Archive for March, 2016

    Blended learning enables meaningful personal interaction

    March 31, 2016 | by Thomas Arnett

    Although conversations around blended learning often focus on devices, software, and classroom layouts, some of the most powerful benefits of blended learning are the ways in which it allows teachers to have richer and more meaningful interactions with students, parents, and colleagues. Many blended-learning technologies and content platforms provide teachers with new communication tools to […]

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    Blended learning up close—really close

    March 25, 2016 | by Julia Freeland Fisher

    One of the miracles of modern microscopes is that they allow us to see things so up close that they look nearly unrecognizable. Take the following image: Picture: FLORIDA STATE UNIVERSITY/BARCROFT What looks like a painting by Kandinsky is actually something quite ordinary: a drop of orange juice, under a powerful microscope lens. In other […]

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    Is blended learning really the best of both worlds?

    March 16, 2016 | by Clifford Maxwell

    You’ve likely heard the declaration that blended learning combines the best of online learning and face-to-face instruction, or simply, is “the best of both worlds.” A quick Google search of the phrase pulls up numerous examples, including “[b]lended learning programs truly are the best of both worlds for students, instructors and the institution” and “[b]lended […]

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    What blended learning is – and isn’t

    March 4, 2016 | by Clifford Maxwell

    Last summer, I attended a panel at an education conference where the moderator asked a group of panelists, “How do you define blended learning?” The moderator’s question came from a realistic vantage point: with a wide range of educational terms, including project-based learning, blended learning, personalized learning, and online learning, it can be difficult to […]

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