This document provides an introduction to a presentation on blended learning leadership tools. It includes an overview of the presenter's background and experience in education. Several challenges of implementing blended learning are discussed, such as defining terms, reviewing research and case studies, establishing implementation stages, and providing ongoing professional development. Barriers to studying blended learning like its recent definition and the time needed to research innovations are addressed. The importance of case studies in initial blended learning research is also noted.
Visit to a blind student's school🧑🦯🧑🦯(community medicine)
Rob Darrow's Leadership Tools for Blended Learning
1. Rob Darrow, Ed.D.
President, Online Learning VISIONS.com
Hybrid Learning Consortium. June 2014
Website: http://robdarrow.wikispaces.com
2. Leadership Tools -Leadership Tools -
HandoutHandout
P. 1: Resource ListP. 1: Resource List
P. 2: ContinuumP. 2: Continuum
P. 3: ChecklistP. 3: Checklist
P. 4: RubricP. 4: Rubric
P. 5/6: Elements of BlendedP. 5/6: Elements of Blended
LearningLearning
** Adapt and use! **** Adapt and use! **
Website: http://robdarrow.wikispaces.com
3. IntroductionsIntroductions
A little about you – attended last year?:A little about you – attended last year?:
– TeachersTeachers
– AdministratorsAdministrators
– OtherOther
– K-6; 7-8; 9-12; collegeK-6; 7-8; 9-12; college
A little about me:A little about me:
– Lifelong Californian – Educated in Ca publicLifelong Californian – Educated in Ca public
schools PreSchool-doctorateschools PreSchool-doctorate
– Consultant, Adjunct, Doc Program, iNACOL,Consultant, Adjunct, Doc Program, iNACOL,
Online charter school principal, schoolOnline charter school principal, school
librarian and teacher (Taught K-8)librarian and teacher (Taught K-8)
– 23 year old daughter23 year old daughter
4. As you think about
your school or
classroom…
What keeps
you up at
night?
5. What keeps me up atWhat keeps me up at
night?night?
Doctoral research – ThinkingDoctoral research – Thinking
about:about:
At-Risk students / Drop OutsAt-Risk students / Drop Outs
Online Charter SchoolsOnline Charter Schools
Cultural Differences in EducationCultural Differences in Education
6. High School Drop-Out RatesHigh School Drop-Out Rates
7,000 students7,000 students drop out of public schools everydrop out of public schools every
day (day (Only you know about the numbers thatOnly you know about the numbers that
leave independent schoolsleave independent schools ))
AboutAbout 70% of students70% of students graduate from highgraduate from high
school with a high school diploma.school with a high school diploma.
(U.S.DOE,(U.S.DOE, ttp://nces.ed.gov/ccd/ttp://nces.ed.gov/ccd/ pubschuniv.asppubschuniv.asp ))
How “drop outs” areHow “drop outs” are countedcounted varies between publicvaries between public
and independent schoolsand independent schools
Two thousand high schoolsTwo thousand high schools in the United Statesin the United States
produce more than half of all dropoutsproduce more than half of all dropouts ..
(Comm. on Educ. and Labor(Comm. on Educ. and Labor ,,
http://www.edlabor.house.gov/.../o5/high-school-dropout-crisis-http://www.edlabor.house.gov/.../o5/high-school-dropout-crisis-
thr.shtmlthr.shtml))
66
7. Dropout Research ShowsDropout Research Shows
More males drop out than femalesMore males drop out than females
– Dalton, Glennie & Ingels (2009)Dalton, Glennie & Ingels (2009)
More students living in urban areas drop outMore students living in urban areas drop out
– Swanson (2008)Swanson (2008)
More African Americans and Hispanics dropMore African Americans and Hispanics drop
outout
than Anglos and Asiansthan Anglos and Asians
– Levin et al. (2007)Levin et al. (2007)
More students of poverty drop outMore students of poverty drop out
– Dalton, Glennie & Ingels (2009)Dalton, Glennie & Ingels (2009)
9. U.S. Educational Pipeline, by Race/Ethnicity and Gender,U.S. Educational Pipeline, by Race/Ethnicity and Gender, 20002000
Latina/osLatina/os NativeNative
AmericansAmericans
AfricanAfrican
AmericansAmericans
WhiteWhite AsianAsian
AmericansAmericans
100/100100/100
ElementaryElementary
SchoolSchool
100/100100/100
ElementaryElementary
SchoolSchool
100/100100/100
ElementaryElementary
SchoolSchool
100/100100/100
ElementaryElementary
SchoolSchool
100/100100/100
ElementaryElementary
SchoolSchool
54/5154/51
GraduateGraduate
H.S.H.S.
