Thursday, October 15, 2009

Teaching by Example

It was not long ago that I was in a discussion about literacy. The discussion started off with more of a technology twist and then steered towards language arts as we got rolling. The main idea that we were discussing is that all too often teachers view themselves as the experts on the subject and therefore are the only ones who can do the work or activity or perhaps interact with a particular tool. The example that came up was about students editing.

Rather than teachers viewing themselves as the only one who can edit pieces of writing, why not teach the kids to be good editors? After all, we want them to grow up to be good editors, right?

I was reminded of this as I was going thru some old files on my computer. I came across a picture that I took of a field trip slip that my daughter brought home one day.

[caption id="attachment_26" align="alignnone" width="486" caption="Field Trip Slip Fail"]Field Trip Slip Fail[/caption]

I thought this was a good example of how even the experts can fail to take time for editing, especially when we are in a hurry. If we want our students to be strong academics - then we should be the role models and be sure that we don't send home things like this. If we want our students to be good at going through the writing process, we need to show evidence of having used the writing process ourselves.

Tuesday, September 29, 2009

Working With Free Stuff

Wow! I have to apologize for neglecting the blog for so long. Things have been slightly hectic lately. I have recently started a new position as a network administrator and IT consultant and have been busy getting my feet wet in that role.

Enough of my excuses!

Anyway, I have always been intrigued by the open source market. now I realize that the term open source does not equal free but certainly this is the way that we have come to use the term. When someone says "open source" they mean that it is free as opposed to referring to the fact that one has access to the source code for their own modifications. OK - I will admit that I am guilty of using the term that way myself - it would seem that the terms open source and free have become somewhat synonymous.

I recently decided to install Fedora 11 on an old desktop I had at the house as a means of testing how well it might work for a home computer. So far I have been pleased with how well it seems to work. That being said, it was not easy to get set up. While much of the software was pre-installed like Open Office, Evolution Mail, Totem, and Rhythmbox - any additional things to install were a bit more complicated than the standard Windows install package. For example, installing Flash player involved way more than clicking 'Download and Install'. It meant using the command line to login as root and type in additional instructions to complete the work. Certainly not a task for the average home user.

What I really like though, is that it works. The desktop environment is sharp looking and easy to navigate. I can browse the net, play CDs and movies, enjoy a game or two on Facebook, and open files created with Office 2007. If someone handed me a computer that was completely configured with all the necessities, all open source, I could still get the job done.

The question is - What is the potential for free and open source computing in our K-12 schools? Will the state of the economy and tight budgets have more IT staff thinking about these alternatives? What types of open source software are you using in your districts? I would love to hear more.

Tuesday, June 9, 2009

Moodle and the Gradebook

I recently gave a workshop to highlight the features of Moodle and then focus specifically on the gradebook. The gradebook feature is a very powerful tool at your fingertips for those of you that have access to Moodle. There are a number of nice functions...

  • Assignments that you create are automatically added to the gradebook for you

  • Quizzes will automatically grade and enter into the gradebook

  • SCORM packages will interface nicely with Moodle

  • Categories can be created to better organize your grades and assignments

  • Categories and grades can be weighted

  • Formulas can be created for complex grading schemes

  • Semester and quarter grades can all be kept together but output for each of them separately

  • You can export to Excel

  • You can set up parent access to student grades so that they can monitor progress

As with any piece of software, it will take some time to become familiar with the tools and the interface but I think that the benefits you might get from using the Moodle gradebook will outweigh any hassles.

Have you started moving any of your lessons online? If you have, regardless of which course management system you use, it is important to ensure that students have a way of being informed of their progress and of viewing their feedback.

Saturday, March 28, 2009

Hybrid Learning Wiki

I am launching a new wiki that is meant to collect thoughts on various educational tools. Share what you think are the pros and cons of the tool and share some ideas for how you use it in the classroom.

Help create this potentially very useful repository.

Hybrid Learning Wiki


Sunday, March 22, 2009

Are we providing our students with useful information?

While reading a book on web usability titled “Don’t Make Me Think”, by Steve Krug, I happened across a quote that comes from a Sherlock Holmes novel. The stage is set by explaining that Watson is quite surprised that Sherlock does not know that the earth travels around the sun. At this point, Sherlock explains that he cannot have useless information getting in the way of the useful information. He says…
“What the deuce is it to me? You say that we go round the sun. If we went round the moon it would not make a pennyworth of difference to me or to my work.”

