by Jennifer Wolfe on Sep 22, 2016
The Learning Accelerator and OER
Almost three years ago, The Learning Accelerator (TLA) began its journey into open education resources (OER). As our understanding of OER deepened, we saw exciting opportunities for a new model of instructional materials: high quality, standards-aligned and low cost. These new OER materials had the potential to improve student learning, provide educators with more...Read More
Call it what you want: Why we don’t need a common definition of ‘blended’ or ‘personalized’ learning to measure effectiveness
by Saro Mohammed on Sep 21, 2016
Last year’s enactment of the Every Student Succeeds Act, when viewed alongside other recent federally supported education initiatives such as the expansion of the national E-Rate program, the ConnectED initiative, and the Go Open campaign, was perceived by proponents of personalized learning as a clear victory. Their expectation is that under ESSA, educational innovations,...Read More
by Michela Marini on Aug 29, 2016
Interested in seeing blended learning on the agenda for this year’s SXSWedu? As part of their session selection process, SXSWedu welcomes public voting: anyone can cast their vote for session proposals, and public input accounts for 30% of the decision-making process for conference programming.
With your vote, we can together ensure that SXSWedu 2017 offers some great blended learning panels....Read More
by Beth Rabbitt on Aug 22, 2016
Just over a year ago, the TLA team launched a project to better understand blended and personalized learning practices in schools across America. As a result of our research in hundreds of classrooms, today we are launching a new site called Blended and Personalized Practices at Work.
In Practices at Work, we share the approaches of six schools using technology integrally with in-person...Read More
by Beth Rabbitt on Jun 28, 2016
At The Learning Accelerator, we use the word “catalyze” to describe our work. We act as an agent to spark change - identifying opportunities and challenges, sharing resources and approaches, and promoting and creating space for collaboration. We’ve launched initiatives and organizations, and helped connect different partners to accelerate the pace of change.
Today, I’m...Read More
by Saro Mohammed on Jun 15, 2016
Personalized learning practices are increasingly being used in a variety of K-12 settings. These include public, private, and charter schools; at elementary, middle, and high school levels; in many content areas—including core subjects like reading, English language arts, math, and writing; and with students from various backgrounds.The current pace of growth in the implementation of personalized...Read More
by Jennifer Wolfe on May 10, 2016
Over the last nine months, TLA has been engaged in a deep research effort to better understand teaching and learning in blended and personalized learning environments. We have learned a great deal and identified some really terrific practices at a number of schools nationally. We plan to share out as much as we can in an open source manner for others to use for their own work and purposes.
We know...Read More
by Saro Mohammed on May 9, 2016
Whenever a new study comes out that says blended learning is effective, or blended learning isn’t effective, the first thing I do is take a close read of the methods to see what the authors really mean by “blended learning” and “effectiveness.”
Sometimes it’s very clear how these terms were defined, but frustratingly it is often not clear at all.
by by Lisa Duty and Takecia Saylor on Mar 28, 2016
The state of New Jersey has been quietly spurring a wave of innovation that is gathering force and speed. The wave is engaging schools and districts, collaborators across the nation, and community partners close to home. The initiative - innovateNJ - is creating a corps of innovators who push, from each of their different roles and perspectives, for more personalized, blended, and effective student...Read More
by Beth Rabbitt on Mar 14, 2016
As I shared in last week’s post, the TLA team has spent a lot of time over the last six months seeking clarity on what exactly we mean when we say we’re an organization transforming schools through blended learning. Over the course of hundreds of conversations and visiting an equal number of classrooms throughout the country, we landed on the following vision to guide our work:
by Beth Rabbitt on Mar 7, 2016
Since our founding, The Learning Accelerator’s belief has been that blended learning is an innovation with the potential to transform the education of millions of students in American K-12 schools. By using technology to help teachers and students more deeply understand and respond to individual needs, we think schools can better reach their goals: effective, equitable, and engaging learning...Read More
by Juliana Finegan on Feb 9, 2016
Blended learning can do for educators what it is already doing for students, as long as professional development (PD) designers are as strategic with its implementation as teachers are when building a blended lesson for their students! Significant work has been done on how to create effective blended learning experiences for k-12 students and how important personalization is to buy-in, engagement,...Read More
by Scott Ellis on Dec 1, 2015
I recently attended the iNACOL symposium in Florida, the largest blended learning conference in the country, where I heard district leaders and educators describe their efforts to embrace blended learning. These were not theoretical discussions; these innovators were facing real challenges, iterating concrete solutions, and, most loudly, seeking clear guidance for implementing blended learning....Read More
by Scott Milam and Katie Morrison-Reed, Afton Partners on Oct 30, 2015
Across the county, skilled educators are implementing truly innovative approaches to teaching and learning. At Afton Partners, we’ve had the privilege to work with over 100 school districts and charter management organizations (CMOs) that have implemented blended learning school models to strengthen individualized curriculum and improve outcomes for students with varying academic abilities....Read More
by Michela Marini on Oct 7, 2015
The Learning Accelerator team will be busy at iNACOL this year, with many of our partners and grantees involved in compelling sessions and/or pre-conference workshops. Please join us!
Sunday, November 8
A Step-By-Step Guide to Communications Planning for Blended Learning: Key Messages, Tips, and Tactics for Knowing What to Say and When to Say It
Communicating effectively with key stakeholders...Read More
by John Watson on Sep 17, 2015
An earlier post reviewed the recently published District Guide to Blended Learning Measurement from The Learning Accelerator, and promised a follow-up post regarding the distinction that the guide makes between research and evaluation.
This distinction is important, for reasons explained by Richard Culata and Katrina Stevens of the US Department of Education:... Read More
by John Watson on Sep 14, 2015
The Learning Accelerator has just released its District Guide to Blended Learning Measurement, which provides a useful framework to districts thinking about how to determine whether their digital learning efforts are yielding results.
Educators and blended learning advocates are increasingly stressing the fact that technology should be implemented only with clear educational goals in...Read More
by Kira Keane on Jul 24, 2015
Devices? Check. Software? Check. Communications Plan? Woops.
Like many of you, I make the rounds of edTech conferences looking for golden nuggets of wisdom about how to successfully implement blended learning in schools. Case studies, lessons learned, best practices...these are what I hunt for and I’ve discovered a new theme that many of us have overlooked: communications.
At conferences...Read More
by Beth Rabbitt, Margaret Roth on Jun 29, 2015
Across the country, teachers are trying to bring technology into their classrooms to better meet the needs of every student. The goal is to make learning more personalized, competency-based, and data rich.
As educators work to make the shifts necessary to make this a reality, we have to ask ourselves what our systems for professional learning can do to achieve similar ends.
- Don’t teachers...
by Jessica Anderson on May 21, 2015
Montana-based science teacher, Jessica Anderson, is one of the 11 Master Teachers selected to participate in our project with BetterLesson. We asked her to reflect on her experience making the switch to blended learning and to share advice for other teachers and leaders. Read on below, and tell us what you think at @TriSciCurious and @learningaccel. You can learn more about her classroom and teaching... Read More