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Blended Learning: Designing with Balance in Mind

Catlin Tucker

The person doing the work in a classroom is the person doing the learning. So, students should do the heavy cognitive lift of making meaning and applying their learning. That belief has informed the way I define blended learning. If not, can you modify your design to create more balance?

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3 Tips for Building Community Online

Catlin Tucker

Last week, my class of teacher candidates explored the topic of building an online learning community. We talked about the importance of nurturing a learning community over time and providing regular opportunities for students to engage with each other to build relationships.

Beliefs 494
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Will Existing Mental Models Threaten Post-pandemic Progress in Education?

Catlin Tucker

Some schools struggled to embrace the flexibility and affordances of online learning and instead attempted to replicate the traditional school day online. Others did not have the infrastructure, devices, or professional learning necessary to navigate this sudden shift online. Many factors contribute to stagnation.

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5 insights about post-pandemic education

eSchool News

The Institute undertook a two-year series of nationally-representative surveys to track the adoption of online learning in the wake of the COVID-19 pandemic to better understand its various uses and associated instructional practices. How are teachers blending and personalizing learning in post-pandemic education settings?

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FEV Tutor Announces Strategic Acquisition by Alpine Investors

eSchool News

WOBURN, MA & SAN FRANCISCO – JULY 20, 2022 – FEV Tutor (“FEV”), the K-12 market leading research and evidence-based online tutoring platform, today announced its partnership with Alpine Investors (“Alpine”), a people-driven private equity firm that is a Certified B Corporation committed to building enduring businesses.

Beliefs 287
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The Administration of a Higher Education Faculty Online Learning Community

Faculty Focus

Sustaining high quality online teaching and learning is best achieved through professional development derived from collegial relationships among online teaching faculty and high touch faculty support provided through an online mentoring model, the Online Learning Community (Pearson & Kirby, 2018).

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How and When to Give Feedback

Catlin Tucker

This specificity enables students to focus their efforts on particular aspects of their work, leading to more precise and efficient learning. Enhances Self-Efficacy Process feedback can bolster students’ self-belief and confidence. It is a series of stations, or learning activities, that students rotate through.

Feedback 363