Blended Learning and Education for the Future

Name: Blended Learning and Education for the Future
Price: 400 EUR

Why this is Erasmus+ eligible

Structured, multi-day programme (5 days) with a pre-defined schedule and learning outcomes — not a passive lecture format.

Built around interaction: participants engage directly with the trainer and with peers from other countries throughout the course.

Transnational by design — open to participants travelling from outside the host country, a core requirement of Erasmus+ mobility funding.

Aligned with the Erasmus+ horizontal priority: Digital Transformation.

The Erasmus+ Programme Guide names digital transformation as a horizontal priority, stating that "the Erasmus+ programme plays a key role in supporting citizens of all ages in acquiring the digital skills and competences they need to live, learn, work, exercise their rights, be informed, access online services, communicate, critically consume, create and disseminate digital education content" (Erasmus+ Programme Guide 2026, Part A – Priorities of the Erasmus+ Programme, p. 8).

Source: Erasmus+ Programme Guide 2026, Key Action 1 — School Education Mobility.

Overview

Ask a staffroom what blended learning is and the answers arrive as examples rather than definitions: the platform, the videos, the year the school went remote. Ask which model the school is using and the room goes quiet. That gap is the practical problem — a school cannot choose between things it cannot name, so it keeps doing the one it fell into.

There is a definition, and it is stricter than the word suggests. The Clayton Christensen Institute settled it across two papers, in 2012 and 2013, and it has three parts. The student learns partly through online delivery, with some element of control over time, place, path or pace. The student learns partly at a supervised location away from home. And — the clause that does the work — the online and face-to-face parts are connected into one integrated learning path, rather than running alongside each other. A worksheet uploaded to a platform satisfies none of the three. Most of what schools describe as blended fails on the third.

The same body sorted the field into four models: Rotation, Flex, A La Carte and Enriched Virtual. Rotation covers four distinct arrangements of its own — station rotation, lab rotation, flipped classroom and individual rotation. That makes seven arrangements in total, and they are not interchangeable versions of teaching online sometimes. Each one answers a different question about timetable, staffing and where the devices are.

The Institute also split them by how they behave inside a school. Three sit comfortably on top of an ordinary classroom. Four ask the school to change something it has not yet agreed to change. That second split is usually what decides whether a proposal survives the staff meeting, and it is almost never discussed.

By Friday you have tested your own current practice against the three clauses, and worked through all seven arrangements for what they cost as well as what they give. What you write is a one-page proposal for a single named course or subject in your own school, with the drawbacks stated rather than hidden. It has an answer ready for the question that always comes: why this model, and not another one.

Methodology

Classified Before Chosen

Nothing gets designed until it is named. Every arrangement discussed during the week is placed in the taxonomy first, so that a choice can be defended by what it is rather than by how it felt to try.

Your Timetable Is the Constraint

Every working session runs against your own year group, timetable, staffing and device count — the four things that decide which arrangements are open to you and which are not.

Drawbacks Named Out Loud

Each arrangement is worked through for what it costs as well as what it gives, using the benefits-and-drawbacks format the Institute publishes alongside the framework. A proposal with no stated drawbacks does not survive a staff meeting.

What you'll take home

Test any activity against the three clauses of the Christensen Institute’s definition, and say whether it is blended learning or a lecture with a login page.

Name all seven arrangements, place them correctly under the four models, and explain which classroom problem each one solves.

Judge which arrangements your own timetable, staffing and device count actually allow, and which would require a change your school has not agreed to.

Design the connection between the online and face-to-face halves of one course: what crosses between them, when, and who reads it.

Personalise by pace, path and prior attainment — the variables the framework itself uses — and explain to a colleague why matching activities to “learning styles” is not one of them.

Daily programme

Icebreaker: each participant describes, in two minutes, the most blended thing their own school already does. The descriptions are kept and used again at the end of the day
The definition clause by clause: online delivery with some student control over time, place, path or pace; a supervised location away from home; and the online and face-to-face parts connected into one integrated path
Why the third clause is the one that fails, and what “connected” has to mean in practice for it to be true
The shape of the taxonomy: four models — Rotation, Flex, A La Carte, Enriched Virtual — with Rotation covering four arrangements of its own. Where the popular flat list of “seven models” comes from and what it hides
Working session: this morning’s descriptions are tested against all three clauses. Which of them is blended learning, which is a lecture with a login page, and which is one clause away

