16 Tips from Blogging Experts for Beginners

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I’ve heard blogging referred to a couple of times recently as a mixture between an art and a science. If this is true (and I think it is), there’s no ‘right way’ to approach blogging if you want to be successful. There are plenty of people who’ve done a great job of it though, and I thought it would be useful to learn from them.

These 16 bloggers shared one important tip each for blogging beginners. No doubt, even if you’re not a beginner these tips will probably prove to be useful.

1. Get ideas from your audience

Create blog posts that answer the most interesting questions from people you engage with on social media.

Dave Larson, founder of @tweetsmarter

This can be a great way to gather ideas of what topics people would most like to read about, which will help your blog grow! One of the best ways I’ve seen this in action is through blog comments or Tweets. In one example, here on FastCompany a lot of people requested a post that features more women entrepreneurs:

blogging advice - screenshot

Now, a few weeks later adding such an article where just women contributed and built great businesses was a big hit:

blogging advice - fastco screenshot

2. Understand your audience

Understand your audience better than they understand themselves. It takes a lot of upfront research, and often means being a member of the very tribe you’re trying to lead – but it pays off.

Brian Clark, founder and CEO, Copyblogger

Understanding your audience better means you’ll have a better idea of what blog content will resonate with them, which is a good start when you get to writing blog posts.

A great technique for doing this is to simply ask your readers first on Twitter, Facebook or LinkedIn with an engaging quote. If people respond well to it, than this is probably a great topic to write about. An example for this comes from Andrew Chen who famously “tests” his blogpost ideas on Twitter first.

And so does Joel here at Buffer. Take this example from a recent Twitter post of his, where he simply tweeted one quote to see how well people liked a topic before he blogged about it:

blogging advice - tweet

3. Write for yourself first

Write for yourself first & foremost. Ignore the fact that anyone else will read what you write; just focus on your thoughts, ideas, opinions and figure out how to put those into words. Write it and they will come.

Adii Pienaar, founder of PublicBeta

Adii’s experience in writing for himself firstly has made a difference to his blog in ways he didn’t expect:

Yes, since I’ve been writing for myself, I’ve found that I write more and I publish more often. I think though that the main reason for that is that I don’t decide whether to publishing something based on the traction / reception that the post will receive within my audience; instead if I want to publish something, I do so. For myself.

 

4. Build your email list

Start building your email list from day one. Even if you don’t plan on selling anything, having an email list allows you to promote your new content to your audience directly without worrying about search rankings, Facebook EdgeRank, or other online roadblocks in communications.

Kristi Hines, freelance writer and professional blogger

When you’re asking readers to sign up for your email list, you might want to try experimenting with different language. Willy Franzen found that his subscription rate jumped 254% higher when he changed his call-to-action from “subscribe by email” to “get jobs by email”:

blogging advice - subscription rate

Using this phrase more clearly tells Willy’s readers what they’re signing up for, which clearly worked well!

5. Love your existing readers

Love the readers you already have. A lot of bloggers get quite obsessed with finding new readers – to the point that they ignore the ones they already have. Yes – do try to find new readers but spend time each day showing your current readers that you value them too and you’ll find that they will help you grow your blog.

Darren Rowse, founder of ProBlogger

Focusing on your readers is a great way to get to know them better (see tip #2). I love the way Daniel Burstein describes blog readers’ expectations of you as a blogger:

A blog is really two things. One, simply a piece of technology, a platform. But, two, it is a promise in the minds of most readers, who expect that the blog should have actual content with some elements of value that is hyper-targeted to their needs. Much like with a newspaper. Readers don’t just look at a newspaper as newsprint that is delivered on their driveway every morning. They look at it as valuable information about their city, where they live, and the things that they do.

6. Focus on building an amazing call-to-action

I screwed up for years. I’d blog and blog. Some of my posts were doing very well on places like Hacker News, but I had such hard time getting return visitors. And very few people bothered to follow me on Twitter.

Don’t rely on people to do the work to find your Twitter account. Don’t rely on them to do the work to find your details in a sidebar. People are blind to sidebars. Thanks banner ads!

Finish your blog post with some kind of call to action to signup for an email list or follow you on Twitter. When I started doing this, I immediately increased my Twitter followers by 335% in the first 7 days.

Nate Kontny, founder of Draft

Nate uses a simple call-to-action on his blog now, that looks like this:

blogging advice - nate screenshot

This particular technique we’ve also tested here on the Buffer blog and found it to work amazingly well to bring attention to other blog posts we’ve written, like this:

blogging advice - buffer ss2

or to Buffer product features, like this:

blogging advice - buffer ss

7. Give stuff away

Give away free content that adds value to people’s lives “until it hurts” and they will love you and become loyal fans.