72/7072/70
GraduateGraduate
H.S.H.S.
73/7173/71
Graduate H.S.Graduate H.S.
84/8384/83
Graduate H.S.Graduate H.S.
78/8378/83
Graduate H.S.Graduate H.S.
11/1011/10
GraduateGraduate
CollegeCollege
12/1112/11
GraduateGraduate
CollegeCollege
15/1315/13
GraduateGraduate
CollegeCollege
24/2824/28
GraduateGraduate
CollegeCollege
40/4840/48
GraduateGraduate
CollegeCollege
4/44/4
Graduate fromGraduate from
Graduate SchoolGraduate School
4/44/4
Graduate fromGraduate from
Graduate SchoolGraduate School
5/45/4
Graduate fromGraduate from
Graduate SchoolGraduate School
8/118/11
Graduate fromGraduate from
Graduate SchoolGraduate School
13/2213/22
Graduate fromGraduate from
Graduate SchoolGraduate School
0.3/0.40.3/0.4
Graduate withGraduate with
DoctorateDoctorate
0.4/0.60.4/0.6
Graduate withGraduate with
DoctorateDoctorate
0.3/0.50.3/0.5
Graduate withGraduate with
DoctorateDoctorate
0.6/1.40.6/1.4
Graduate withGraduate with
DoctorateDoctorate
1.4/4.41.4/4.4
Graduate withGraduate with
DoctorateDoctorate
Source: U.S. Bureau of the Census (2000). UCLA Chicano Studies
10. U.S. Educational Pipeline, by Race/Ethnicity and Gender,U.S. Educational Pipeline, by Race/Ethnicity and Gender, 20102010
11. Purpose:Purpose:
Blended learning,Blended learning,
leadership, case studies, toolsleadership, case studies, tools
Share ideasShare ideas
Identify one tool or activityIdentify one tool or activity
you can put in place soonyou can put in place soon
Your leadership directionYour leadership direction
12. My ExperienceMy Experience
Public school personPublic school person
Independent schools learnerIndependent schools learner
Jewish schools learnerJewish schools learner
Catholic schools learnerCatholic schools learner
Global schools learnerGlobal schools learner
Once we remove the culture andOnce we remove the culture and
language,language,
the implementation and sustainability ofthe implementation and sustainability of
blended and online initiatives are theblended and online initiatives are the
same.same.
13. Leadership ChallengesLeadership Challenges
Defining TermsDefining Terms
Research / Case StudiesResearch / Case Studies
Implementation StagesImplementation Stages
Ongoing professionalOngoing professional
development for administrators,development for administrators,
teachers and staffteachers and staff
Tools for monitoring and successTools for monitoring and success
factors.factors.
14. Defining Terms:Defining Terms:
What makes something aWhat makes something a
fountain?fountain?
Kansas City, the City of FountainsKansas City, the City of Fountains
15. Defining Terms:Defining Terms:
What makes something:What makes something:
– Blended Learning ?Blended Learning ?
– Online Learning ?Online Learning ?
– Hyflex Learning ?Hyflex Learning ?
16. Research Perspective:Research Perspective:
Can’t study it if it doesn’tCan’t study it if it doesn’t
existexist
1995 – First K-12 online schools1995 – First K-12 online schools
2001 – First K-12 online schools2001 – First K-12 online schools
reportreport
2004 – First report about2004 – First report about
“blended learning” – college“blended learning” – college
Online Learning:Online Learning: 20 years old20 years old
Blended Learning:Blended Learning: 10 years old10 years old
17. Everett Rogers.Everett Rogers.
Diffusion of InnovationsDiffusion of Innovations
(1963)(1963)
““One cannot seekOne cannot seek
knowledge about anknowledge about an
innovation until he orinnovation until he or
she knows it existsshe knows it exists ..””
