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• 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
• Appendix 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
• Threats 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
• Designing 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
• Chapter 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
• The Power of Culture in Schools
• How to Shape Culture
• The Power of Culture in Blended-Learning Implementations
• It’s Not Too Late
• To Sum Up
• Chapter 10 Discover Your Way to Success
• Discovery-Driven Planning
• Start with the Outcomes
• Create an Assumptions Checklist
• Implement a Plan-To Learn More
• Should We Go Forward, Change, or Shelve the Plan?
• To Sum Up
• Chapter 11 Conclusion
• Implement over Time
• Blended Learning Is a Team Sport
• Understand, Mobilize, Design, Implement
• Appendix: Questions for Discussion
• Index
• EULA