Jeff Bullas, blogger and author of Blogging the Smart Way

A great example of this is the research done by Incentivibe, who found that adding a giveaway contest pop-up to the bottom-right of their website led to 125% more email subscribers.

blogging advice - contest

8. Be consistent

Consistency is one of the most important things that bloggers tend to forget. It’s much easier to lose your traffic than it is to build it up, so make sure you consistently blog.

Neil Patel, founder of KISSmetrics

A study by Hubspot showed that consistent blogging actually leads to higher subscriber growth rates:

Over a two-month span, businesses that published blog entries on a regular basis (more than once a week) added subscribers over twice as fast as those companies that added content once a month.

blogging advice - subscriber growth

9. Give away your knowledge

Don’t be afraid to showcase what you know. Too many bloggers hold back the good stuff out of fear of giving away the “secret sauce.” There is no secret sauce in a world where everyone has high speed Internet access at all times. Today, you want to give away information snacks to sell knowledge meals.

Jay Baer, author of Youtility

Jay’s advice is to share the knowledge you have, rather than keeping it tucked away for a rainy day. Chris Guillebeau follows this advice by offering two free, downloadable PDFs to his readers. Chris also does what Jay calls giving away “information snacks to sell knowledge meals.” On both of the free PDF download pages, Chris markets his book on the right-hand side.

blogging advice - cg

10. Be true to your voice

Stay true to yourself and your voice. People don’t care to follow sites so much as they care to follow people.

Chris Pirillo, founder and CEO, LockerGnome

Another blogger who advocates the importance of the writer’s voice is Jeff Goins. He says that your voice is the most important, yet over-looked part of blogging:

Writing isn’t about picking the right topic; it’s about finding the right voice. What matters, what readers really resonate with, isn’t so much what you say, but how.

11. Give it time – This is why

Plan to invest in blogging for a long time before you see a return. The web is a big, noisy place and unless you’re willing to invest more over a greater period of time than others, you’ll find success nearly impossible. If you’re seeking short-term ROI, or a quick path to recognition, blogging is the wrong path. But if you can stick it out for years without results and constantly learn, iterate, and improve, you can achieve something remarkable.

Rand Fishkin, CEO of Moz

Rand shared these great images with us from his wife’s travel blog, Everywhereist, which shows just how long it can take to see a return on your efforts:

blogging advice - rand1

blogging advice - traffic

12. Give your email list priority

If you’re blogging to create a business, a movement, or to support a cause, then you need to build an email list. It’s not an option. I don’t even consider my blog to be my community, my email list is my community. Caring about these people, writing for them, and delivering value to them should be your number one goal.

James Clear, entrepreneur, weightlifter and travel photographer

When the New York Public Library focused on growing email subscription rates, this simple home page design with information about what readers could expect to receive boosted numbers by 52.8% over a more complicated version with less information about the actual newsletter:

blogging advice - nypl

13. Write catchy headlines

No matter how great your content is, it won’t matter unless you have an amazing headline. People have a split second to decide if they should click on your post, and your headline will make them decide. The headline is also essential in making it easy and desirable for people to share your post. Keep your headlines SPUB: simple, powerful, useful and bold.

Dave Kerpen, author and CEO of Likeable Local

Something we do at Buffer is to test several different headlines for each of our blog posts to determine which ones works best. Here’s an example of what that might look like:

blogging advice - headlines

You can read more about this particular approach in more depth here: A scientific guide to writing great headlines on Twitter, Facebook and your Blog

14. Be Yourself

There isn’t one specific set of rules to be successful in blogging. When I started blogging, I had the opportunity to learn from experienced and successful bloggers in the industry. One of the best lessons I’ve learned from them is to simply be me. I didn’t have to be too “professional” or use “big words” to impress others. I had to simply be me.

By being me, I enjoyed writing and the process more. It had me writing more than I usually would too. If you look at the the most successful writers like Seth Godin and Chris Brogan you’ll notice that they are different and unique in their own ways.

Aaron Lee, social media manager, entrepreneur and blogger

Moz CEO Rand Fishkin agrees that telling your company’s story is important, as opposed to following a formula for successful blogging:

Emotion and storytelling have been part of how we communicate with each other and inspire action for thousands of years.

15. Keep it short

Biggest lesson I learned in my past year of blogging. Keep it in the 1–2 minutes read-time length.

Derek Sivers, founder of Wood Egg

Working out the best length for your blog posts can be tricky. You generally need about 300 words minimum to get indexed by search engines, but otherwise the length of your post is up to what you think feels best.

Derek Sivers noticed recently that his shorter posts were much better received by readers and seemed to be shared more, unlike his longer posts:

When I’ve written articles that were too long or had too many ideas, they didn’t get much of a reaction.

