Research examines blended learning, student achievement

eSchool News

New white paper explores effective instructional models and course customization benefits. On average, students taking partial or entire courses online outperform students taking the same course solely through face-to-face instruction.

Complement and ‘commoditize’ teachers, but don’t substitute for them with tech

The Christensen Institute

In education, the question of whether technology will replace teachers was a common meme to fight the emergence of digital learning but has increasingly faded away as a serious threat. This may mean eliminating “classrooms” as we have known them and creating new learning environments in which students interact with lots of adults in multi-faceted ways.

Charter schools innovate to tackle teacher preparation

The Christensen Institute

These challenges are only likely to grow in the years ahead as the teaching practice changes monumentally with the rise of blended learning. As blended learning grows and teachers’ roles shift, more schools may have to follow the lead of these CMOs to varying degrees in the immediate future.

Competency-based legal education

The Christensen Institute

As Michael Horn and I explain in our new white paper, “ Disrupting law school ,” regulatory protections that have sheltered law schools from competition will continue to subside. In this new environment, law schools need to reimagine themselves as educators for students interested in learning about the legal services sector, not simply those seeking a JD. Online, competency-based learning reverses the traditional relationship in education between time and student learning.

Disruption looms for law schools

The Christensen Institute

The reason, as my coauthor Michele Pistone, a law professor at Villanova University, and I write in newly-published white paper for the Clayton Christensen Institute titled Disrupting Law School , is that the forces of disruptive innovation have arrived firmly in the world of legal services. The big question we pose in the paper is will any current law schools set up an autonomous entity and drive this disruption themselves or will entrants emerge that disrupt law schools.

The upward march

The Christensen Institute

In their new white paper , Michele R. Although there is certainly nothing wrong with having a high-achieving incoming class, significant financial resources, and the respect of your peer institutions, competing on these factors distracts institutions from two important outcomes: the learning that takes place at their institution and the jobs their graduates can secure. The result is that students learn more, at a lower cost.

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What law schools should do to combat disruption

The Christensen Institute

In our recent white paper for the Clayton Christensen Institute titled Disrupting Law School , Michele Pistone, a law professor at Villanova University, and I write that the forces of disruptive innovation have arrived firmly in the world of legal services and will likely only accelerate in the years ahead. In the paper we pose two other ways forward for law schools. First, schools can use online learning as a sustaining innovation to improve learning and control costs.

Creating a sea change to improve teacher impact

The Christensen Institute

Tomorrow the Clayton Christensen Institute is releasing a white paper titled, “Solving the Nation’s Teacher Shortage: How online learning can fix the broken teacher labor market.” In that paper, Mallory Dwinal analyzes how the macro-level influences of women’s rights, technological improvements in other sectors, and teachers’ family structures have led to shortages of teachers by grade level, subject area, region, and quality.

What’s the difference between blended and personalized learning?

The Christensen Institute

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 of me poked his head through the seat to ask: “So, what’s the difference between blended and personalized learning?”.

Personalized learning: How kids are getting into college by mastering their skills

The Hechinger Report

Students work on individual projects in the blended-learning classroom of Jessica Anderson, in Deer Lodge, Montana. When they are ready, the students demonstrate their understanding by performing thoughtfully developed tasks that determine how much learning has taken place.

16 Great NonProfits Working to Support EdTech in Schools

Tom Murray

This post is the first of a short series meant to highlight the great work of many nonprofit organizations that are working diligently to support students’ learning on a daily basis. Creators of Blended Learning Universe (www.blendedlearning.org), the organization provides a directory of innovative schools and a myriad of models and case studies to support district transformation. Organization: International Association of K-12 Online Learning (iNACOL).

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How 2Revolutions is Helping Schools, Districts, and States Support Future of Learning Models

Edsurge

There are organizations that support different kinds of transformation in schools and after researching and interviewing some of these organizations, we've learned a great deal about what these changes can look like, how schools go about redesigning aspects of their model, and what types of support they need along the way. In October, we will share a guide highlighting the trends, insights and challenges we've learned about while profiling five key players in the world of school redesign.