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New Designs for School

Failure is Not an Option; Sometimes, It’s Necessary

According to speaker Kevin Jones, failure is an essential part of success.
New Designs for School

The Fallacy that CBE Students Don’t Learn

​Beyond questioning what students are learning, there are those who suggest that the learning is somehow lesser in CBE programs than what occurs in a traditional model. It simply isn't true.​
New Designs for School

Financial Planning for Improved Student Success and Completion

Recently, Austin Peay State University​ participated in NGLC’s Breakthrough Models Incubator.​
Building Community

Finding and Telling Your Educator Story of Innovation

Sharing stories of innovation, progress, even failure can be an impactful way for educators to rally the support of their community & inspire others to redesign schools.
New Designs for School

In Finland, Perhaps It Really Is All About the Kids

What is the secret of Finland's successful education system? It all seems to boil down to this one thing.
Technology Tools

Get More “Tech” from Your Learning Technologies

​To get the most from edtech, first identify your learning challenges and desired outcomes and then select the right learning technologies to make this happen.​
New Designs for School

Get More Traction for Your Awesome Universal Design for Learning Program, Part I

Are you aware of the common misconceptions about Universal Design for Learning? This post just might challenge your thinking on the topic.
New Designs for School

Get More Traction for Your Awesome Universal Design for Learning Program, Part II

​This second post in Tobin's series explains why UDL isn't equivalent to providing accommodations, and it isn't only a focus for faculty members.​
Professional Learning

Getting Better at...Getting Better in Education

​Every educator is committed to getting better. Period. Improvement science is a way for educators to craft interventions to solve their own problems of practice.​​
Reimagining Assessment

Getting the Most Out of Skill Practice

Practicing skills is important. But what is the right amount of practice and how much does a delay in feedback reduce its effectiveness?