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Revolutionizing K-12 Blended Learning through the i²Flex Classroom Model

Book Description

Blended learning has gained significant attention recently by educational leaders, practitioners, and researchers. i²Flex, a variation of blended learning, is based on the premise that certain non-interactive teaching activities, such as lecturing, can take place by students without teachers’ direct involvement. Classroom time can then be used for educational activities that fully exploit teacher-student and student-student interactions, allowing for meaningful personalized feedback and scaffolding on demand. Revolutionizing K-12 Blended Learning through the i²Flex Classroom Model presents a well-rounded discussion on the i²Flex model, highlighting methods for K-12 course design, delivery, and evaluation in addition to teacher performance assessment in a blended i²Flex environment. Emphasizing new methods for improving the classroom and learning experience in addition to preparing students for higher education and careers, this publication is an essential reference source for pre-service and in-service teachers, researchers, administrators, and educational technology developers.

Table of Contents

  1. Cover
  2. Title Page
  3. Copyright Page
  4. Book Series
    1. Mission
    2. Coverage
  5. Dedication
  6. Editorial Advisory Board and List of Reviewers
    1. Editorial Advisory Board
    2. List of Reviewers
  7. Foreword
  8. Preface
    1. INNOVATION IN EDUCATION KNOWS NO BORDERS, NO TIME, AND NO LIMITS
    2. THE GLOBAL MORFOSIS PARADIGM (gMp)
    3. AMERICAN COMMUNITY SCHOOLS (ACS) ATHENS: PROFILE
    4. ORGANIZATION OF THE BOOK
    5. REFERENCES
    6. ENDNOTE
  9. Acknowledgment
  10. Section 1: The K-12 Blended Education Landscape: Demands, Issues, and Trends
    1. Chapter 1: Building the Future of Education
      1. ABSTRACT
      2. BACK TO THE FUTURE
      3. MIND THE RESEARCH FUNDING GAP
      4. THE IRON TRIANGLE
      5. RENEWING AND REINFORCING THE IRON TRIANGLE
      6. THINKING OUTSIDE THE TRIANGLE
      7. BEWARE OF GEEKS BEARING GIFTS
      8. REFERENCES
    2. Chapter 2: The Community of Inquiry Framework, Blended Learning, and the i2Flex Classroom Model
      1. ABSTRACT
      2. INTRODUCTION
      3. THE COMMUNITY OF INQUIRY FRAMEWORK
      4. THE COMMUNITY OF INQUIRY SURVEY
      5. APPLYING THE COI FRAMEWORK TO BLENDED LEARNING
      6. CONCLUSION
      7. REFERENCES
      8. KEY TERMS AND DEFINITIONS
    3. Chapter 3: Tensions between Cognitive and Social Presence in Blended K-12 Classes
      1. ABSTRACT
      2. INTRODUCTION
      3. THE TEACHER-AS-LEADER
      4. THE EFFECT OF THE SETTING: TENSIONS IN THE K-12 BLENDED CLASS
      5. TECHNIQUES TO MANAGE THE TENSIONS
      6. CONCLUSION
      7. REFERENCES
    4. Chapter 4: The Flipped K-12 Classroom
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. TEACHER PREPARATION METHODS
      5. TEACHER KNOWLEDGE NEEDS
      6. LEADERSHIP, PARENTAL SUPPORT, AND CULTURAL FACTORS
      7. CONCLUSION
      8. REFERENCES
      9. KEY TERMS AND DEFINITIONS
    5. Chapter 5: Meeting the Professional Development Needs of Special Educators in 21st Century Classrooms
      1. ABSTRACT
      2. INTRODUCTION
      3. INCLUSION: A STUDENT CENTERED PRACTICE
      4. BUILDING COMMUNITY TO SUPPORT AN INCLUSIVE PRACTICE
      5. MEETING THE CHALLENGES OF COMMUNITY BUILDING WITH WEB 2.0
      6. PREPARING TEACHERS FOR PRACTICE IN 21 CENTURY CLASSROMS
      7. CONCLUSION
      8. REFERENCES
    6. Chapter 6: The Teacher as Information Designer
      1. ABSTRACT
      2. INTRODUCTION
      3. INFORMATION DESIGN
      4. FUNCTIONAL DESIGN PRINCIPLES
      5. COGNITIVE DESIGN PRINCIPLES
      6. ADMINISTRATIVE AND AESTHETIC PRINCIPLES
      7. MULTIMEDIA LEARNING AND RESEARCH PRINCIPLES