How many of our students wander the halls each day with similar thoughts in their head? How many times have we heard them ask “When are we ever going to use this?” or “Why is this important?” Do we always have an answer? Do we always have a good answer? I have heard this question a number of times and I have often pondered on it without being asked but I am afraid that I have yet to come to a solid conclusion. Now don’t get me wrong, I love my subject area very much; I find it very interesting, very meaningful, and I love to share the knowledge with students. While this makes the information very useful to me, it does not mean that the information is useful or interesting to everyone else. I simply need to come to grips with that reality. Since our students come from many backgrounds with a wide range of experiences and aspirations it does seem reasonable to say that what we teach may be useful to some and worthless to others and while I understand that some of what we teach our students is universally critical to achieving success in the nation today, I also know that some of it is not. This is not an easy thing to swallow, especially when we are talking about the topics we each feel so passionately about that we decided to share it with thousands of students we will no doubt see throughout our careers as teachers. It hurts to know that maybe they don’t care about the same things.

So how much of our student’s valuable time is wasted in classes that do not provide them with the tools and information that is useful to them? State requirements for graduation with a high school diploma varies from state to state but I wonder how many of the additional credits that students need to graduate from high schools around the country come from courses that are useful or interesting to the lives of the students who take our classes?

I realize that the idea of usefulness is relative, which makes me wonder if changing a teaching style, differentiating instruction, making more hands-on activities, or implementing any of the latest teaching techniques will truly have the desired impact on students that we are looking for. A common goal among many schools is the development of responsible citizens and life-long learners. Are we discouraging this by forcing material on them that they feel is neither personally interesting nor useful to their future plans? I posit that life-long learners would be easier to create if they were always engaged in learning that was useful or interesting to them during their four years of high school. I posit that responsible citizens are formed through a combination of things such as providing a safe environment to learn, showing genuine care for them, helping them to make continuous improvements no matter how small, giving constant encouragement, creating notable experiences and value, making connections to the real world, and keeping them engaged.

It would be just as foolish of me to think that 100% of our students will be fully engaged for four whole years solely in classes they find useful or interesting as it was for President Bush to think that No Child Left Behind might actually work but maybe we can make some positive gains by taking a more critical look at how we do business. I love the idea of well rounded students but exactly how well rounded are they after a few short years out of high school?

There are so many ideas here that warrant a discussion - please tell me what you might be thinking. How do we transform the way we educate our nation's children into something that is relevant, engaging, and effective in order to produce high quality citizens who are able to function effectively and are capable of meeting the needs of our country in the years to come?

Saturday, March 7, 2009

How are you using your wiki?

I started thinking about the wiki and the collaborative possibilities that it really has.

I think we have all seen the power of the wiki from the size and success of Wikipedia. The question is... how can we harness the power of the wiki for our classrooms?

Here are just a few ideas that come to mind and I know that there are so many more.

  1. Have students 'write' the textbook for your course based on your daily lessons over the duration of the course.

  2. Have students deposit thoughts for group projects and agree on a final deliverable.

  3. Have students gather information from as many outside sources as possible.

  4. Have students contribute to a fun way of connecting content to everyday relevant things.

  5. Have students collect notes for absent students into the wiki.

To expand on number 4 just a bit further... I stumbled upon this idea one day about a month ago or so with my meteorology students. Somehow we got to talking about a particular song that made some references to the weather in it. It dawned on me that there were an awful lot of songs with weather and climate references in them. I decided to create a wiki and encouraged the students to add songs and artists to the wiki as they thought of them to see how big of a list we could get by the end of the semester. Periodically I will take a few minutes and play one from the list. People really connect to music and I thought this was just one way that students could get excited about what we are learning.

These ideas are just a tip to the iceberg. What types of activities do you have your students do using a wiki? What wiki site do you use?

I look forward to hearing from you.

Friday, February 13, 2009

Possible Mind Mapping Tool

Many teachers enjoy the use of mind mapping exercises in their classrooms. Here is a very sharp looking tool that is free and very easy to use. I really like the potential this has for students to use in a project for either online or brick and mortar classes.

The tool is called Lovely Charts and while I find the name makes me feel awkward as I use it and talk about it, the charts it makes are pretty nice.