When I read books, I often feel bad for the brilliant idea buried on page 217. Who will hear it?

Stop the orchestra. Solo that motif. Repeat it. Let the other instruments build upon it.

The web is such a great way to do this.

Present a single idea, one at a time, and let others build upon it.

According to this Chartbeat graph below, many visitors to your site won’t bother scrolling, and most visitors won’t read more than about 60% of what you’ve written. Keeping it short and sharp then, could be worthwhile.

blogging advice - chartbeat graph

If you’re looking for a general guide to blog post length, Joe Pulizzi’s blog post, “A blog post is like a miniskirt” might be useful:

A blog post is like a miniskirt.

It has to be short enough to be interesting, but long enough to cover the subject.

16. Make it worth referencing – here is how:

One thing I always try to keep in mind before publishing a post is would anyone want to “cite” this for any reason? Just like interesting research is great because it leaves you with a fascinating finding or an idea, I like for my posts to be the same. That doesn’t mean relying on research, but simply making sure each post has an original lesson or actionable item, making it “citable” on the web.

9 #EdTech Problems You’re Facing

Technology in education isn’t new, despite what it might feel like. The Internet is older than most beginning teachers and depending on how you define “technology,” you have to admit that it’s always been an iterative change process.

However, it does seem as though we’re finally at a breaking point where our old systems have stretched to their absolute capacity for the influx of new technologies. In layman’s terms: we’re maxed out and something has to change. Here are 9 problems that #edtech needs to fix, in 3 categories: #1-3 are about Communication, #4-6 are about Visibility, and #7-9 are about Pedagogy.

  1. Parents. No, not the parents themselves, but rather our communication channels with them. We need better methodologies in place to have open, honest, transparent conversations with the parents of the students we teach. Involving parents in the educational process is the single greatest contributor to an increase in student achievement.
  2. Students. I’m sure education would be much easier if we just had robots for kids, right? But that would be boring and that’s not our world. Nobody signed up to be a teacher because it was easy and that would be a waste of our talent. Instead, we need an edtech solution to how we can keep communication channels open with our students about their learning. Much like we need more dialogue with parents, we need students as active participants in their own learning as well. Students need to have voice and choice when it comes to their learning and so far, edtech has provided a lot of choice, not so much voice. Tools like Remind101 and Edmodo are changing the paradigm around the conversation of student learning and I encourage others to follow suit.
  3. Universal IEPs. This is a problem you probably didn’t know we had. Here’s the scenario: students identified as qualifying for special education services have a meeting once a year where their teachers look at the instructional practices that work or don’t work for that specific student. They set goals for the year and identify any new strategies that could be tried. They talk about the future of this specific child’s education and, as a team, commit to working together for their benefit. Oh, and did I mention that the student is part of this process as well? They are in the room while this is taking place, interacting with these educators, administrators, diagnosticians, and their parents. They are actually a co-creator of their learning. Why don’t all students get this? Time and money. This represents the single biggest opportunity of edtech, in my humble opinion. Show me a tool that provides easy pathways to have a conversation about a specific student with all of their stakeholders with identifiable outcomes and recommended practices for the upcoming school year and I will show you a billion-dollar idea and one that will completely change the face of education.
  4. Data. Teacher-accessible data that is clear and easy to understand just doesn’t exist. Data analysis is right up there with ‘root canal’ in most teachers’ prep times. And let’s not even start down what data visibility looks like for students and parents (it’s nonexistent). Companies like Eduvant and Metryx are looking to change this, but the edu-pool is big enough for all to play in. Let’s stop talking about data-driven decision-making and actually do it.
  5. Soft Skills. Remember, back in the day, when we had character education? For some, it was even a class! We’re pretty focused on cognitive skills (reading, writing, arithmetic) but we’ve passed the buck on our non-cognitive skills like empathy, respect, and leadership. Yes, we could point fingers at why we think these skills have fallen by the wayside, but the past doesn’t have to determine the future: we can choose to value these again and edtech can help. We need tools to help us track and identify the impact of these skills. We need to be able to demonstrate them and show employers how valuable our skills are: cognitive and non-cognitive.
  6. Lesson Planning. Somewhat surprisingly, we still need edtech to step in when it comes to lesson planning. We need embedded state standards. We need collaboration. We need idea discovery mechanisms. We need sharability. We need transparency. There is so much opportunity here and I am excited to watch companies likeTrinketPlanboard, and Common Curriculum as they seek to innovate this space.
  7. New tools. This one might seem a little ‘meta’ at first, but hang with me. Teachers need to know what to use in their classroom and how to use it. It needs to be easy and it needs to be fast. Please don’t tell a teacher to go to a conference or “search the Internet” or “join a Twitter chat” to find the latest tools. Yes, these will work, but they are horribly inefficient. Keep an eye on great tools like EduClipper and what they’re doing in this space.
  8. Entrepreneurialism and the Maker Movement. Teachers desperately need help here. If we want to see more entrepreneurs and more makers, we’ve got to create the spaces for our students to not only discovery but develop these skills. For this to happen, there need to be the resources in place to facilitate this kind of learning. It represents a pedagogical shift for sure, but education is ripe for this kind of innovation and we think the edtech community is primed to bring it. Here’s the bottom line: if you want entrepreneurs and/or makers and you are one, you need to create something to help expand the playing field. You need to get more folks into the game, not less.
  9. The Nature of Learning. The massive influx of personal computing devices into classroom environments represents a tidal shift in pedagogy. If we want teachers to be successful with these pedagogical shifts, we need to give them the support and resources they need to make them. More than just an app or a tool, teachers need training and practical steps to help them cross this chasm.

