Craft Category: Artifacts

This report introduces a thorough taxonomy to the field of blended learning, based on feedback from the field and new innovations. To define blended learning and identify emerging models, the authors observed over 80 programs in the K-12 sector.

In addition, roughly 100 educators met during a pre-conference at the iNACOL Virtual School Symposium in November 2011 to critique the taxonomy. Browse this paper now to investigate innovative definitions and new learning models in the field of blended learning.

Online and blended learning has the potential to be a disruptive force capable of transforming today’s monolithic, factory-like education system into a new, student-centered, highly personalized model of education. Authors Michael B. Horn and Heather Staker define blended learning, outline six blended learning models, assess the potential of blended learning, and provide policy recommendations to support blended learning’s transformational promise.

This report provides guidance on creating competency-based approaches for over-age, under-credited students that have fallen off the track toward graduation.

Drawing on a wide range of expertise, this paper explores how states can create space for innovation, including design principles, minimum policy conditions and options for moving forward. Read this report and learn how competency-based innovations can move beyond the time-based system, improve services for at-risk students, and create greater customization.

Digital Learning Now’s Roadmap For Reform provides lawmakers, Governors, and policymakers with tangible steps to transform education into a model for the world, a system where every student graduates from high school with the skills and knowledge to succeed in college and careers. The 10 Elements of High Quality Digital Learning are organized around the three following areas:

• Customization and Success for All Students
• A Robust Offering of High-quality Options
• 21^st Century Infrastructure

This comprehensive framework of actionable state-level policies is designed to advance the integration of technology into K-12 public education.

No two virtual schools are alike. There is vast complexity and uniqueness in what these virtual schools do, how they do it, and the stages of growth and progress they have experienced. This report analyzes the dynamic models, progress, and pitfalls of this field’s pioneers. Obtain a copy of this book to learn more about the existing opportunities, challenges, problems, and solutions across supplemental programs and virtual schools.

In classrooms across Canada, the proliferation of online resources has rapidly changed the learning environment. Building on the initial Snapshot Sate of the Nation: K-12 Online Learning in Canada report, the authors gained critical information into how Canadian educational authorities are integrating technology into learning and teaching. Explore this report to gain insight into Canadian governance of K-12 distance education and the potential barriers preventing the successful implementation of online learning.

Due to the fast pace of change in the K-12 online learning field, many of the issues and concepts found in the first edition of this series required updates. This second edition of the National Primer series focuses on the basics of K-12 online learning for both policymakers and practitioners, while presenting the most current information to-date. This report seeks to address the following questions:

• What does an online course look like?
• How do students interact with their teacher?
• What qualifications and training are required of teachers?
• Does online learning really work?
• What state or school district policies are needed to implement online learning?

Read this report to examine the basics of online teaching and learning, professional development, technology, evaluating academic success, and a variety of other topics.

This paper provides an introduction to competency-based pathways, a necessary condition to realizing the potential of next generation learning. Significantly, this report finds that competency-based pathways are re-engineering our education system around learning – creating a system where failure is no longer an option.

Look for other papers in this series, and review this report now to discover ways to design competency-based pathways for next generation learning.

Going Virtual! 2010 is a follow-up report to the Going Virtual! Research series started in 2007. The purpose of the series is to describe current trends on the status of professional development for K-12 online teachers, as well as identify the unique needs and challenges faced by these instructors.

In fall 2010, a national survey was conducted with 830 total respondents representing online teachers from virtual schools, supplemental online programs, and brick and mortar programs offering online courses. The investigators used an interpretive research design to continue identification of the unique needs and status of professional development for K-12 online teachers.

This publication provides a set of quality guidelines for developing and evaluating student scientific investigations, through both online and face-to-face platforms. These guidelines were based on key ideas from the National Research Council’s America’s Lab Report, the National Science Education Standards, and AAAS Project 2061’s Benchmarks for Scientific Literacy, along with input from the research literature, new rubrics, and examples.

After a review of literature describing the current state of traditional and online classroom labs, the publication is divided into the following major sections:

• Guidelines for Student Scientific Investigations
• Learning Goals for Student Scientific Investigations
• Curriculum Design and Integration Standards.

Download this report to discover more about online learning labs, including recommended quality standards and evaluation criteria.