19. In every study…In every study…
(Rogers, 2003)(Rogers, 2003)
Role ofRole of “change agent” or champion“change agent” or champion
Common adoption characteristicsCommon adoption characteristics
from innovator to laggardfrom innovator to laggard
Common way innovation reachesCommon way innovation reaches
““critical masscritical mass”” oror ““tipping pointtipping point””
Common communication methodsCommon communication methods
that influence earlier adoptionthat influence earlier adoption
S-shaped curveS-shaped curve of adoption over timeof adoption over time
20. ““Implications forImplications for
SchoolSchool
AdministratorsAdministrators””
(Rogers, 1963)(Rogers, 1963)
MoreMore financial resourcesfinancial resources == moremore
innovativeinnovative schools / organizationschools / organization
Teachers whoTeachers who attend out of townattend out of town
conferences (face-to-face or online)conferences (face-to-face or online)
are more innovativeare more innovative
WhereWhere administrators are aware of andadministrators are aware of and
sympatheticsympathetic to an innovation, it tendsto an innovation, it tends
to prosperto prosper
21. A word about LeadershipA word about Leadership
"If you are going down a road and
don't like what's in front of you and
look behind you and
don't like what you see,
get off the road.
Create a new path!”
- Maya Angelou
25. Dan Pink.Dan Pink.
A Whole New Mind (2005)A Whole New Mind (2005)
““cchangehange is inevitable, andis inevitable, and
when it happens, thewhen it happens, the
wisest response is not towisest response is not to
wail or whine but to suckwail or whine but to suck
it up and deal with itit up and deal with it ..””
26. Think in terms of 3-5 years
from now (not just today).
Think about what can be,
not what is.
This is a journey,
not a destination.
29. Blended Learning DefinitionBlended Learning Definition
““a formal education program in which aa formal education program in which a
student learns at least in part through onlinestudent learns at least in part through online
delivery of content and instruction with somedelivery of content and instruction with some
element of student control over time, place,element of student control over time, place,
path, and/or pace and at least in part at apath, and/or pace and at least in part at a
supervised brick-and-mortar location awaysupervised brick-and-mortar location away
from home…”from home…”
-- (Horn and Staker, 2013)(Horn and Staker, 2013)
30. Teaching and LearningTeaching and Learning
What theWhat the studentstudent isis
doing and where thedoing and where the
student is.student is.
What the teacher is
doing and where the
teacher is.
What and where the
content is.
32. Not About theNot About the
TechnologyTechnology
Change in teachingChange in teaching
Change in learningChange in learning
Change in pedagogyChange in pedagogy
Change in class organizationChange in class organization
Things should look different in aThings should look different in a
blended learning environment, moreblended learning environment, more
student centric, more personalizedstudent centric, more personalized
learninglearning
33. But…But…
Effective and efficient personalizedEffective and efficient personalized
learning cannot exist without thelearning cannot exist without the
use of technologyuse of technology
A change in teaching, learning, andA change in teaching, learning, and
pedagogy cannot occur without thepedagogy cannot occur without the
use of technologyuse of technology
The classroom cannot be moreThe classroom cannot be more
student centric without thestudent centric without the
use of technologyuse of technology
34. Blended Learning isBlended Learning is
About…About…
Rethinking how class is structuredRethinking how class is structured
How time is usedHow time is used
How resources are allocatedHow resources are allocated
Personalizing the learning for allPersonalizing the learning for all
students – better learningstudents – better learning
engagementengagement
Teachers using data daily toTeachers using data daily to
customize learning for studentscustomize learning for students
35. Leadership ChallengesLeadership Challenges
Defining TermsDefining Terms
Research / Case StudiesResearch / Case Studies
Implementation StagesImplementation Stages
Ongoing professionalOngoing professional
development for administrators,development for administrators,
teachers and staffteachers and staff
Tools for monitoring and successTools for monitoring and success
factors.factors.
36. What does the researchWhat does the research
say?say?