The 21st century is here and it’s brought some baggage. How will you turn it into an opportunity? Teachers, which of the above most resonates with you? Be sure to leave some feedback for us in the comments.

Digital Roundup

As online, or digital, learning grows across the nation, state legislatures are feverishly passing bills in an attempt to shape, propel, and, in some cases, stunt its growth. In 2012 alone, according to Digital Learning Now!, a national campaign run by former Florida governor Jeb Bush’s Foundation for Excellence in Education, more than 150 bills related to K–12 digital learning were signed into law. State legislatures were hardly less busy in the spring of 2013. But for all the action, nothing is happening in K–12 education that is remotely comparable to the pending digital disruption of the higher education system.

Many predict that recent innovations—including low-cost online universities, competency-based instruction, online partnerships between for-profits and traditional universities, and MOOCs (massive open online courses)—will quite literally transform higher education, as they threaten the future of large numbers of traditional postsecondary institutions. Although there are certainly political and policy obstacles to creating online educational opportunities in higher education, a great deal of innovation can take place outside of the reach of regulation. In the K–12 education system, however, replacing traditional schools with new schools powered by digital learning would require wholesale policy changes. As a result, even as digital learning grows rapidly in both sectors, the regulatory infrastructure that shapes K–12 education is likely to exert far greater influence on the ultimate effects of online learning.

The reasons for this disparity are many. In higher education, students have far more choices than they do for secondary school. College attendance is voluntary, and students can choose from among hundreds of institutions of varying cost and quality, including formal credentialed learning experiences and informal ones. Many people choose not to attend postsecondary institutions at all, as they find them too inconvenient or expensive. This creates opportunities for entrepreneurs to launch disruptive innovations that will likely replace many mainstream colleges.

But in the K–12 school sector, there is virtually no nonconsumption, that is, nearly every student has access to a government-funded school of some sort, and in fact state laws make attendance compulsory to a particular age. As a result, creating new digital-learning schools presents a direct challenge to the traditional education-system monopoly. Policymaking around digital learning in K–12 education is accordingly becoming more contentious as online opportunities expand. Because of these dynamics, the bulk of K–12 online learning will likely develop within schools rather than in competition with them, and squarely within the reach of regulation.

These realities became increasingly clear as the 2013 legislative sessions unfolded across the United States. Although many in the burgeoning education-technology start-up world downplay the role of policy, ultimately policy is decisive in a highly regulated system where school districts hold near monopolies over publicly funded instruction. Policy helps to determine the rules of the public education–technology marketplace: what will and won’t be funded, and what incentives will and won’t exist to create products and services that boost student outcomes.

Although students and families often have little consumer power in public K–12 education, and providers operate within a highly constrained system, digital learning is making headway, even when policy is less than fully supportive. In California, for example, schools from Silicon Valley to the inner-city neighborhoods in Oakland and Los Angeles are using blended-learning techniques to provide exciting new learning environments (See “Can Khan Move the Bell Curve to the Right?” features, Spring 2012, and “The Promise of Personalized Learning,” features, Fall 2013). Part of the driving force have been the cost constraints imposed on schools by the recent financial crisis. Such growth in digital learning, even without new state policy initiatives, may yet transform K–12 schooling, but it could also reinforce the inequities and weaknesses of the current system.

In the 2013 legislative sessions, the assortment of bills focused on K–12 digital learning ranges from the creation of commissions to study the modality to the funding of infrastructure to addressing student data issues. The most significant legislation in the states, however, clusters around three categories: 1) creating opportunities for students to take courses from alternative providers; 2) placing caps or moratoriums on full-time virtual charter schools; and 3) increasing flexibility in state requirements to make way for innovations such as competency-based learning.