This is an example of a small chart that I threw together in just a few moments and I like the way that it looks. There are lots of icons that can be used for flowcharts, wireframes, sitemaps, and other diagrams. I think this could easily be used for a mind mapping tool given the basic symbols and the very easy addition of arrows to the project. Sizing and placement of the items on the screen is very easy. You can save your work and you can also export the diagrams as JPG or PNG files.

I think that it is worth checking out. What types of ideas do you have about how this could work in your classes? I look forward to your thoughts.

Thursday, February 5, 2009

Google Docs

I really enjoy the use of Google Docs for collaborative projects. I recently had my students this semester do their first project using it. It was a very simple project that simply asked them to work together to fill in a chart. The ease of the assignment was planned as part of the goal was to introduce them to Google Docs which none of them had heard of before. As they become more proficient with the tool, the projects will become more involved.

Initial feedback from the students was positive. They enjoyed being able to work together in that way even though their respective schools were more than 2 hours apart. I also assigned different colors for the students to use when editing the document so that it was easy to tell with just a glance who contributed what. This was something that they also appreciated.

At first, it is a small challenge to restrain from doing all the work and letting others do some. I have had to have students in the past go back in and delete some things so that others in the class would have an opportunity to contribute. As time moves on, the students become more comfortable and I think they feel a sense of responsibility not to let the others down since it is easily visible who is putting forth their fair share. It is a new and needed experience for the students to work together in this way.

Does anyone have any stories about how they have used Google Docs in the classroom? I would be interested to know what you have done with it.

Saturday, January 31, 2009

Crossing the Gap with Skype

OK - imagine that one of your students goes on vacation with the family and is going to be gone for a few weeks.

How do you continue to educate them so that they are not weeks behind when they return?
One possibility is through the use of Skype.


One of the teachers in our district is using Skype to bridge the gap. Above you can see the webcam that he hung from the ceiling so that the student could see and hear what was going on in real time with the rest of his classmates. When the student has a question, he can speak up and the class can hear him through the computer speakers.


The webcam is positioned near the front of the room and the teacher writes large enough on the whiteboard so that it can still be picked up by the webcam. Prior to the student leaving, we provided the student with a laptop and webcam. I installed Skype on it and created a generic, temporary account for the student to use. So far, the teacher feels that it has been working well.

Has anyone else had situations like this come up in your schools? How do you work to continue educating your students when they are gone for extended periods of time? I look forward to hearing your stories.

Tuesday, January 27, 2009

Technology Facilitates Excitement

It is difficult for me to express in words how elated I am as a result of the level of excitement displayed by my students as they embrace the technology of our course. I thoroughly enjoy the smiles and the laughter and genuine interest in both the subject matter and the other students in the course.

I really feel a strong sense of community with my students as we not only talk to each other live via the TV screens but also as we welcome each other into the chat sessions. I really appreciate the level of respect that the students are already showing each other in the physical and virtual classroom. It is amazing to witness the interactions between students when they are allowed to share their voices, to open up, and to listen to each other.

The use of technology truly facilitates this. Blogging to share opinions and ideas, forums for great conversations, live chat for immediate feedback and assistance, wikis for collaborative group efforts, etc. The possibilities are endless and the results are fantastic.

Does anyone have some stories to share about how technology has generated excitement in their classrooms?

Sunday, January 25, 2009

Starting Out Fresh

Monday brings with it a whole new group of students to my ITV hybrid course. For students who have never taken an ITV course (Instructional Television), this is already a new experience. For those who have taken them before this will still be a new experience.

No 45-minute lectures but discussions about how the content applies to their everyday life, sharing ideas, collaborative projects, and building relationships with one another over the airwaves. Our 45 minutes together each day is too precious to waste by me doing all the talking and silencing my students. They have a voice too. I share this with my students on the first day. I let them know that they are important and that I care about what they have to say.

Building this course into a hybrid one facilitates the sharing of their voices both to me and to their peers. Even though students are located at up to 4 different schools, they can still work together on group projects. They can still share their thoughts both synchronously through live chats and over TV as well as asynchronously through discussion forums and blogs. Students do not have to worry about sending or receiving faxes, waiting for packages from the delivery service, or waiting for grades until the end of the semester. All of these things are well managed through Moodle where all of the content and assignment instructions are stored. We spend a good chunk of the first day playing with the technology, setting up the required accounts, etc. This is exciting for them from my experience.

Students have been very receptive to the heavy use of technology in my courses. They are very open and generally very fluent with the various tools that I have them use, even when it may be a new tool for them to begin with.

