
Blended Learning and Education for the Future
This session has already taken place. The dates below are the next available runs of the same course.
About this course
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…
Methodology
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.
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.
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.
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Aggregated across all EMA courses, not specific to this session.
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