LEADER 05291nam 22006253u 450 001 9910460199003321 005 20210108060402.0 010 $a1-119-41329-X 010 $a1-118-95517-X 035 $a(CKB)3710000000261586 035 $a(EBL)1818250 035 $a(SSID)ssj0001366643 035 $a(PQKBManifestationID)11795988 035 $a(PQKBTitleCode)TC0001366643 035 $a(PQKBWorkID)11425912 035 $a(PQKB)10007764 035 $a(MiAaPQ)EBC1818250 035 $a(EXLCZ)993710000000261586 100 $a20141027d2014|||| u|| | 101 0 $aeng 181 $ctxt 182 $cc 183 $acr 200 10$aBlended$b[electronic resource] $eUsing Disruptive Innovation to Improve Schools 210 $aHoboken $cWiley$d2014 215 $a1 online resource (333 p.) 300 $aDescription based upon print version of record. 311 $a1-322-21474-3 311 $a1-118-95515-3 327 $aCover; Title Page; Copyright; Contents; List of Videos; Foreword; Acknowledgments; About the Authors; Introduction; Pattern of Disruptive Innovation; Disruptive Innovation and Online Learning; The Factory-Based Model of Schooling; Student-Centered Learning; Why Schools Are Reaching a Tipping Point; Building a Field of Experts; What You'll Find in This Book; Part 1 Understanding; Chapter 1 What Is Blended Learning?; Online Learning's Upward March; What Blended Learning Is and Isn't; Models of Blended Learning; Mixing of Blended Models; To Sum Up; Appendix 1.1: Discussion of Key Terms 327 $aAppendix 1.2: K-12 Blended-Learning Taxonomy Chapter 2 Are All Classrooms Going to Blend?; The Theory of Hybrids; Is Blended Learning Disruptive?; Hybrid Models of Blended Learning; Disruptive Models of Blended Learning; Foreseeing the K-12 Education Revolution; What Is to Become of Schools?; To Sum Up; Part 2 Mobilizing; Chapter 3 Start with the Rallying Cry; The Alternative to Cramming; Defining the Problem or Stating the Goal; Should Leaders Focus on Sustaining or Disruptive Rallying Cries?; How to Identify Core Opportunities; How to Identify Nonconsumption Opportunities 327 $aThreats versus Opportunities To Sum Up; Chapter 4 Organize to Innovate; A Framework for Team Design; Applying the Team Framework to Schools; Using Multiple Types of Teams; The Cost of Getting It Wrong; To Sum Up; Part 3 Designing; Chapter 5 Motivate the Students; The Importance of Student Willingness to Learn; The Jobs-to-Be-Done Theory; Students' Jobs to Be Done; The Architecture of a Job; Fulfilling the Job for Students; What to Integrate, and How; Blended Learning's Role in Fulfilling Student Jobs; The Danger of Asking Students to Change Jobs; To Sum Up; Chapter 6 Elevate Teaching 327 $aDesigning the Teacher Role from the Student Perspective Designing the Teacher Role from the Teacher Perspective; Doing Right for Students and Teachers; To Sum Up; Chapter 7 Design the Virtual and Physical Setup; Product Architecture and Interfaces; The Shift in Personal Computer Architecture; The Shift toward Modularity in Education; Integrated versus Modular Online Content; Integrated versus Modular Operating Systems; Integrated versus Modular Physical Space; Aligning Your Strategy to Your Circumstances; To Sum Up; Appendix 7.1: Snapshot of Online Content in Use Among K-12 Blended Programs 327 $aChapter 8 Choose the Model Match the Model to the Type of Problem; Match the Model to the Type of Team; Match the Model to the Desired Student Experience; Match the Model to the Role of the Teacher; Match the Model to the Physical Space; Match the Model to the Availability of Internet-Enabled Devices; Prioritizing Options and Making the Selection; Moving toward Multiple Models; To Sum Up; Appendix 8.1: Which Blended-Learning Model Matches Your Circumstances Best?; Part 4 Implementing; Chapter 9 Create the Culture; What Is Culture?; The Power of Culture for Children 327 $aThe Power of Culture in Schools 330 $aNavigate the transition to blended learning with this practical field guide Blended is the practical field guide for implementing blended learning techniques in K-12 classrooms. A follow-up to the bestseller Disrupting Class by Clayton M. Christensen, Michael Horn, and Curtis Johnson, this hands-on guide expands upon the blended learning ideas presented in that book to provide practical implementation guidance for educators seeking to incorporate online learning with traditional classroom time. Readers will find a step-by-step framework upon which to build a more student-centered system, along 606 $aBlended learning$zUnited States 606 $aComputer-assisted instruction$zUnited States 606 $aInternet in education$zUnited States 606 $aSchool management and organization 608 $aElectronic books. 615 0$aBlended learning 615 0$aComputer-assisted instruction 615 0$aInternet in education 615 0$aSchool management and organization 676 $a371.3 700 $aHorn$b Michael B$0858852 701 $aStaker$b Heather$0973469 801 0$bAU-PeEL 801 1$bAU-PeEL 801 2$bAU-PeEL 906 $aBOOK 912 $a9910460199003321 996 $aBlended$92214685 997 $aUNINA