Letting the Student Choose

The Florida Virtual School (FLVS) is one of the oldest, most established, and most highly praised staples of the K–12 digital-learning scene (see “Florida’s Online Option,” features, Summer 2009). When the state of Florida moved FLVS from a year-to-year line-item appropriation in the annual budget to a per-pupil funding model in 2003, public funds began following students to the FLVS course of their choice. Enrollments in FLVS soared. More than 148,000 students took FLVS courses in the 2011–12 school year. The funding does not just follow students to the online course; it also creates an accountability mechanism of sorts, as FLVS only receives payment when a student passes a course.

In 2011, Utah went a step beyond Florida and passed SB 65, which freed state education dollars to follow any high-school student to pay for an online course offered by any school district or charter school. If a student living in the Salt Lake City school district wants to take a particular online course that a full-time virtual school outside the district is offering, he or she now can, and the school district is not allowed to stand in the way. Utah’s funding mechanism pays online providers 50 percent of the per-pupil funding up front and 50 percent upon course completion. Currently, funding is not tied to any independent assessment of student performance. The amount the state pays per online course depends on the course subject. If a student takes an academic course, such as one in math, science, or language arts, the maximum payment permitted is $350. If a student takes a course in financial literacy, health, fitness for life, computer literacy, or driver’s education, the maximum amount that can be paid is $200.

Louisiana’s legislature has enacted similar legislation as part of an overall reform effort that included vouchers for students to attend private schools. After the state supreme court struck down the proposed funding mechanism, the Louisiana State Board tapped $2 million from an oil and gas trust fund to pay for the course-choice initiative. The law will accomplish many of the same things as Utah’s program. Dollars will flow to the provider that offers the course the student selects. The legislation authorizes up to one-sixth of 90 percent of the state’s basic per-pupil funds to follow a student to a state-approved online course. Students can take more than six online courses with public funding so long as the total cost is less than 90 percent of the state’s basic per-pupil funds. As in Utah, the online provider receives 50 percent of the funding up front and 50 percent upon student completion within the course’s published length. The course instructor, not an independent assessment, will decide whether the student has done well enough to complete the course. Unlike Utah, however, the state of Louisiana must first approve a provider—whether governmental, nonprofit, or for-profit—before it can offer courses to students. In addition, the new funding plan includes an cap on course enrollments of 500 per provider.

More states are following suit this year. Florida passed a bill allowing dollars to go not just to FLVS but also to other online providers, be they districts or even MOOCs. Texas passed a bill that expands on its Texas Virtual School Network (TxVSN) structure and created a choice program that, like those in the aforementioned states, gives students the right to take courses from online providers outside the district. The law is limited, however, as it only allows students to take up to three online courses in a given year, and the payment mechanism in Texas appears to be more ambiguous than those in other states. Michigan passed a similar measure that expands the online choices available to students. Governor Rick Snyder’s budget bill allows students to take up to two online courses offered by another district each semester without having to receive the consent of the student’s resident district except under a few limited circumstances. The state will maintain a catalog of available online courses, and the resident district will pay 80 percent of the cost of the online course upon enrollment and 20 percent upon completion as determined by the outside district.

Course choice programs create considerably more options for students, but questions about their potential impact remain. First, it’s not clear how many students will avail themselves of the new options. In Utah, the only state with a program that has been in operation for any length of time, the number of courses taken outside the district appears to be modest thus far. Still, some argue that the number of students who take advantage of their new choices is less important than the competitive environment the program creates. Because funding can follow the student out of a school district at the course level, districts have a new incentive to bolster their own digital-learning offerings and keep the funds in the district. Consequently, one way to gauge success may be monitoring how districts respond to these measures. Indeed, several districts in Utah have created blended-learning schools, in which some instruction is online. Also, the shift from funding mere enrollment to funding course completion may be an important milestone on the road toward a competency-based learning system. Still, today, most initiatives do not go so far as to tie funding to independent assessments of student performance, thus replicating some of the counterproductive incentives in the existing system to serve students but not necessarily serve them well.

Capping Full-Time Virtual Schools

Political battles over virtual charter schools provide even more compelling evidence of the strength of the opposition to online learning within K–12 education. In higher education, it has proven politically impossible to prevent even for-profit, fully online universities from competing directly for students with brick-and-mortar institutions. Although these institutions have come under pressure from the U.S. Department of Education for inducing students to take loans that they will not be able to repay, the for-profit university bird is still flying. But in K–12 education, access to full-time virtual schools, which provide comprehensive education services to their students, remains uneven and, in many states, highly controversial. Districts are usually free to start up full-time virtual schools for their own students, but operating full-time virtual schools for out-of district students or statewide is a different story. In the school year ending in 2013, 31 states allowed full-time, multidistrict online schools. The previous year they served roughly 275,000 students. But continued growth may be stymied by legislative action in the same ways that states have placed limits on the numbers of charter schools that can be authorized and the numbers of students who can attend them.