      8. IN CONCLUSION… IT DEPENDS
      9. REFERENCES
    7. Chapter 7: Learner Assessment in Blended and Online Settings
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. LEARNER ASSESSMENT
      5. CONTEMPORARY TRENDS
      6. CHALLENGES
      7. RECOMMENDATIONS
      8. FUTURE RESEARCH DIRECTIONS
      9. CONCLUSION
      10. REFERENCES
      11. KEY TERMS AND DEFINITIONS
  11. Section 2: The i2Flex Classroom Model within gMp
    1. Chapter 8: Morfosis Educational Philosophy
      1. ABSTRACT
      2. INTRODUCTION
      3. MORFOSIS EDUCATIONAL PHILOSOPHY
      4. CHANGING EDUCATIONAL INSTITUTIONS
      5. RECOMMENDATIONS
      6. CONCLUSION
      7. REFERENCES
    2. Chapter 9: Aristeia Leadership
      1. ABSTRACT
      2. INTRODUCTION
      3. FOUNDATION AND EVOLUTION OF ARISTEIA LEADERSHIP
      4. ARISTEIA LEADERSHIP
      5. QUALITIES OF A GOOD LEADER
      6. ARISTEIA LEADERSHIP AT ACS ATHENS: FROM THEORY TO ACTION
      7. CONCLUSION
      8. REFERENCES
      9. APPENDIX
    3. Chapter 10: The i2Flex Methodology
      1. ABSTRACT
      2. INTRODUCTION
      3. BLENDED LEARNING
      4. BLENDED LEARNING IN THE K-12 EDUCATION ENVIRONMENT
      5. BLENDED LEARNING: THEORETICAL FRAMEWORKS AND MODELS
      6. BLENDED LEARNING IN THE CLASSROOM
      7. THE iFLEX METHODOLOGY
      8. THE PRAXIS OF THE iFLEX METHODOLOGY
      9. CONDITIONS FOR THE SUCCESS OF THE iFLEX METHODOLOGY
      10. SUMMARY
      11. REFERENCES
    4. Chapter 11: A True Manifestation of gMp
      1. ABSTRACT
      2. INTRODUCTION
      3. MANIFESTING THE GLOBAL MORFOSIS PARADIGM: DOGS IN LEARNING (DiL)
      4. THE DOGS IN LEARNING PROGRAM
      5. THE ROLE OF THE INSTRUCTIONAL DOGS IN THE LEARNING PROGRAM at ACS ATHENS
      6. IMPLEMENTING THE DiL PROGRAM (GRADES 1 TO 5)
      7. INITIAL FINDINGS
      8. TOWARD A SUCCESSFUL IMPLEMENTATION OF DiL: LESSONS LEARNED
      9. RECOMMENDATIONS FOR FUTURE RESEARCH
      10. CONCLUSION
      11. ACKNOWLEDGMENT
      12. REFERENCES
  12. Section 3: Voices from the ACS Athens Trenches: i2Flex Manifestations in the Classroom
    1. Chapter 12: Principals' Corner
      1. ABSTRACT
      2. INTRODUCTION
      3. LEADING THE ELEMENTARY SCHOOL PATH TOWARDS iFLEX
      4. IMPLEMENTING iFLEX IN THE MIDDLE SCHOOL
      5. CONCLUSION
      6. REFERENCES
    2. Chapter 13: Setting the Stage for i2Flex
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. MAIN FOCUS OF THE CHAPTER
      5. A CLASSROOM TEACHER’S PERSPECTIVE
      6. “IT’S THE “e” ON MY COMPUTER!”
      7. SOLUTIONS AND RECOMMENDATIONS
      8. CONCLUSION
      9. REFERENCES
      10. KEY TERMS AND DEFINITIONS
    3. Chapter 14: The i2Flex Instructional Methodology Implemented in Middle School Classes for Young EFL and Foreign Language Learners
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. iFLEX IMPLEMENTATION
      5. THE EFL CLASSROOM
      6. THE GERMAN AS A FOREIGN LANGUAGE CLASSROOM
      7. CONCLUSION
      8. REFERENCES
      9. APPENDIX 1
      10. APPENDIX 2
      11. APPENDIX 3
      12. APPENDIX 4: EFL/ESL PROGRAM – STANDARDS AND BENCHMARKS, ACS ATHENS, GREECE
      13. APPENDIX 5
    4. Chapter 15: Hooked on Mathematics
      1. ABSTRACT
      2. INTRODUCTION
      3. THEORETICAL FRAMEWORK
      4. THE ACS ATHENS MATH STUDIO
      5. TECHNOLOGY
      6. MATH UNIT OF WORK
      7. STUDENTS’ EXTENDED RESEARCH PROJECT
      8. THE CoI FRAMEWORK
      9. STUDENT PERFORMANCE AVERAGE SCORES ON UNIT ACTIVITIES
      10. FUN WITH GAMES, ACTIVITIES, PUZZLES, ACTIVITIES, PUZZLES, PROJECTS AND INVESTIGATIONS
      11. ADDITIONAL EVENTS
      12. CHALLENGES AND RECOMMENDATIONS
      13. CONCLUSION
      14. REFERENCES
    5. Chapter 16: Towards a Model of Playful Learning
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. ACS ATHENS ACTION RESEARCH PROJECT