My goal is for the students to walk away from my class on the first day saying, "Wow, that was really different, but also very cool." I want them to experience some 21st century learning.

Good luck to all of you that are starting new classes this week. Does anyone have any cool stories to share about how they start their classes?

Thursday, January 22, 2009

Screencasting and Mastery

I watched the video from Wesley Fryer's blog about a couple teachers that are using vodcasts, or screencasts as I prefer to call them, to deliver the lecture content to their students.

While using screencasts in this way is not a new idea, I wanted to draw your attention to the method of content mastery that they are using with their students. They have created a nice little system to better facilitate mastery of the subject matter.

The video is a little over 20 minutes but is worth watching as there are a lot of great ideas in it. This is especially true if you are unfamiliar with screencasting and the potential that it has for your classroom. The teachers also made mention of Moodle which is an open source CMS or content management system. Housing the screencasts within Moodle allows them to keep track of what the students are doing, when they are doing it, and a good general sense of how long they were engaged in each activity.

I noticed that the teachers used Snapkast to create their screencasts. There are some other products out there that will allow you to create similar recordings and each one works a bit differently. Here are just a few to consider along with Snapkast.

This video truly provides a great example of how technology can be used to facilitate  excellence in the classroom. Technology really can work together with traditional settings to enhance learning. Checkit out and try somethig new today.

Tuesday, January 20, 2009

A Technology Tale of Horror

Today I participated in a meeting designed to brainstorm some ideas for infusing technology into a unit of instruction for social studies teachers at various levels from elementary through high school. Overall, I felt the day was very productive and our group is going to piece together a very fun culminating activity for the unit.

That, however, is not the focus of this post. I wanted to share what was, from my perspective, a horror story that some fellow educators are living with on a daily basis.

I had an opportunity to engage in conversations about learning and technology with two teachers from a different school district. The discussion was disheartening to say the least. The teachers indicated their disgust at being under such stringent controls that they cannot even make purchases with their own money to try and enhance the environment for the students. They have only one computer in the room which is used for e-mails, grading, attendance, and a few other mundane activities. They have been waiting for a long time to receive some technology that was supposed to have been purchased long ago.

Here we have some teachers that are willing and eager to begin using some technology in their classrooms but the district seems to be uncooperative from their point of view. As a technology specialist myself, I reflected and shared some of my philosophy about technology integration, and was genuinely sad for these teachers. I truly wish that I was able to do more for them but it is really out of my hands.

It seems to me that many of these types of lockdown situations are a knee-jerk reaction to something that happened in the past which perhaps caused the district a little more grief than they wanted or possibly a fear of such a situation in the future - maybe even a little of both.

The reality is that if we, as educators, are going to be expected to train today's youth for their future, then we ought to have all the necessary tools we need in order to make that goal a reality. Certainly, out of respect, I would expect at least a reasonable amount of support.

Do any of you have a story about your districts not allowing access to powerful, relevant, and engaging technology tools for the classroom? Does anyone have a success story of how they overcame such a situation? I look forward to your stories.

Sunday, January 18, 2009


So I went out this weekend and purchased one of those cute little Acer Aspire netbooks for $300. While I admit that I was drawn to them based on sheer curiosity and wanting to touch the technology, I was ultimately interested in them for my oldest daughter to use for school work. I have seen a couple varieties of these - one that has a 120 to 160GB HDD and one that has an 8 to 16GB SSD. There is a big difference there in storage but not in price. I decided to go with the one that had an SSD.

Here is the low down...

  • 8.9" screen

  • 3 USB ports

  • VGA port

  • Ethernet

  • built in wireless

  • web cam and mic

  • card reader

  • headphone and mic jacks

  • 1 GB RAM

  • Windows XP

  • 8 GB SDD with 8 GB SD expansion for 16 total

Acer Netbook

I spent a bit of time configuring this little fella. I started by deleting all the junk that comes pre-installed like the trial versions of antivirus software and MS Office. MS Works was also scrapped. I loaded up Firefox, Open Office 3.0, Skype, Audacity, AVG 8 free, and Thunderbird. After it was all said and done, I still had about 12 GB of disk space left. BTW, there is not an optical drive with this but I have all of my free installers on a flash drive at the ready so it was simple to install these things.

