Talk:Blended Learning in K-12/Design of Blended Learning in K-12

Max and Steve: what started as a few changes turned into a significant re-write. I hope I maintained the integrity of the original. In general, I was trying to be direct, use the active voice and frame the section in terms of the definition of instructional design as a process. My thinking is that we can use that structure, analysis, delivery system, materials & activities and evaluation, for the chapter. Perhaps it is my equivocation nature, but I shied away from assertions like "fool proof" or "poor planning is the (emphasis mine) reason...

My fear is that all I have accomplished is prose butchery and lost focus. If so, we can reinstate a previous version or modify this one.

Geoff

I just reviewed what I wrote last night. My transition from the second to the third para is weak. I'l work on it. - G

Does this section fit? {It is important to determine your role as a K-12 teacher in the learning process. Should it be one that is primarily directive or facilitative? Also, decide the importance of interaction amongst the students. These questions may be answered differently depending on the grade level being taught. In any event, blended learning lends itself to learner-centered, teacher-guided (as opposed to teacher-directed), interactive, and student-collaborative learning.}