

Topics or scale of information, it's penetration or reaches also increases. It reduces isolation, participants or students sitting across any location can take advantage of the wealth of information and opportunities which were only available to the select few of the cities in the past. Thus offering more collaboration and networking opportunities. This, in turn, leads to better student data making the path for professional growth.

With all of these interesting facts and things being stated here, Imarticus Learning has taken an uptake over the Blended learning and we have created courses best suited for the people interested in Banking, Finance and Analytics industry.

To conclude, it is important to note that each individual will have a different learning style, the instructional design should focus on the visual, auditory and kinetic learners alike while designing corporate courses or in education. Integrating technology effectively can improve the retention, engagement and enjoyment for participants. Increased availability of technology in learning or blended learning approaches thus becomes imperative in today's time irrespective of the nature of education in schools or corporates alike.

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Blended Learning : The Evolution of Online and Face-To-Face Education

# data[].attributes.attachment_link.description
Blended learning might have many connotations for many individuals. It is essentially a hybrid approach with a combination of online delivery of content and the traditional live face-to-face based instruction. For some, the definition or understanding of blended learning so boards that any integrated use of technology into the learning experience might result in it being branded as blended intervention.

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Blending Learning: The Evolution of Online and Face-to-Face Education from 2008–2015 - iNACOL

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Blending Learning: The Evolution of Online and Face-to-Face Education from 2008–2015 - iNACOL

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Download (.PDF)
This report explores the development of blended learning from 2008-2015, the evolution of definitions across blended learning models and effective blended instructional strategies grounded in case studies. The paper depicts how schools are implementing blended learning, increasing student engagement and academic success, and using digital content and curricula for data-driven instructional models while empowering youth. The case studies illustrate a range of blended learning implementations and provide insights for increasing program effectiveness.

In 2008, iNACOL produced a series of papers documenting promising practices identified throughout the field of K-12 online learning. Since then, we have witnessed a tremendous acceleration of transformative policy and practice driving personalized learning in the K-12 education space. State, district, school, and classroom leaders recognize that the ultimate potential for blended and online learning lies in the opportunity to transform the education system and enable higher levels of learning through competency-based approaches.

We worked with leaders throughout the field to update these resources for a new generation of pioneers working towards the creation of student-centered learning environments.

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Blending Learning: The Evolution of Online and Face-to-Face Education from 2008-2015 - iNACOL

# data[].attributes.attachment_link.description
This report explores the development of blended learning from 2008-2015, the evolution of definitions across blended learning models and effective blended instructional strategies grounded in case studies. The paper depicts how schools are implementing blended learning, increasing student engagement and academic success, and using digital content and curricula for data-driven instructional models while empowering youth.

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Promising Practices in Online Learning: Using Online Learning for At-Risk Students and Credit Recovery - iNACOL

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Promising Practices in Online Learning: Using Online Learning for At-Risk Students and Credit Recovery - iNACOL

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Download (.PDF)
Would you like to purchase a hard copy? Contact us.

K-12 online learning is increasing access and equity by making high-quality courses and highly qualified teachers available to students everywhere. As one of six papers in the Promising Practices in Online Learning series, this report seeks to respond to key issues that arise when online learning targets at-risk students and credit recovery. By taking a personalized, student-centered online learning approach, educators can engage at-risk students, opening up new pathways to success. Read this report to review case studies and innovative means to incorporate online learning in credit recovery for at-risk students.

# data[].attributes.attachment_link.title
Promising Practices in Online Learning: Using Online Learning for At-Risk Students and Credit Recovery

# data[].attributes.attachment_link.description
K-12 online learning is increasing access and equity by making high-quality courses and highly qualified teachers available to students everywhere. As one of six papers in the Promising Practices in Online Learning series, this report seeks to respond to key issues that arise when online learning targets at-risk students and credit recovery.