Blending Learning: The Evolution of Online and Face-to-Face Education from 20082015

In 2008, iNACOL produced a series of papers documenting promising practices identified throughout the field of K–12 online learning. Since then, we have witnessed a tremendous acceleration of transformative policy and practice driving personalized learning in the K–12 education space. State, district, school, and classroom leaders recognize that the ultimate potential for blended and online learning lies in the opportunity to transform the education system and enable higher levels of learning through competency-based approaches.iNACOL's core work adds significant value to the field by providing a powerful practitioner voice in policy advocacy, communications, and in the creation of resources and best practices to enable transformational change in K–12 education.We worked with leaders throughout the field to update these resources for a new generation of pioneers working towards the creation of student-centered learning environments.This refreshed series, Promising Practices in Blended and Online Learning, explores some of the approaches developed by practitioners and policymakers in response to key issues in K–12 education, including:Blended Learning: The Evolution of Online and Face-to-Face Education from 2008-2015;Using Blended and Online Learning for Credit Recovery and At-Risk Students;Oversight and Management of Blended and Online Programs: Ensuring Quality and Accountability; andFunding and Legislation for Blended and Online Education.Personalized learning environments provide the very best educational opportunities and personalized pathways for all students, with highly qualified teachers delivering world-class instruction using innovative digital resources and content. Through this series of white papers, we are pleased to share the promising practices in K–12 blended, online, and competency education transforming teaching and learning today

Personalization in cultural heritage: the road travelled and the one ahead

Over the last 20 years, cultural heritage has been a favored domain for personalization research. For years, researchers have experimented with the cutting edge technology of the day; now, with the convergence of internet and wireless technology, and the increasing adoption of the Web as a platform for the publication of information, the visitor is able to exploit cultural heritage material before, during and after the visit, having different goals and requirements in each phase. However, cultural heritage sites have a huge amount of information to present, which must be filtered and personalized in order to enable the individual user to easily access it. Personalization of cultural heritage information requires a system that is able to model the user (e.g., interest, knowledge and other personal characteristics), as well as contextual aspects, select the most appropriate content, and deliver it in the most suitable way. It should be noted that achieving this result is extremely challenging in the case of first-time users, such as tourists who visit a cultural heritage site for the first time (and maybe the only time in their life). In addition, as tourism is a social activity, adapting to the individual is not enough because groups and communities have to be modeled and supported as well, taking into account their mutual interests, previous mutual experience, and requirements. How to model and represent the user(s) and the context of the visit and how to reason with regard to the information that is available are the challenges faced by researchers in personalization of cultural heritage. Notwithstanding the effort invested so far, a definite solution is far from being reached, mainly because new technology and new aspects of personalization are constantly being introduced. This article surveys the research in this area. Starting from the earlier systems, which presented cultural heritage information in kiosks, it summarizes the evolution of personalization techniques in museum web sites, virtual collections and mobile guides, until recent extension of cultural heritage toward the semantic and social web. The paper concludes with current challenges and points out areas where future research is needed

Maximizing Competency Education and Blended Learning: Insights from Experts

In May 2014, CompetencyWorks brought together twenty-three technical assistance providers to examine their catalytic role in implementing next generation learning models, share each other's knowledge and expertise about blended learning and competency education, and discuss next steps to move the field forward with a focus on equity and quality. Our strategy maintains that by building the knowledge and networks of technical assistance providers, these groups can play an even more catalytic role in advancing the field. The objective of the convening was to help educate and level set the understanding of competency education and its design elements, as well as to build knowledge about using blended learning modalities within competency-based environments. This paper attempts to draw together the wide-ranging conversations from the convening to provide background knowledge for educators to understand what it will take to transform from traditional to personalized, competency-based systems that take full advantage of blended learning

The effect of online education on pre-service teachers’ knowledge of peer tutoring

The purpose of this study was to find the effectiveness of online education compared to text-based education when teaching pre-service educators about peer tutoring in physical education. As students with disabilities are being more regularly included in general education classes, it is important that pre-service teachers have ample and quality opportunities to learn about important topics and strategies within education, such as peer tutoring. This study compared knowledge scores between the experimental group (online education) and the control group (text-based education). The online education group received the knowledge through podcasts that were created using Mayer’s principles for multimedia learning. No significant differences were found between the two groups between the two groups on their knowledge of peer tutoring. Future research should explore using a larger population with a more diverse sample. Considerations for future research should also include length of intervention and the use of a knowledge retention test

