What is blended learning and how should we rethink time and space in our schools today.

9. Blended Learning
• A lack of consensus on a definition of blended learning
has led to difficulties in research about its effectiveness
in the classroom. Blended learning is also sometimes
used in the same breath as "personalized learning” and
differentiated instruction.
Oliver M, Trigwell K (2005). "Can 'Blended Learning' Be Redeemed?" (PDF). E-Learning
2 (1): 17–26. doi:10.2304/elea.2005.2.1.17.

11. Blended Learning
National Center for Academic Transformation
• Reduces the number of in-class meetings but does not eliminate all
in-class meetings.
• Replaces (rather than supplements) some in-class time with online,
interactive learning activities.
• Gives careful consideration to why (and how often) classes need to
meet face-to-face.
• Assumes that certain activities can be better accomplished online--
individually or in small groups--than in a face-to-face class.
• May keep remaining in-class activities more or less the same.
• May make significant changes in remaining in-class meetings.
• May schedule out-of-class activities in 24*7 computer labs or totally
online so that students can participate anytime, anywhere
http://www.thencat.org/PlanRes/R2R_Model_Rep.htm

12. Blended Economics
• Reduces the number of in-class meetings but does not
eliminate all in-class meetings.

13. Blended Economics
• Replaces (rather than supplements) some in-class time with online,
interactive learning activities.
• Assumes that certain activities can be better accomplished online--
individually or in small groups--than in a face-to-face class.
http://oakecon2.blogspot.com/

14. Blended Economics
• Gives careful consideration to why (and how often) classes need to
meet face-to-face.
• May keep remaining in-class activities more or less the same.
• May make significant changes in remaining in-class meetings.

15. Student Feedback
“I had a great time learning in your class this semester. I
really enjoyed the flipped/extra study halls/online
class. It gave me freedom to do my own learning and
pursue aspects of economics that I was interested in
(minus those pesky blog posts). I can’t wait to pursue
finance and econ in college next year and you’re
definitely a big reason that I decided to go this route.”

16. Student Feedback
“I really didn’t know what to expect going into economics
(although I will admit I suspected I would hate it because it
would be the closest thing I had to a math class my senior year)
but I actually really enjoyed the course. The class was
interesting and our class discussions were always engaging, and
I think we had a perfect balance of actually learning but also
having plenty of time to joke around go on tangents. This class
was definitely the highlight of my year :) I really enjoyed
writing blogs and I thought it really helped me understand the
material (even if I really didn’t always feel like writing them.)”

17. Student Feedback
“All I have to say is thank you. I have said it so many times to so many
people, and I do mean it when I say it, that choosing to take your
class was actually one of the best educational decisions of my
life. Granted, it only lasted a semester, I’ve never had so much fun and
excitement to learn in a class then I have in a long while. I think one of
the great things about the way you teach economics is how you don’t
make it based off of a textbook and revolve around memorizing
everything. Learning when things apply, how they apply, and
where they apply made me way more interested in the topics,
because I actually understand why the fed or the government passes
certain bills or laws and how everything applies to me. The blogs really
made me get involved in trying to apply economics to all of my own
interests, so it all became very personal. I like the balance you had
between the online work and the in class discussions.”