On April 2, 2016, the Highlander Institute and the Christensen Institute showcased the best blended learning implementers from across the nation in Providence, Rhode Island, at the Blended & Personalized Learning Conference.The conference featured national district, building and classroom leaders answering questions in small, intimate fireside chats along with tactical and hands-on workshops showcasing the step-by-step practices that have led to successful implementation across the country.Some of the featured experts included: Richard Culatta, Chief Innovation Officer at the RI Office of Innovation Beth Rabbitt, Partner at The Learning Accelerator Alex Hernandez, Partner at the Charter School Growth Fund (CSGF) Julia Freeland Fisher, Director, Education at Clayton Christensen Institute Phyllis Lockett, CEO at LEAP InnovationsSome of the featured implementers included: Rebekah Kim: Principal at Midway Elementary School | Des Moines, WA Scott Frauenheim: Principal at CICS West Belden & CICS Bucktown | Chicago, IL Cary Matsouka: Superintendent of Milpitas Unified School District | Milpitas, CA Jessica Anderson: Teacher at Powell County High School | Deer Lodge, MT
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Cuccolo & Green’s (2025) report highlighted the relationship between students’ assignment submission patterns and final course scores. Given that pacing has important implications for student performance, knowing what assignment submission patterns look like across schools with varying demographics could help prompt early identification and intervention. As such, this blog explores students’ assignment submission patterns based on school-level demographic information.
Explore how immersive VR simulations helped students step into real-world roles: from EMTs to chefs, all without leaving the classroom.
In this blog, MVLRI researchers synthesize the key findings from two research studies about student assignment submission patterns in Michigan Virtual online courses.
In this interview, MVLRI researchers discuss key findings from a report highlighting how personalized, consistent, and timely communication in online courses can help students feel more connected to their online teachers and may also impact their success in the course. This blog also explores practical strategies for communicating effectively and building relationships with online students.
This blog digs into the key findings from two MVLRI research studies exploring educator engagement with professional learning (PL), their beliefs about implementing what they’ve learned, and insights into continuing to tailor PL to meet educators’ needs.