Over the past year, I’ve written about how educators, researchers, ed tech developers, and funders are all important to enacting TLA’s Measurement Agenda for Blended Learning to connect the research and implementation cycles and help us all understand how to best support all students in reaching their full potential. This post, the last of the...read more at original post>
At The Learning Accelerator, we recently refreshed our Blended and Personalized Learning at Work website in anticipation of attending this year’s iNACOL Symposium as a team. Both of these activities consumed all of our cognitive resources over the past several weeks, and they also got me thinking about the influence funders have over the direction, dissemination, and adoption of research, especially when educational innovations are involved. The role of funders is directly addressed in our Measurement Agenda for Blended Learning...read more at original post>
Everyone, including social scientists, is eager to highlight results that suggest an innovative education model is working for students. It might surprise you to learn, therefore, that I am excited by negative findings about blended learning (or technology-supported personalized learning)–findings that suggest interacting with technology might actually have a negative effect on student learning.
In recent years, there are two negative trends...read more at original post>