Motivational Social Visualizations for Personalized E-Learning

A large number of educational resources is now available on the Web to support both regular classroom learning and online learning. However, the abundance of available content produces at least two problems: how to help students find the most appropriate resources, and how to engage them into using these resources and benefiting from them. Personalized and social learning have been suggested as potential methods for addressing these problems. Our work presented in this paper attempts to combine the ideas of personalized and social learning. We introduce Progressor + , an innovative Web-based interface that helps students find the most relevant resources in a large collection of self-assessment questions and programming examples. We also present the results of a classroom study of the Progressor +  in an undergraduate class. The data revealed the motivational impact of the personalized social guidance provided by the system in the target context. The interface encouraged students to explore more educational resources and motivated them to do some work ahead of the course schedule. The increase in diversity of explored content resulted in improving students’ problem solving success. A deeper analysis of the social guidance mechanism revealed that it is based on the leading behavior of the strong students, who discovered the most relevant resources and created trails for weaker students to follow. The study results also demonstrate that students were more engaged with the system: they spent more time in working with self-assessment questions and annotated examples, attempted more questions, and achieved higher success rates in answering them

CoachAI: A Conversational Agent Assisted Health Coaching Platform

Poor lifestyle represents a health risk factor and is the leading cause of morbidity and chronic conditions. The impact of poor lifestyle can be significantly altered by individual behavior change. Although the current shift in healthcare towards a long lasting modifiable behavior, however, with increasing caregiver workload and individuals' continuous needs of care, there is a need to ease caregiver's work while ensuring continuous interaction with users. This paper describes the design and validation of CoachAI, a conversational agent assisted health coaching system to support health intervention delivery to individuals and groups. CoachAI instantiates a text based healthcare chatbot system that bridges the remote human coach and the users. This research provides three main contributions to the preventive healthcare and healthy lifestyle promotion: (1) it presents the conversational agent to aid the caregiver; (2) it aims to decrease caregiver's workload and enhance care given to users, by handling (automating) repetitive caregiver tasks; and (3) it presents a domain independent mobile health conversational agent for health intervention delivery. We will discuss our approach and analyze the results of a one month validation study on physical activity, healthy diet and stress management

ADMINISTERING CLASSES IN VIRTUAL LEARNING ENVIRONMENT: FACILITATIONS, PRINCIPLES, EDUCATORS’ ROLES AND INTERACTIONS

This study investigates teachers’ competencies in the implementation of facilities, principles, educators’ roles, and interactions in the Virtual Learning Environment (VLE). Using explanatory sequential mixed method, it aims to examine whether all those competencies such as learning system tools and resources, technology quality, and workload management are considered throughout the learning process. In total, 102 students from the Faculty of Tarbiyah and Teachers’ Training at Antasari State Islamic University were involved in the survey. Fourteen of them, as well as three lecturers, were then interviewed. The results indicate that despite students’ limited access to the internet, lecturers attempt to provide all students’ facilities. However, in some departments, various learning activities, monitoring, and feedback still need to be improved. The lecturers generally execute the principle of the virtual learning environment. The students mostly believe that lecturers are aware of their roles, and manage their interactions well. In conclusion, the study suggests teachers’ competencies in the virtual learning environment and calls for further studies in this subject.

A Contextual-Bandit Approach to Personalized News Article Recommendation

Personalized web services strive to adapt their services (advertisements, news articles, etc) to individual users by making use of both content and user information. Despite a few recent advances, this problem remains challenging for at least two reasons. First, web service is featured with dynamically changing pools of content, rendering traditional collaborative filtering methods inapplicable. Second, the scale of most web services of practical interest calls for solutions that are both fast in learning and computation. In this work, we model personalized recommendation of news articles as a contextual bandit problem, a principled approach in which a learning algorithm sequentially selects articles to serve users based on contextual information about the users and articles, while simultaneously adapting its article-selection strategy based on user-click feedback to maximize total user clicks. The contributions of this work are three-fold. First, we propose a new, general contextual bandit algorithm that is computationally efficient and well motivated from learning theory. Second, we argue that any bandit algorithm can be reliably evaluated offline using previously recorded random traffic. Finally, using this offline evaluation method, we successfully applied our new algorithm to a Yahoo! Front Page Today Module dataset containing over 33 million events. Results showed a 12.5% click lift compared to a standard context-free bandit algorithm, and the advantage becomes even greater when data gets more scarce.Comment: 10 pages, 5 figure

When Failure Is Not an Option: Designing Competency-Based Pathways for Next Generation Learning

Proposes an online learning-assisted model in which students advance by demonstrating mastery of subjects based on clear, measurable objectives and meaningful assessments. Examines innovation drivers, challenges, and philanthropic opportunities