I tested the start-up time and was about 1 min 30 from cold boot to off and running which I felt was pretty good. I tested the webcam with Skype and it worked very well. Overall, I am rather impressed with this one so far. I have used one of the Samsung Q1 UMPCs before and I think this is much better - especially with the full keyboard. It even came with a fully charged battery. I was expecting to have this plugged in for a while on the first night but it was good to go right out of the box (except for the windows set-up stuff). The battery got me a good 2.5 hours without hitting critical battery level.

I found that it was also cheaper to purchase a portable DVD player case to use as the case for the Acer. The bags that they were selling for them were 10 to 15 dollars more. The DVD cases fit perfect so I went that route.

I wouldn't mind seeing a fleet of these go out to a classroom as a mobile lab to see how well they work in that regard. These seem like they could be a nice 1:1 possibility. They are very light, compact, and perform the functions that a student would need to do. The SSD is a nice feature in that the netbook can be moved around without fear of damaging a HDD with spinning parts.

Has anybody got a story to share about using these netbooks in the classroom? Perhaps a small review of one of the other kinds or one that has Linux on it? I look forward to hearing from you.

Friday, January 16, 2009

Make Screencasts for Free

I recently came across a free web-based screen capture tool. Here is a short screencast that I made to test the effectiveness of the tool.

The tool can be found at and I found it very simple to use. I did not notice much in the way of editing the video itself. It appears that if you want to change something you may have to redo the whole screencast. It did look like you could add on more though. The audio seemed good and the panning was pretty smooth. For a free tool, I thought this was impressive, especially for use by teachers that are new to screencasting and want to give it a try.

Tuesday, January 13, 2009

A Practical, Relevant Use for Cellphones in the Classroom

Today I experimented with a free online tool called Poll Everywhere that allows students to participate in a poll that yields real-time data. What is the big deal, you ask?

The big deal here is that students vote by using their cellphones. They send in a text message to the appropriate number as given on the poll that you design. If you have the graph projected for the class to see, they can watch the graph update immediately as votes are cast. There is no need to even refresh the screen.

Poll Everywhere pic

The above picture is a screenshot of a quick field test that I did with a small class of students. It was fun to watch them willingly pull their phones from hiding and text their votes. (FYI, we threw 'NO' vote in there just to mix things up and watch the graph update. The students were all for it.) The idea was really to try and get some first impressions from the students on engaging in this type of activity in the classroom. The response was a positive one.

I also like the idea that a teacher can get a sense of how well the students are grasping the material with a tool like this. Imagine asking the students a test type multiple choice question via the poll - All students can respond anonymously - giving the teacher a very fast sense of where students are as a group. Sure, Q&A sessions can still be done via the 'raise your hand and wait until I call on you' method but you often get the same group of kids that will raise their hand and speak up. Students do not want to be embarrassed if they do not know the answer. This way allows the teacher to see where the whole class is very quickly by getting feedback from everyone on the same question with no hard feelings.

It is interesting to note that when I asked the students in the class what type of texting plan they had - 100% said they had the unlimited plan.

A teacher can sign up for the free plan which will allow them to create as many polls as they want which can be responded to by up to 32 people. That would cover most classrooms.

Does anyone have any stories to share about using this tool in their classroom? I would be interested to hear what types of uses you have come up with for the tool.

Sunday, January 11, 2009

Great Inspiration

I recently listened to a podcast from Wesley Fryer which was basically a recording of a radio interview done at CJOB out of Winnepeg, Canada.

The interview centered on Darren Kuropatwa, a mathematics teacher who uses technology in his classroom to engage the students.

I want to highlight one idea in particular that teachers can reflect on and consider. Darren uses blogs for "scribe posting" with his students. Each student takes a turn summarizing the day and what they learned then selecting the next student to be the scribe for the next day. Darren talks about the level of engagement and preparedness this helped to create for the students.

I felt that this was an excellent use of blogs and wanted to help spread the word.

I would encourage all teachers to take the time to listen to the interview as there is a lot of wonderful ideas and inspiration to be had from it.

A link to Darren's copy of the interview can be found here.

A link to an example of one of Darren's class blogs is here.

