This series is a follow-up to the series on blended learning from last fall. Those posts, based on a course that Robert Godwin-Jones teaches regularly, discussed the basic what, why, and how of blended learning.
In this new series, we will be widening the focus, starting with a discussion of different available models of blended learning for both higher-ed and K-12 schools. That will lead into a discussion of the particular benefits and drawbacks of each model. We will also be looking at the related issue of how to tailor a blended learning approach to achieve maximum benefits for all students, through personalized learning and sticky content. Finally, we will look at the opportunities to expand the reach of the blended/online course through the use of mobile technology and micro learning.
In these final posts, we will be looking at particular contexts for instituting blended learning and discussing which models fit those particular uses:
- Blended learning model in elementary schools: Station rotation model
- Blended learning model in middle schools: Lab rotation model
- Blended learning model in high schools: Individual rotation model
- Blended learning model for higher education: Flipped classroom model
- Blended learning model for the workplace environment: Enriched virtual model
- Blended learning for mobile delivery: Ubiquitous learning model
This article is one of a series published in SoftChalk Talk, a blog covering timely issues related to all aspects of instructional design and published by SoftChalk LLC.
Have a comment on this topic? Suggestions for future topics or interest in being a guest writer? Send me an email at natalie@softchalk.com.
I look forward to hearing from you!
Natalie Saltzberg
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