Warm-up: short written descriptions of real classroom arrangements, sorted into the taxonomy in pairs before any of them is named
Station Rotation and Lab Rotation: the same arrangement in two places, and why the location changes the staffing, the timetable and the cost more than it changes the teaching
Flipped Classroom as one arrangement inside the Rotation family rather than a philosophy of its own — what the taxonomy actually requires before it counts, and why homework done online is not it
Individual Rotation: the individualised playlist, who or what sets each schedule, and the point at which it stops being maintainable by one teacher
Working session: benefits and drawbacks for all four, written against your own year group, timetable and device count using the Institute’s own analysis format

The three arrangements in which online learning is the backbone rather than one station among several
Flex: the teacher of record on site, the fluid schedule, and the staffing model it quietly assumes
A La Carte: a single course taken entirely online alongside face-to-face ones — usually a subject-availability decision, and the arrangement most schools can adopt without touching the rest of the timetable
Enriched Virtual: required face-to-face sessions with remote coursework, and where it sits between blended learning and a fully online school
Sustaining or disruptive: the Institute’s own split — station rotation, lab rotation and flipped classroom on one side; flex, a la carte, enriched virtual and individual rotation on the other — and what it predicts about which proposals survive contact with a school
Working session: each participant shortlists two arrangements and writes down what each one would require that their school does not currently have

The third clause in practice: the handover between the online part and the room. What a teacher needs to know on Monday morning that the platform recorded on Sunday night, and what to do when nobody looks
Assessment across both halves: what is worth checking online, what only works face to face, and how to stop the two producing separate and contradictory pictures of the same student
Personalising by pace, path and prior attainment — and why “learning styles” is not a fourth variable: what was tested, what was found, and what to say when a colleague raises it
What a chatbot does to the online half: now that content delivery is the leg a student can shortcut, which of the seven arrangements is most exposed and what has to change in the design
Working session: writing the connection points into your shortlisted arrangement — what crosses between the halves, at what moment, and whose job it is to read it

Each participant’s one-page proposal is examined in small groups: the three clauses satisfied, the drawbacks named, and a sustaining-or-disruptive read on how it will land in their school
The staff-meeting question, rehearsed out loud: “why this model and not another one”, answered from the taxonomy rather than from preference
Revision time: participants amend their proposal before taking it home
Course evaluation and reflection on learning
Certification ceremony

Please note: sessions run from 09:30 to 15:00, Monday to Friday, with a break for lunch. Timings can shift a little to suit the venue and the group. If you'd like a specific topic covered, let us know when you apply — the confirmed day-by-day schedule is sent to registered participants ahead of the course.

Certificate: we issue the Certificate of Attendance to everyone who's present for at least 80% of the course — tracked with the daily sign-in sheet (see Certificate & assessment).

Equipment: a few of our courses ask participants to bring a laptop — check the day-by-day programme above, or ask us if you're not sure.

Need a formal invoice or proforma for your school's records? Ask us — we issue official invoices with the participant's name and course details.

Materials & tools

Staker and Horn, Classifying K–12 Blended Learning (Christensen Institute, 2012) and Christensen, Horn and Staker, Is K–12 Blended Learning Disruptive? (2013) — both published free of charge and worked with directly from Day 1 to Day 3

The Institute’s own models-and-analysis handout, used as the benefits-and-drawbacks format in the Day 2 and Day 3 working sessions

Your own timetable, year-group, staffing and device information, which every working session runs against

A one-page proposal for a single named course or subject, built across the week and revised on Day 5

Certificate & assessment

This is a Certificate of Attendance, not an exam-based qualification — recognition comes from completing the structured programme, not from passing a test. The real, lasting value is in the competencies listed above under What you'll take home.

Erasmus Mobility Academy

Certificate of Attendance

Blended Learning and Education for the Future · 5 days · 25 hrs

+ Europass Mobility document

Type your name above — clearly marked "SAMPLE" in the PDF, not an official document.

The real certificate is signed by your trainer and EMA's authorised signatory. Your own signature isn't on this document — it's captured separately, on the Europass Mobility document.

Need to verify a real certificate? Check it online using the serial number and participant's full name, or contact us directly — [email protected], OID E10304561.

Attendance

Tracked using a sign-in sheet with one signature per participant per day (paper or digital). This record is used to issue your Certificate of Attendance and Europass Mobility document. View sign-in sheet (PDF)

Output

Every participant leaves with a completed Dissemination & School Impact Plan — a step-by-step template for applying the course back at your school (see below).

Feedback

An end-of-course evaluation form is sent to every participant after the course ends — a chance to reflect on what you've learned and how you'll apply it, and it helps us keep improving the course for future participants.

Your paperwork

Keep your travel tickets, boarding passes and (if you used green travel) any related receipts — your school or National Agency may ask for these for their own Erasmus+ reporting.

