As millions of students head back to school, families are probably wondering if those shiny new devices, apps, and even games that are becoming a typical part of the school day are good for learning. As an education researcher focused on blended learning, I am often asked if education technology “works.” The underlying question here...read more at original post>
When 80 million Facebook users’ data were found to be in the hands of Cambridge Analytica, users of the social media platform–and Congress–decided it was time to take a closer look at the data collected by the platform and the apps it hosts. I couldn’t help but draw a parallel to the 50 million public students across the nation...read more at original post>
As part of our work to catalyze measurement that increases our evidence base of equitable, effective blended practices, TLA is currently piloting a one-year Fellowship to support research that advances our measurement agenda. Our goal is to help folks across the ecosystem...read more at original post>
The randomized control trial (RCT) is the best tool education researchers have for understanding cause and effect, but there are times - like in blended learning settings - when this research design is undesirable, infeasible, or both. As I have previously noted, innovative instructional models like blended learning...read more at original post>
Co-authored with Emily Pulham
Blended learning research is at a very interesting crossroads when it comes to interests of the public school system, nonprofit organizations, corporate entities, private research firms, and traditional academic institutions. There are several ongoing initiatives dedicated to disseminating research to practitioners with the goal of...read more at original post>
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>
For the last few years, MVLRI & TLA have been co-hosting the preconference K-12 Research Community Meeting at iNacol. We hope to see you this year!
We have several great panels...read more at original post>
The Learning Accelerator (TLA) believes that supporting effective blended learning innovation and implementation requires effective measurement to understand outcomes and inform collective improvement. As part of our work to catalyze this measurement, TLA is piloting a one-year Fellowship to support individuals conducting research that advances our measurement agenda. Our goal is to help actors across the ecosystem (including future researchers, leaders, and educators) to work together towards the mutual goal of all students receiving an outstanding education, enabling them to reach their full potential.
We’re now excited to announce...read more at original post>