Saturday, January 10, 2009

Learning to Walk

First Steps

I am reminded of my 5 children as they each learned to walk. At first they worked on standing and shuffling along the length of a table or couch, then they tried to venture forth without the aid of the furniture which often involved some surely frustrating 'crash and burn' experiences but with continued efforts were able to make it across the room safely. Now, I would consider them all expert walkers. In fact, they can even jump, run, play soccer, and ride bicycles! However, as we are all aware, even the most elite of athletes still have their share of 'crash and burn' moments. My children are no different. I am no different. I have been walking for over three decades and I still get tripped up from time to time. Hopefully we figure out where things went wrong and make the corrections. Hybrid learning is no different.

A Walk Down the Virtual Path

When we get started with trying to deliver our curriculum using technology, we should be as toddlers who work to stand, shuffle, and finally make walking look easy. As with learning to walk, making the transition to hybrid learning will take some time and there will be some 'crash and burn' moments but with continued efforts we can and will succeed in this as well. Even the most elite of teachers using technology have their share of 'crash and burn' moments. I am no different. You are no different. Hopefully, we can figure out where things went wrong and make the corrections. This is learning.

Getting Started

OK, so it is time to start experimenting with hybrid learning. Here are some things you may want to consider...

1. What kinds of tools do I have at my disposal?

  • Check with your district technology team to find out what kinds of software might be available within the district for you to use. You should also ask permission before downloading and installing new and unfamiliar software.

  • Check with the educational service agency for your school to find out if they have any resources available.

  • These contacts may also be able to provide you with good information on many free resources and tools that can be found on the internet.

  • Scan some blog sites (like this one) :) for helpful tools, tips, and tricks.

  • Ask some fellow teachers what they might have for ideas.

  • Talk with your principal about any potential budget money that could be used to make a purchase.

2. Try one new thing at a time

  • Don't expect to convert an entire course overnight or in a week for that matter. "Mile by mile, it takes a while but inch by inch, its a cinch." Make small progressive steps towards your goals.

  • Build up your level of comfort with the technology before diving in with the whole class. Understanding the interface and available functions so that you are able to assist students with questions easily will save a lot of time and stress in the long run.

  • There will undoubtedly be some tools that work for you and others that don't. Test them out individually and continue to use the ones that work well with your lessons.

3. Modify an existing lesson rather than create a new one

  • Taking part of a lesson and transferring pieces of it to an online format will be much faster and less stressful.

  • Have students use a discussion forum, create a wiki, or collaborate on a presentation online rather than having a Q&A session or making simple powerpoints.

4. Don't give up!

  • You will have some things that you try which just don't work. Try a different tool for the job, maybe it will work better. Not all tools are created equal.

  • Have a vision for what you want to accomplish with technology and remain steadfast in reaching it.

  • It is OK to ask for help. There is always someone that is willing to help you succeed.

  • Continue to build your hybrid learning toolbox. Take a course, be inquisitive, take initiative.

  • Learn from your mistakes. Make the corrections. That is how we learn, right? It is OK to make mistakes. Do not be afraid to take a risk and try something new.

Are you learning to walk or are you already running? What have you done to start learning to walk? I look forward to your thoughts.

Wednesday, January 7, 2009

The Best of Both Worlds

Why the Blog?

Before you start asking questions, the answer is no, this is not about Hannah Montana.

This is about the wonderful combination of the traditional classroom and computer technology. A marriage of sorts between partners for whom age is not an issue. Like restoring that old, rusty '57 Chevy that still runs into a sweet cherry red collector for all to admire as it is driven down the street.

Education is a wonderful thing. Technology is a wonderful thing. Combining these two things opens up the possibilities to create an amazingly powerful experience for both teachers and students. The key is to take the best of both worlds and apply them in creative and innovative ways that engage our students in the act of learning subject area matter and 21st Century Skills.

This is Hybrid Learning.

This is where the chalkboard and technology converge and learning takes on a new form. You can give new energy and life to your traditional classroom by adding online components. This blog will gather and share information and resources via links, articles, podcasts, and videos. Feel free to use the ideas in your own classroom.

Beware the Pitfalls

Certainly, integrating technology into your curriculum successfully takes some practice and there will likely be some times when all you have planned will fail miserably. Our goal is to help you along the way and minimize those times when all seems lost.

Look on the Bright Side

Hybrid Learning can be a huge success as well as a lot of fun and I hope that you are able to use the information and resources that make their way here to help minimize the mistakes and ensure that the failures are not quite so 'epic'. Let's stick together as a learning community full of educators and trainers by helping each other. Work hard to set your goals for making hybrid learning possible in your classroom, stay the course and "rock out the show"!