How to prepare

Choose one course or subject before you arrive — a real one you teach, not the school in general. Every working session during the week runs on that single case, and a proposal written for “the school” is the one that never gets adopted.

Bring the numbers that decide what is possible: how many devices your students can reach and where those devices live, who controls the timetable, whether a platform is already in place and who administers it, and how much of your teaching time is currently fixed by someone else.

No particular platform experience is needed, and no tool is taught. The week is about which arrangement fits your constraints; the software your school already has is treated as one of those constraints.

Practical information

Registration & documents

Not sure how registering works or what paperwork is involved? See our full Registration & Documents guide — from applying to your Certificate of Attendance, in one place.

Invitation letter

Need a formal invitation letter for your school or embassy? Request one — we send it within 2 business days. See a sample (PDF).

Learning Agreement

Prepared by our staff and sent to you and your school once your registration form is submitted — see what it looks like. See a sample (PDF).

Billing & invoicing

We issue official invoices/proformas with the participant's name and course details — ask us. Payment is due in full by bank transfer before the course start date. See a sample (PDF).

Airport transfer

Guidance on getting from the nearest airport to the venue is included in your welcome information.

Accommodation

We can recommend partner hotels close to the venue in the host city — ask us when you apply.

For your school / proposal

School impact

After completing this Digital & Innovative Education course, the participating staff member can transfer outcomes directly to their school: a short briefing for colleagues sharing the key takeaways, applying relevant tools or strategies from the programme in their own role, and inclusion of the course materials in the school's professional development resources — turning one person's mobility into a wider institutional gain that supports the school's European Development Plan. Use the Dissemination & School Impact Plan below to fill in your own — it saves as you go and can generate a one-page summary for your coordinator too.

Prefer a blank, course-independent version of this template? Get it here →

After the course

Participants will receive their certificates (Certificate of Attendance + Europass).

Participants will complete a general course evaluation and event survey.

Participants will receive course materials, videos, photos, and PDF documents in both digital and print formats.

Follow-up support: an email group is created for idea exchange, self-evaluation materials are provided, and participants receive a follow-up check-in after 3 months — by which point the proposal has usually either been put to a colleague or quietly shelved, and both outcomes are worth talking about.

Frequently asked

This course is an eligible training activity under Erasmus+ Key Action 1 (School Education Mobility) — the course fee, travel and subsistence fall within the eligible cost categories. Whether it is covered depends on your own project's approved grant agreement and your National Agency's rules; we provide all the invoices, attendance records and certificates your National Agency requires for reporting.

B1 is enough — you do not need to be fluent. Trainers speak slowly and plainly, every session is built around doing something rather than sitting and listening, and groups are mixed by nationality so people help each other out. A rough test: if you could follow a staff meeting held in English and ask a question in it, you will be fine here.

Absolutely — group bookings of 3+ from one school receive priority placement, and we can schedule a dedicated session for groups of 12 or more.

Our courses run on request at our centres in Antalya, İstanbul, İzmir, Mersin, Budapest, Bremen and Rome. Tell us your preferred city and dates and we will arrange a session.

Tuition, all course materials, both certificates (attendance + Europass Mobility) and a half-day guided tour of the host city with a local guide. Flights, accommodation and travel insurance are booked separately — we send a vetted hotel list.

You can move to any later session free of charge. Cancellations made 30+ days before the start date receive a full refund; a reduced refund applies closer to the date — see our full Cancellation & Refund Policy for the exact schedule.

The Erasmus+ Programme Guide names digital transformation as a horizontal priority, stating that "the Erasmus+ programme plays a key role in supporting citizens of all ages in acquiring the digital skills and competences they need to live, learn, work, exercise their rights, be informed, access online services, communicate, critically consume, create and disseminate digital education content" (Erasmus+ Programme Guide 2026, Part A – Priorities of the Erasmus+ Programme, p. 8). Frame it in your own project's terms — your National Agency's current call will confirm exactly how it applies.

Usually not, by the definition this course works from. It asks for three things: online delivery with some student control over time, place, path or pace; a supervised location away from home; and the online and face-to-face parts connected into a single learning path rather than running in parallel. A platform used as a filing cabinet meets none of them, and a good many well-run schools fail on the third without knowing it. Day 1 tests your own current practice against all three, which is where most participants find out where they actually stand.

Flipped classroom is one of the seven arrangements this course covers, and it has a course of its own because doing it properly takes a week. Here it is defined precisely, placed inside the Rotation family and compared against the other six — so you can tell whether it is the right choice for your school before committing to it. If you already know flipping is what you want, take that course. If the open question is still which model, take this one.