In Tennessee this year, a new law places a ceiling of 1,500 students on initial enrollment in any full-time, multidistrict virtual school. It also dictates that students outside the district in which the virtual school is operating may not comprise more than 25 percent of the school’s enrollment. If a public virtual school meets expectations under the Tennessee Value-Added Assessment System, then the school may grow, but no matter how well a virtual school does, its total enrollment may not exceed 5,000 students.

Political drama has followed in Illinois as well, where a full-time virtual charter school’s plan to operate across 18 school districts prompted legislators to draw up a moratorium on new virtual charters and to charge a charter commission with studying the matter.

The campaign against virtual schools is also under way in other states. A bill introduced in Maine prohibits any new virtual charter schools. In Pennsylvania, spurred by stories about underperforming virtual schools, legislators have proposed stark funding limits for existing full-time virtual schools as well as a moratorium on the establishment of any new one before 2016. Opposition to digital-learning opportunities can break out even where no virtual schools exist. The New Jersey Education Association filed a lawsuit against two blended-learning charter schools that opened this past year in Newark. Absurdly enough, the lawsuit alleged that, in essence, the schools should not be allowed to operate because they were virtual schools, even though they were not. The union lost the suit, but the fight is not over.

If one wants to generalize from New Jersey, a case can be made that online learning via virtual charter schools is essential to the broader digital-learning movement, because they absorb the opposition’s main line of attack. In the absence of full-time virtual schools, teachers unions and other opponents use their resources to attack blended-learning charters, even though the latter do not differ in legal structure, brick-and-mortar presence, or enrollment practices from other charter schools. Although digital learning in K–12 education may not grow significantly outside of existing school structures as it has in higher education, pushing for policies that safeguard the development of new models of online schooling may be critical for digital learning to have any transformational impact, even inside existing schools.

The opposition has cited concerns about the quality of virtual schools as the chief justification for stalling their growth. An increasing number of full-time virtual schools are simultaneously growing enrollments and failing to make Adequate Yearly Progress (AYP) in states across the country. Some of the most critical studies ignore the fact that virtual schools now serve many high-school students who had previously dropped out of or had significant problems in more traditional schools (see “Questioning the Quality of Virtual Schools,” check the facts, Spring 2013). Barbara Dreyer is CEO of Connections Education, the second largest full-time virtual-school provider in the nation. In an article in The AdvancED Source, Dreyer discusses the students who enroll in Connections Academy and notes that “33 percent indicated they have not been successful academically,” and “about 30 percent of the new students [Connections Academy serves] enroll after the start of the school year.”

A 2012 report by iNACOL, the International Association for K–12 Online Learning Association, titled “Measuring Quality from Inputs to Outcomes: Creating Student Learning Performance Metrics and Quality Assurance for Online Schools,” argues that none of the existing metrics for judging schools captures adequately the true performance of full-time virtual schools. It suggests that a better accountability system would look at five indicators: student proficiency, individual student growth, graduation rate, college and career readiness, and closing the achievement gap. Because no states today track these measures adequately, capturing the true performance of full-time virtual schools has been difficult. As a result, efforts to expand the schools or cap their growth make judgments based on limited information at best. Advocates argue that access to a full-time virtual-school option is critical for those who need it; others say we need more time for study before extending such access to be sure it is a high-quality option. Without a valid accountability system in place, it is hard to know.

Unseating Seat Time

For digital learning to succeed, students need to be given credit mainly for the amount of knowledge they have acquired, rather than for the amount of time they have spent taking a particular course. But seat time in a classroom has been the measure of elementary and secondary education for more than a century, and most state aid formulas are based, in some measure, on the number of days a student is in school. The policy change that is potentially most transformative would alter the rules for compensating school providers to reward knowledge and skills acquired instead of time served.

In an effort to move toward an education system that is focused more squarely on student outcomes than on inputs, advocates for digital learning have identified policies and regulations that lock in rules around seat time as some of the most pernicious. Competency-based learning—in which a student only progresses once he or she has demonstrated mastery of a concept or skill—is critical for digital learning to optimize the experience for each child. For true competency-based learning to emerge, policy changes are necessary. This is true not only for K–12 education, incidentally, but also for the majority of colleges and universities. Institutions that choose to implement competency-based learning may need to seek waivers from current regulations in order for students to obtain access to public funds, such as student loans and Pell grants. Policy change is less important for the few emerging forms of higher education that are so affordable that their students do not rely on public funds.