Very little because:Very little because:
– ““blended learning” was first definedblended learning” was first defined
in 2011in 2011
– First time “blended learning” in theFirst time “blended learning” in the
literature around 2004 – at collegeliterature around 2004 – at college
levellevel
– Takes time to study an innovationTakes time to study an innovation
– Case Studies – always begins theCase Studies – always begins the
researchresearch (see handout)(see handout)
37. Case Studies, Part 1Case Studies, Part 1
Christensen Institute Blended LearningChristensen Institute Blended Learning
Universe:Universe:
http://www.christenseninstitute.org/blended-learninhttp://www.christenseninstitute.org/blended-learnin
//
Donnell-Kay Foundation:Donnell-Kay Foundation:
http://dkfoundation.org/our-work/blended-learning-http://dkfoundation.org/our-work/blended-learning-
resourcesresources
Dell Foundation:Dell Foundation:
http://www.msdf.org/programs/urban-education/inithttp://www.msdf.org/programs/urban-education/initi
//
38. Case Studies, Part 2Case Studies, Part 2
Rogers Family Foundation:Rogers Family Foundation:
http://rogersfoundation.org/our-grantees/blended-learning/pilohttp://rogersfoundation.org/our-grantees/blended-learning/pilo
homehome
Avi Chai Online Learning Report (Jewish Day Schools):Avi Chai Online Learning Report (Jewish Day Schools):
http://avichai.org.il/2013/01/some-reflections-on-the-state-of-http://avichai.org.il/2013/01/some-reflections-on-the-state-of-
iNACOL Blended Learning Roadmap:iNACOL Blended Learning Roadmap:
http://robdarrow.wikispaces.com/http://robdarrow.wikispaces.com/ eLearn2013ToolseLearn2013Tools
Research:Research:
http://www.onlinelearningvisions.com/index.php/http://www.onlinelearningvisions.com/index.php/ researchresearch
39. iNACOL Roadmap for Blended LearningiNACOL Roadmap for Blended Learning::
Six Elements for SuccessfulSix Elements for Successful
Blended Learning ImplementationBlended Learning Implementation
LeadershipLeadership
Professional DevelopmentProfessional Development
Teaching/InstructionalTeaching/Instructional
PracticePractice
Operations/AdminOperations/Admin
Systems/PolicySystems/Policy
ContentContent
TechnologyTechnology
40. Leadership ChallengesLeadership Challenges
Defining TermsDefining Terms
Research / Case StudiesResearch / Case Studies
Implementation StagesImplementation Stages
Ongoing professional developmentOngoing professional development
for administrators, teachers andfor administrators, teachers and
staffstaff
Tools for monitoring and successTools for monitoring and success
factorsfactors
41. Among IndependentAmong Independent
SchoolsSchools
SustainabilitySustainability
What is the “value add” ?What is the “value add” ?
Better meet needs of studentsBetter meet needs of students
Greater retention of studentsGreater retention of students
More students attending collegeMore students attending college
or entering successful careersor entering successful careers
Student success = sustainabilityStudent success = sustainability
42. But what doesBut what does
“student success” mean?“student success” mean?
43. What are tools / measuresWhat are tools / measures
you use to show success inyou use to show success in
your school ?your school ?
44. Monitoring and EvaluationMonitoring and Evaluation
Remember, traditional measuresRemember, traditional measures
for traditional classrooms.for traditional classrooms.
New and different measuresNew and different measures
need to be developed and to beneed to be developed and to be
reported to boards aboutreported to boards about
success insuccess in online and blendedonline and blended
learninglearning
– (Joe Freidhoff and Michigan Virtual University(Joe Freidhoff and Michigan Virtual University
and Florida Virtual School leading in this area.and Florida Virtual School leading in this area.
MIVU annual report:MIVU annual report:
http://www.mvlri.org/Publications/ID/5/2012-13-Annual-http://www.mvlri.org/Publications/ID/5/2012-13-Annual-
ReportReport ))
45. Non-Cognitive SkillsNon-Cognitive Skills
Time management and workTime management and work
skillsskills
Student surveys about courseStudent surveys about course
contentcontent
Student resilience, hope,Student resilience, hope,
engagementengagement
Participation in internships orParticipation in internships or
service learning projectsservice learning projects
Community ServiceCommunity Service
46. What do you do toWhat do you do to
measure teachermeasure teacher
effectiveness?effectiveness?
47. What do you do to measure orWhat do you do to measure or
observe teacherobserve teacher
effectiveness?effectiveness?
