5 Tips for Getting Blended Learning Right
March 21, 2017 |
March 21, 2017 |
When implementing a blended learning model, it is important for schools to be aware of key components and steps to integrate into their plan. In “Five Tips for Getting Blended Learning Right,” hosted by edWeb.net and sponsored by Achieve3000, Julia Freeland Fisher, Director of Education at the Clayton Christensen Institute, gave schools the tips they need to successfully implement blended learning.
Although it may seem easier to dive right in, schools cannot go technology-first into a blended learning model. Teachers cannot be expected to figure out what to do with technology, but rather should be expected to use the support it provides. Since blended learning is about changing instruction, technology must follow an instructional plan. It is also important for teachers to be on blended learning design teams. They should be participating in the design process, rethinking blended learning strategies, and solving the problems they are actually facing within the classrooms.
Teachers are often expected to be a “jack of all trades,” but different people have different strengths as well as motivations. A blended-learning model must consider these factors. What motivated teachers to get into the profession in the first place? In addition to designing around the student experience, schools should design around the teacher experience by integrating these factors into their blended learning model.
Julia highlighted how important it is for schools to be wary of the cost of poor or absent data integration. “By far, the best-kept secret in edtech today is how tools do not talk to one another,” she said. Tools should be well integrated with each other in order to get an accurate picture of student performance. When choosing an edtech product, work with a provider to make sure the tool will integrate well with your other tools, and be prepared to absorb costs if data is not integrating well.
Finally, it is important to evaluate software by use case. Julia recommended assessing what works best for what students in what circumstances. For example, the average does not necessarily speak to what worked best for every single student. Schools must delve deeper to figure out what worked well, and what didn’t work well, for each student in order to effectively serve student needs.