A scant few years ago, the mention of competency-based learning in a state legislature would draw blank stares. Increasingly, however, states are seeking ways to move beyond the seat-time system, with its accompanying pacing guides and tests given at fixed times, toward competency-based measures of learning. Some legislatures are working to give greater flexibility and autonomy to schools and districts in hopes of spurring innovation, whereas others are directly creating competency-based pathways for students.

Legislation that gives students a choice of provider for each course begins to unshackle learning from seat time by affording students the flexibility to progress at their own pace through their online courses. Utah is taking further steps toward competency-based learning for all schools: in the 2013 legislative session it passed a law that requires the state board of education to make recommendations about the funding needed to develop and implement competency-based education and progress-based assessments prior to the 2014 legislative general session. The bill lists the issues the board must think through in determining an appropriate performance-based funding formula and permitting a school district or charter to establish curriculum standards and assessments that would result in course credit if the student demonstrates competency in the subject. This legislation could move its current online course-choice program from rewarding mere course completion to rewarding true student performance.

In Idaho, legislation recently enacted expands on an existing pilot program. The law allows any district or charter school to submit an application to move to a mastery-based progression system of learning. Just how many institutions will apply and win state approval remains to be seen.

Competency-based learning is on the agenda in other states as well. A Vermont bill that Governor Peter Shumlin signed into law, called the “Flexible Pathways Initiative,” requires each K–12 student to have a personalized learning plan, but it also includes a variety of pathways in which “credits awarded shall be based on performance and not solely on Carnegie units [a measure of hours spent in class].” In Texas, a new law offers similar opportunities, as it allows students to accelerate through grades or courses if they pass a board-approved test that must be administered by districts at least three times a year. Although not actually competency-based learning, the measure breaks down the artificial distinction between secondary and higher education and might open up more opportunities for competency-based funding of courses in the longer run.

Other states are offering more flexibility for school districts to spur innovation. In Florida, a new law allows school districts to establish innovation schools of technology, or blended-learning schools. The Alabama Accountability Act permits “programmatic flexibility or budgetary flexibility, or both, from state laws, including State Board of Education rules, regulations, and policies in exchange for academic and associated goals for students that focus on college and career readiness.” To receive this flexibility, districts must submit an innovation plan for approval.

Conclusion

As all this suggests, state policy is crucial to the spread of digital-learning opportunities at the elementary and secondary level. A review of recent legislative action reveals policies that are constantly in flux and differ quite markedly from one state to another. Some have hoped for model digital-learning legislation that could handle all the various issues related to digital learning and push it to be of high quality and student-centric. Others have hoped to isolate digital learning from other policy issues, and yet digital learning touches on several areas of state code. Even adopting model language for funding online courses from one state and transporting it to another creates challenges for legacy state codes. One-size-fits-all legislation that creates a coherent framework in which digital learning can grow is, as a result, likely a pipe dream.

The only guarantee seems to be that even as K–12 digital learning—or certainly the hype around it—continues to expand, efforts to regulate and channel the new instructional models will be both frantic and uneven. Some will fight to stunt their growth, and others will seek to give them more freedom. Still others will seek to provide more access, so long as it is focused on student outcomes. If the digital transformation of higher education continues apace, it will have a major impact on secondary schooling as well. However things end up, state policies seem certain to play a major role.

Michael Horn is executive editor at Education Next and executive director of the education program at the Clayton Christensen Institute.

Are You Ready to Be Relevant, Or Will Natural Selection Happen to You?

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In 1859, Charles Darwin advanced his theory of natural selection. It states that for a species to survive, production of variations in traits needs to occur throughout generations. Though he formed his theory while observing animal species on an island chain over 150 years ago, Charles Darwin could have just as easily been talking about teachers today. As such, there are certain characteristics of effective teaching that lead to an extra survival probability in the classroom. After reading the following six traits, ask yourself, are you primed to remain relevant, or a potential victim of educator evolution?

Pursuing professional development is not an exception, it’s the rule. Blogs, Twitter, wikis, podcasts, Edcamps, and other social-learning activities are not simply add-ons, but complements to what thriving teachers and principals do. In the 21st century, best practices are being crowd-sourced and largely found online. Whether or not you have time to log on isn’t a relevant concern anymore. It’s an expectation.

Collaborating with colleagues is a fundamental extension of a willingness to grow. About as obsolete as classroom desks are classroom doors. Successful educators are engaging in rich and meaningful discussion with professional learning communities on a regular, if not daily, basis. Contrary to using their prep time for photocopying or updating grades, collaborative colleagues analyze student data and create differentiated instruction to meet individual learners’ needs so that every student has an equal opportunity to grow, succeed, and achieve.

Creating context in the classroom isn’t explaining when math students are ever going to use the quadratic formula beyond Algebra. It is students engaging in work that actually matters. Teaching content standards is important, but learning in a meaningful context is essential. To survive as a teacher today, ensure that your students are too busy asking how they can demonstrate their learning to be asking how much work they actually have to do.