      5. INTERVENTIONS
      6. CONCLUSION
      7. REFERENCES
    6. Chapter 17: Flipping and Flexing in Science
      1. ABSTRACT
      2. INTRODUCTION
      3. MY “FLIPPED” JOURNEY
      4. CONCLUSION
      5. REFERENCES
      6. APPENDIX 1
      7. APPENDIX 2: EXCERPT FROM STUDENT SURVEY
      8. APPENDIX 3: iFLEX LESSON PLAN
    7. Chapter 18: Creativity in Interdisciplinary Teaching
      1. ABSTRACT
      2. INTRODUCTION
      3. LITERATURE REVIEW AND INTRODUCTION TO iFlex METHODOLOGY
      4. IMPLEMENTATION
      5. CONCLUSION
      6. REFERENCES
    8. Chapter 19: “Reverse Engineering” of IB History Exemplars
      1. ABSTRACT
      2. INTRODUCTION AND OVERVIEW
      3. CLASS DESCRIPTION: CHALLENGES OF THE IB HISTORY CURRICULUM
      4. WHAT DID I WANT THE STUDENTS TO LEARN?
      5. OVERVIEW OF THE iFLEX LESSON DESIGN
      6. SPECIFIC STEPS OF THE PROCESS
      7. FORMATIVE ASSESSMENT AND PREPARATION FOR THE FACE-TO-FACE FOLLOW-UP
      8. PUTTING IT ALL TOGETHER WITH FOCUS ON THE FACE-TO-FACE
      9. HOW DIFFERENT THIS WAS FROM WHAT I USED TO DO?
      10. WHAT RESULTS HAVE I NOTICED?
      11. WHAT HAVE I LEARNED THAT I CAN SHARE WITH OTHER PRACTITIONERS IN SIMILAR CONTEXTS
      12. WHAT CHALLENGES HAVE I ENCOUNTERED?
      13. WHERE TO NEXT?
      14. REFERENCES
    9. Chapter 20: Fitness Revisited
      1. ABSTRACT
      2. INTRODUCTION
      3. DIGITAL TECHNOLOGIES IN PHYSICAL EDUCATION
      4. MOBILE LEARNING IN PHYSICAL EDUCATION
      5. ACTION RESEARCH IN MY iFlex CLASS: GOALS AND METHOD
      6. TEACHER AND STUDENT FEEDBACK
      7. CONCLUSION
      8. REFERENCES
    10. Chapter 21: i2Flex and the Community of Inquiry Framework
      1. ABSTRACT
      2. ACS ATHENS AND 21 CENTURY EDUCATION
      3. BLENDED LEARNING, iFLEX, AND CoI
      4. iFLEX IN THE IB FRENCH CLASS
      5. REFLECTION ON THE EVALUATION OF THE iFlex THROUGH THE CoI
      6. FINAL THOUGHTS AND A FEW CHALLENGES
      7. REFERENCES
    11. Chapter 22: Implementing Virtual Lab Learning to High School
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. SETTING THE SCENE FOR VIRTUAL LAB LEARNING IN PRACTICE
      5. IMPLEMENTING THE iFlex METHODOLOGY IN MY CLASS
      6. OUTCOMES OF VIRTUAL LAB LEARNING IN MY CLASS
      7. REFLECTIONS ON IMPLEMENTING VIRTUAL LAB LEARNING IN MY CLASS
      8. FUTURE EXPECTATIONS: THE NEXT STEPS
      9. REFERENCES
      10. APPENDIX
    12. Chapter 23: The Humanities Program
      1. ABSTRACT
      2. INTRODUCTION AND OVERVIEW
      3. INNOVATION
      4. ORIGINS AND DEVELOPMENT OF THE COURSE
      5. OPERATIONAL DEFINITIONS
      6. THEORY AND PHILOSOPHY
      7. COURSE DESCRIPTION AND COMPARISON TO ORIGINAL COURSE
      8. INTRODUCTION: TWO CASE STUDIES
      9. CASE STUDY 1: HONORS iFlex HUMANITIES FOR THE ACS DIPLOMA
      10. CASE STUDY 2: THE iFlex ENRICHMENT COURSE
      11. SHARING WHAT WE HAVE LEARNED WITH OTHER PRACTITIONERS IN SIMILAR CONTEXTS
      12. CONCLUSION
      13. REFERENCES
      14. APPENDIX A: FIELD STUDY RUBRIC
      15. APPENDIX B: ILLUSTRATION OF THE i2Flex MODEL
      16. APPENDIX C: ILLUSTRATION OF THE i2Flex MODEL
      17. APPENDIX D
      18. APPENDIX E: SYLLABUS “CLASSICISM AND ROMANTICISM IN FRENCH ART AND THOUGHT”
      19. APPENDIX F
    13. Chapter 24: Entering the i-World of Teens
      1. ABSTRACT
      2. INTRODUCTION
      3. DIGITIZATION AND EDUCATON: THE iFLEX MODEL IN LIFE CHOICES
      4. COUNSELOR REFLECTIONS: CHALLENGES AND LIMITATIONS
      5. CONCLUSION
      6. REFERENCES
    14. Chapter 25: The Effects of i2Flex Learning on Students' Holistic Well-Being and Academic Success
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. 21 CENTURY SKILLS/META-COMPETENCIES
      5. REFLECTIONS
      6. METHODOLOGY
      7. DATA OVERVIEW
      8. RECOMMENDATIONS AND FURTHER RESEARCH DIRECTIONS
      9. CONCLUSION
      10. REFERENCES
      11. APPENDIX
  13. Compilation of References
  14. About the Contributors