Lesson observationLesson observation
Walk-throughsWalk-throughs
Talk with teacherTalk with teacher
Lesson plan observationLesson plan observation
Ongoing benchmark dataOngoing benchmark data
End of year achievement testsEnd of year achievement tests
48. Online TeacherOnline Teacher
ObservationObservation
Instructional designInstructional design
Student satisfaction surveysStudent satisfaction surveys
Teacher record keepingTeacher record keeping
View course management system dataView course management system data
Observe an online class sessionObserve an online class session
Communication / response time toCommunication / response time to
emailemail
49. A Story from New York CityA Story from New York City
New Principal and QualityNew Principal and Quality
Assurance Officer observe aAssurance Officer observe a
teacher in the classroomteacher in the classroom
50. Tool:Tool: How to Observe aHow to Observe a
Blended Learning TeacherBlended Learning Teacher
Adapt the RubricAdapt the Rubric
View student computer/device screenView student computer/device screen
View teacher interaction withView teacher interaction with
studentsstudents
View data teacher usesView data teacher uses
Talk with studentsTalk with students
Talk with teacherTalk with teacher
51. Tool:Tool: ClassroomClassroom
Walk-ThroughsWalk-Throughs
Evidence of student centricEvidence of student centric
– Student learning focus / Students in groupsStudent learning focus / Students in groups
– Student computers/devices on a courseStudent computers/devices on a course
management system (access school and home)management system (access school and home)
– Students can explain what and why they areStudents can explain what and why they are
doingdoing
Evidence of personalizationEvidence of personalization
– Teacher working with individual or groupsTeacher working with individual or groups
– Student data used by teacherStudent data used by teacher
– Variety of ways for student to communicate withVariety of ways for student to communicate with
teacher (verbal, discussion boards, email, twitter,teacher (verbal, discussion boards, email, twitter,
etc.)etc.)
52. Leadership Tools -Leadership Tools -
HandoutHandout
Defining blended learningDefining blended learning
Knowing the elements of blended learningKnowing the elements of blended learning
Knowing that innovation takes timeKnowing that innovation takes time
Know the research as it currently existsKnow the research as it currently exists
(reports and case studies)(reports and case studies)
Defining the measures by which youDefining the measures by which you
measure progressmeasure progress
ContinuumContinuum
Checklist for observations / walk throughsChecklist for observations / walk throughs
/ self reflection/ self reflection
55. Continuum (see handout)Continuum (see handout)
Where does your school fit?Where does your school fit?
Textbook enhanced teaching andTextbook enhanced teaching and
learninglearning
Technology enhanced (not online)Technology enhanced (not online)
Web/online enhancedWeb/online enhanced
BlendedBlended
OnlineOnline
56. From Textbook to Online TeachingFrom Textbook to Online Teaching
Online
Teaching
Textbook
Enhanced
Teaching
Technology
Enhanced
Teaching
Web / Online
Enhanced
Teaching
58. Indicator: LeadershipIndicator: Leadership
• 1.1 Measurable goals have been written1.1 Measurable goals have been written
and communicated with all staff.and communicated with all staff.
Well DevelopedWell Developed
Ongoing progress towards each goalOngoing progress towards each goal
is being collected and tracked byis being collected and tracked by
teachers and administrators.teachers and administrators.
59. Indicator: New Staff RolesIndicator: New Staff Roles
2.1 Teacher as facilitator/coach2.1 Teacher as facilitator/coach
Well DevelopedWell Developed
Teachers regularly circulate around the roomTeachers regularly circulate around the room
meeting with small groups and individualsmeeting with small groups and individuals
identifying progress toward learning goals.identifying progress toward learning goals.
Teachers regularly document student progress dailyTeachers regularly document student progress daily
through some digital record keeping system.through some digital record keeping system.
Student data is regularly used as a means forStudent data is regularly used as a means for
differentiating instruction.differentiating instruction.
60. Indicator: New Student RolesIndicator: New Student Roles
3.13.1 New Student RolesNew Student Roles
Well DevelopedWell Developed
Students regularly take active role in their learning and areStudents regularly take active role in their learning and are
able to choose types of content (e.g. textbook, video orable to choose types of content (e.g. textbook, video or
online) that causes their best learning.online) that causes their best learning.
Students regularly track their own progress towardsStudents regularly track their own progress towards
learning.learning.
Students regularly have ability to complete work at ownStudents regularly have ability to complete work at own
pace.pace.
Students regularly know where to find help or supportStudents regularly know where to find help or support
when needed.when needed.
62. Happening How:Happening How:
Public SchoolsPublic Schools
Common Core StandardsCommon Core Standards in 40 states,in 40 states,
but some states now withdrawingbut some states now withdrawing
(Indiana, Oklahoma, South Carolina)(Indiana, Oklahoma, South Carolina)
Competency Based EducationCompetency Based Education
(See State of Maine)(See State of Maine)
MeasuringMeasuring non-cognitive skillsnon-cognitive skills
Moving towards a “Moving towards a “ growth modelgrowth model”” forfor
student achievementstudent achievement
(Re-authorization of federal Ed(Re-authorization of federal Ed
policy)policy)
63. Independent SchoolsIndependent Schools
May 2014. NAIS held aMay 2014. NAIS held a
conversation entitled “conversation entitled “ EducationEducation
and Blended Learning Summitand Blended Learning Summit ””
with group of about 20 peoplewith group of about 20 people
OESIS ConferencesOESIS Conferences – Online– Online
Education Symposium forEducation Symposium for
Independent Schools – Boston inIndependent Schools – Boston in
October 2014October 2014
64. All Schools ChallengesAll Schools Challenges
(K-College), Part 1(K-College), Part 1
Ongoing tensionOngoing tension between, onlinebetween, online
learning, blended learning andlearning, blended learning and
traditional learningtraditional learning
Should theShould the teacher’s role changeteacher’s role change whenwhen
everything is good just the way it is?everything is good just the way it is?
