Posts Tagged ‘personalized-learning’

Blended and personalized learning practices are often in flux in classrooms, schools, and districts. Practitioners aren’t just trying to learn the latest from peers, but to share and develop the tactics that can make learning more student-centered and equitable. Enter our annual Blended and Personalized Learning Conference in Providence, Rhode Island. This year’s conference offers […]

As technology has been on the rise in education, traditional instruction has simultaneously been demonized. Education innovators posit that classrooms have hardly changed since the industrial era when they were designed to “produce” students with a certain set of knowledge and skills in the same way a production line at a factory churns out identical […]

Blended learning mavericks reveal what works and what doesn’t for K-12 blended and personalized learning implementations. Earlier this year, the Highlander Institute, The Learning Accelerator and The Christensen Institute teamed up to bring together a conference on blended and personalized learning in Providence, R.I. The goal of the event was to focus on the practical elements of […]

I recently caught up with Mary Ann Wolf, PhD, Elizabeth Bobst and Nancy Mangum to discuss some of the key takeaways of their new book, Leading Personalized and Digital Learning: A Framework for Implementing School Change. The authors offer guidance for principals and other school leaders who are aiming to leverage the power of technology […]

  Earlier this month, after two exhilarating and exhausting days at the Blended and Personalized Learning Conference in Providence, R.I., (which we cohosted with our partners at Highlander Institute and The Learning Accelerator), I boarded an evening flight back to D.C. Just after takeoff, a school principal from Virginia seated in the row just ahead […]

To scale effective blended and personalized learning environments, we first need to develop a better understanding of what learning approaches work, for which students, in what circumstances. This level of insight is necessary to build replicable theories of change, and it will move us beyond educational “best practices” that lack true predictive power. As we’ve […]