Craft Category: Artifacts

The purpose of this report is to explore how to redesign grading systems to best help students gain the skills necessary to be successful. This report explains the weaknesses of traditional grading systems, and how to redesign grading along the 6 elements of competency-based grading. It highlights lessons learned from the field, such as transparency, community engagement and continuous improvement, and discusses important topics such as college admissions. The research depicts how to design for deeper learning and equity. This report will help districts and schools converting to competency education develop new philosophies of grading, as well as the specific practices needed to operationalize them.

This report studies the best practices necessary to rethink the skills, methods and pedagogical evolution that teacher education must address. If we are to ensure great teachers are trained, mentored and retained for our students — the programs themselves must emulate 21st century skills.

The examples found in this report have unique elements and frameworks that others may learn from and replicate. Read this report and discover how to train today’s teachers to match new learning models.

This brief summarizes iNACOL’s New Learning Models, which personalize learning using competency-based approaches. Supported by blended and online learning modalities, teachers use technology to differentiate instruction and engage students in deeper learning.

By adapting instruction to reflect a student’s level of mastery, blended and online models have the potential to keep students engaged and supported as they progress at their own pace. Browse this brief to explore new learning models that lead to higher levels of student learning and attainment.

iNACOL publishes a research agenda on an ongoing basis to continue its work in field-building, capacity-building and knowledge-building. Based on a 2013 survey of the field to identify research needs, iNACOL developed a research approach, including the following:

• Build a collaborative research agenda, including: field experts, the iNACOL Research Committee, the iNACOL Research Special Interest Group, leadership experts, and communities of practice.
• Identify research needs for the field.
• Create the final national research agenda report.

The purpose of this research agenda is to evaluate broad needs across the field and to prioritize future research needs. Browse this report to explore iNACOL’s research agenda and needs across the field.

Explore the latest data concerning online and blended learning, enrollment, access, courses, and key policies indicators. Review online learning statistics, trends, policy issues, and iNACOL strategic priorities.

Obtain a snapshot view of state funding models for both full-time and supplemental online learning programs. Examine this resource now to stay connected with the most recent facts regarding the online learning field.

This roadmap was designed to provide guidance to NYCDOE school administrators in implementing blended learning programs in their own schools. Over the 2012-13 school year, iNACOL worked with 8 NYCDOE Lab Schools, each with its own blended learning model, to create this roadmap to improve blended learning implementation.

This roadmap has the following goals:

• Provide an overview of current blended learning models.
• Provide an understanding of iLearnNYC program and its support system.
• Identify and define 6 elements of a successful blended learning program.
• Identify essential questions administrators should consider.
• Share promising practices.
• Provide case studies.
• Share resources: rubrics, timelines, and continuums.

View this roadmap now for guidance on how to set school goals and implement the model that will best meet the individual needs of the students in your specific school.

This report, the 10^th in series of annual report beginning in 2004, examines the status of K-12 online education across the country. The Authors provide an overview of the latest policies, practices, and trends affecting online learning programs across all 50 states.

The Keeping Pace series is researched and published as a service to the educational and governmental communities. Feel free to read, download, and distribute this report as needed to gain insight into online learning programs throughout the states.

This report describes the implementation of blended learning programs in Idaho, and three key takeaways are apparent:

• Blended learning has a positive impact on teachers.
• Self-pacing enables students to take ownership and achieve mastery.
• Teachers must prepare with comprehensive teacher training.

The authors emphasize the need for the field to conduct studies to challenge, adapt, and strengthen innovation. Review this report to explore potential barriers and promising practices of K-12 blended learning.

This paper provides a scan of the literature to expand the knowledge base for the field of online, blended, and competency-based education. The goal of the paper is to explain the nuances of key terms used across the field of K-12 education related to personalized, blended and competency education, and how the ideas integrate in order to create new learning models. Read this paper to make sense of these terms and discover how they fit together.

This paper defines personalized learning and its characteristics; describes blended learning and how it supports personalization; and discusses how the two concepts are different. The report then describes how competency education is the foundation for the idea of systemic transformation to new learning models that are student-centered, and the critical role standards play in structurally supporting personalized, blended and competency-based learning that is both rigorous and world-class.

This report provides educational leaders with a guide describing the benefits of OER, a framework for planning, and strategies for successful collaborative content development.

Open Educational Resources (OERs) are tools and techniques used to transmit knowledge that have an impact on teaching and learning and are openly licensed to permit sharing and collaboration. OERs include the following:

• Courses
• Course Modules and Materials
• E-textbooks
• Professional Development
• Rubrics
• Assessments and Tests
• Public Domain Works (produced by public sector)

Analyze this report to gain knowledge of OER benefits, frameworks, and strategies for successful content development in your school.