"Revision isn't a suggestion, it's a necessity - sometimes writing the same thing three different ways or more offers perspective, this perspective provides choice to the writer later for what best suits the finished piece."
Just as the curriculum can become a collection of courses instead of a cohesive and meaningful curriculum, the same may be true for blended learning when the approach does not provide the mechanisms and support to fundamentally redesign the student learning experience across the curriculum.
larger concerns may relate to the lack of time, support, or incentives
Even though the examples of an institutional approach to blended learning are scarce, presenting best practices for blended learning only in the context of individual courses prevents constituents from grasping the larger institutional strategy. Situating all specific course examples within the framework of the larger institutional strategy allows the rationale for blended learning to remain at the forefront of the conversations, as well as at the forefront of any specific processes and support mechanisms the institution puts into place. Delving into specific course strategies should always be preceded by reminding constituents of the larger institutional strategy.
Drysdale, J., Graham, C., Spring, K., & Halverson, L. (2013). An analysis of research trends in dissertations and theses studying blended learning. Internet and Higher Education, 17, 90-100.
Fink (2013) notes that the prevailing view of faculty work (teaching, research, and service) does not provide any "in-load" time for faculty to work on their own professional development around teaching (p. 222). Therefore, a critical condition necessary for the achievement of a blended learning institutional strategy is adequate time.
Posted from Diigo. The rest of my favorite links are here.
"The posting below looks at principles for the design of learning communities (LCs). It is from Chapter 2 - Preparing for Powerful Learning Communities, in the book, Powerful Learning Communities: A Guide to Developing Student, Faculty, and Professional Learning Communities to Improve Student Success and Organizational Effectiveness, by Oscar T. Lenning, Denise M. Hill, Kevin P. Saunders, Alisha Solan, and Andria Stokes."
This extract from Chapter 6 of Race and Pickford (2017) provides sound advice for post-secondary educators.
Race, Phil, & Pickford, Ruth. (2007). Making Teaching Work: 'Teaching Smarter' in Post-Compulsory Education. London, England: Sage Publications.
Following the news article, there are "Tips from Bob Steele, a retired UBC professor of art education, for parents or caregivers on using art as a tool for developing a child’s literacy" (Drawing for learning, deck).
"Watch this short, satirical film, written by Oren Ginzburg and narrated by actor and comedian David Mitchell, which tells the story of how tribal peoples are being destroyed in the name of ‘development’."
Essays on this Schooling the World resource page (2014.10.06) include:
The Other Way of Knowing
To Hell With Good Intentions
Education is Ignorance
Do Indigenous Peoples Benefit from “Development?”
Indigenising Curriculum: Questions Posed by Baiga Vidya
Indigenous Knowledge Systems / Alaska Native Ways of Knowing
Childhood in an Indian Village
"The government has decided to increase the number of Assistant Language Teachers considerably over a five-year period, starting from the next school year, to strengthen English education at primary schools" (¶1).