Blended Learning - from Outliers to Norm

There are many different models of blended learning that reflect a range of pedagogies, strategies and tools. Some of those models have been documented in "The Rise of K-12 Blended Learning", highlighting instances of blended learning success around the US. Regardless of where one falls on the blended learning continuum or which blended learning model one is using, the goal is to give students more control over their learning in order to improve relevance, engagement, and college and career readiness. Because these models are so new, there is little research to validate which strategies, tools, and pedagogical approaches are most effective.

http://net.educause.edu/ir/library/pdf/NG1232.pdf

The third wave of the Next Generation Learning Challenge grant program (NGLC) asked schools and districts to envision what blended schools might look like. Twenty schools were awarded funding based on their adherence to the NGLC's underlying principles:

• Proven student achievement in a scalable model
• Learner-centered experiences that are engaging, active, and situated
• Deliberate design of student progression customized to student needs (mastery learning)
• Technology used to personalize the learning environment
• Technology-enabled tools to improve flexibility in time, content, space
• Affordable and sustainable model

These schools will spend the next two years implementing their blended learning model, conducting action research on effective strategies, and documenting their progress. One challenge is to find instruments that accurately measure both the principles referenced above, and deeper student learning that is the philosophical underpinning of the grant. 

For those of us who believe that blended learning is our best opportunity to make curriculum and content more relevant and engaging to best meet student needs, these grants are welcome news. The NGLC implementation and results will help to identify the factors that are scalable, affordable, and sustainable for all students, as opposed to outlier models that are not representative of student needs, demographics, access or funding. Identifying those common factors will help to move blended learning into the mainstream.

My Personal Learning Environment

I am currently taking a wonderful course about leadership in my doctoral program at Boise State University. Part of what makes it wonderful is that it is really requiring me to reflect on the various roles and responsibilities of leadership, and my skills and areas for growth in those areas. Like most busy professionals, I tend to neglect my own personal learning, but this course forced me to examine, again, whether being too busy to grow as a professional and a leader is really an option.

Here is a short screencast I did to describe my personal learning environment, which contains the ways in which I learn both individually and with others. Every time I do an exercise like this I am reminded how important it is  to both learn from and share with other professionals.