More evidence is needed about both the efficacy (controlled implementation) and effectiveness (real-world implementation) of competency or mastery-based progression. Research can and should take the form of validation experiments, and implementation studies.
More evidence is needed about what drives effects, as well as both the efficacy (controlled implementation) and effectiveness (real-world implementation) of competency- or mastery-based progression if blended learning is effectively implemented.
This five-step guide shows educators how to measure their own blended learning initiatives, so that results are useful to them as well as contribute to a general body of knowledge about blended learning.
A catalog of existing evidence about Blended Learning as of May 2016, and The Learning Accelerator’s projected contributions to this evidence.
This MOOC explores different models of blended learning and dives into key issues that impact students, teachers, and schools through the lens of three high-performing schools.
With support from TLA, the Friday Institute has created a low-cost, cohort-based professional development program for school leaders.
As part of its statewide Fuse RI program, the Highlander Institute participating districts created sample communication tools for schools and district personnel to use to explain their vision for blended learning.
BetterLesson launched the Blended Master Teacher Project to profile the work of 11 of the highest-performing blended teachers in the country, sharing their practices in this collection of strategy videos and artifacts.
Educators and teams can use this rubric to assess, and then discuss, general readiness against all areas of the Blended Learning Educator Competency Framework.
Thrive Public Schools defined blended learning and designed a rubric to guide educators on not only what blended learning looks like in practice but also how to assess their mastery of key components needed for successful implementation.