Having an integrated, easy to useHaving an integrated, easy to use
““digital data dashboarddigital data dashboard ”” for teachers.for teachers.
65. All Schools ChallengesAll Schools Challenges
(K-College), Part 2(K-College), Part 2
Should we use technology to betterShould we use technology to better
personalize learningpersonalize learning ??
Should students have input into their ownShould students have input into their own
learning (e.g. setting their own weekly goals /learning (e.g. setting their own weekly goals /
personal learning plan)?personal learning plan)?
Use ofUse of mobilemobile technologies /technologies / textingtexting // badgingbadging
Maker movement /Maker movement / informal learninginformal learning / MOOCS/ MOOCS
GamingGaming (and finding Kansas City Fountains)(and finding Kansas City Fountains)
67. No Excuses…
To not have adequate bandwidth orTo not have adequate bandwidth or
access to Internet for students inaccess to Internet for students in
your schoolsyour schools
Need policies and moneyNeed policies and money
– If you don’t like the policies,If you don’t like the policies, changechange
themthem
– If you don’t have the money,If you don’t have the money, write awrite a
grant or find a fundergrant or find a funder
– Build a network of believersBuild a network of believers
68. No Excuses…
For teachers to not use technologyFor teachers to not use technology
and the Internet to teach withand the Internet to teach with
Need professional development andNeed professional development and
leadershipleadership
– Bottom up … peer-to-peer,Bottom up … peer-to-peer,
and top downand top down
69. No Excuses…
To not learn on your own – asTo not learn on your own – as
administrators and instructorsadministrators and instructors
Free professional developmentFree professional development
all over the place!all over the place!
Share what you are doing…Share what you are doing…
– Via blogVia blog
– Via wikiVia wiki
– Via TwitterVia Twitter
– Via Case StudiesVia Case Studies
70. Free Professional
Development
Weekly TweetchatsWeekly Tweetchats
Free webinarsFree webinars
Free MOOCs and Online ConferencesFree MOOCs and Online Conferences
ASCD:ASCD:
http://www.ascd.org/professional-developmenhttp://www.ascd.org/professional-developmen
webinars.aspxwebinars.aspx
iNACOL:iNACOL:
http://www.inacol.org/events/webinarshttp://www.inacol.org/events/webinars //
EdCamps / MeetUps / HackathonEdCamps / MeetUps / Hackathon
Future of Education Interviews -Future of Education Interviews -
http://www.futureofeducation.comhttp://www.futureofeducation.com //
72. Free Online Professional
Development Conferences
July - November
Learning RevolutionLearning Revolution
– http://learningrevolution.com/http://learningrevolution.com/
The Reform Symposium / July 11 – 13
ISTE “Unplugged” / June 27 - July 1
Future of Museums / July 24
Alt Ed Film Fest / August
Homeschool+ Conference / August 7 – 8
Gaming in Ed / September 15 – 19
Library 2.014 / October 8 – 9
Global Ed Con / November 17 – 21
73. And Other ResourcesAnd Other Resources
Each other / Hybrid LearningEach other / Hybrid Learning
ConsortiumConsortium
Build your personal learning networkBuild your personal learning network
Blended Teacher NetworkBlended Teacher Network
iNACOLiNACOL
NAIS / State Independent SchoolNAIS / State Independent School
OrganizationsOrganizations
OESISOESIS
75. As we consider providing providing more
customized learning for our students via online and
blended learning …we must remember that…
“The only thing harder than
starting something new – is
stopping something old”
- Russell Ackoff -“Redesigning Society”
76. ContactContact
Rob DarrowRob Darrow
Rob@onlinelearningvisions.comRob@onlinelearningvisions.com
http://robdarrow.wikispaces.comhttp://robdarrow.wikispaces.com