Sharing student work on social platforms follows from adding context to the curriculum. Instead of asking students to turn their work in, require them to publish it online. Why else would we spend our time working on a project if we weren’t going to share what we did with the world? In addition to creating an authentic audience to motivate quality engagement with learning, having students publish their polished projects on the Internet is assisting them in establishing a positive digital footprint long before they will ever wish they had one.

Offering autonomous learning paths is also a practice whose time has come. School is the only place where we are expected to leave our personal pursuits at the door. Apparently, they aren’t valuable enough to budget classroom time for. Not anymore! Allowing students to design self-directed learning projects isn’t en vogue. It’s encouraged by neuroscience. Whether that is time carved out of the day for Genius Hour or a pedagogical approach through quest-based learning, it is imperative that we empower our students by acknowledging that what drives them is at least as important as what drives the curriculum.

Building bridges beyond the blackboard through connecting with other classrooms, experts, and cultures can not only transform your teaching but take instruction to new heights. No longer do you need a school-bus, permission slips, and a cooler full of sack lunches to leave the classroom for the day to explore the greater world. With an Internet connection and a webcam, endless opportunities abound. Software such as Skype, Google Earth, Adobe Connect, and Ustream, along with social networks including Twitter, Google+, and Instagram provide a number of avenues to exit the classroom for an academic journey that will move students to higher order levels of thinking. By designing virtual field trips, video conferences, live streamed productions, and more, your classroom can be as large as you allow it to be.

It’s not sexual selection, but it’s just as important; adopting characteristics of effective teaching leads to survival of the fittest in education. Failure to evolve most likely won’t cost you your job. Much worse, it will cost you your students as they disengage and daydream about getting back to real life, real meaning, and really anything other than what you have to offer. So, are you willing to steer your own HMS Beagle or let natural selection happen to you?

Boost Science Literacy with Music

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If you ever watched Bill Nye the Science Guy, you probably remember the song parodies his episodes featured, which rewrote the lyrics of popular songs with scientific themes. Sure, getting the song stuck in your head will probably help you remember a few facts, but the benefits of music to learning science could go beyond just helping your memory.

Check out this recent article from the University of Washington, which suggests that music can help you learn science not necessarily by including mnemonics, but by relaxing and engaging you. After you read that, check out SingAboutScience.org, a database of thousands of songs about science and math. Their navigation isn’t the most obvious–search for songs under ‘Find/Add Songs’ and click on the little purple buttons by each song.

A few of my favorite songs about science from around the web: Fossil Rock Anthem, Bill Nye’s Air PressureLarge Hadron RapBiologist’s Mother’s Day Song, anything from Symphony of Science and a lot from Geek Pop. And let’s not forget They Might Be Giants’ entire album of science-themed songs called “Here Comes Science” (check out my favorite song on the album: Why the Sun Really Shines).

New! Blended Learning Infographic

This infographic first appeared on Navigatorfrom CompassLearning on March 24, 2014. 

Bended learning incorporates multiple methods of instruction in order to customize the learning experience for each student, leading to increased student interaction and engagement. A critical component of a rigorous blended learning model is quality digital learning time, filled with digital curriculum aligned to classroom curriculum. Learn more about harnessing the power of digital curriculum in the blended learning classroom in this new infographic by Compass Learning.

10 Things to Consider When Choosing Digital Tools for Students Ahead of the Curve

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Originally posted on GettingSmart Blogs

ByCatelyn Cantrell

Engaging study materials—whether print or digital—seem to be geared mostly toward students who are struggling. This is without a doubt a positive and necessary trend, but there is no reason to support one group and not the other. In fact, some tools work for a variety of student populations.  What I want to talk about is how to recognize and select tools for the students who are working beyond their grade level. Digital tools enable strong students to direct their learning to places outside the restrictions of the conventional classroom setting.

1. Purpose of the Tool. Before considering anything else, each digital tool selection should be made with a clear purpose in mind. Is the tool meant to prepare the student for standardized tests or is it meant to help students explore their more creative side? Although some tools may end up being used for multiple tasks, a specific goal is key to maximizing the tool’s value. It all begins with a single, simple question—What can the student do with the digital tool?

2. Context: Classroom, Home or Something New? Consider where the tool will be used. The context in which the tool is used will shape how the student uses  the tool.

3. Is the tool required or just something extra? Once you know the purpose and type of tool you’re looking for, determine how the tool will figure into the student’s existing inventory of tools. Is this tool going to be required for a class or other academic program? Is it just an extra way for the student to explore topic not covered during class? Figuring out these questions also help inform cost and time considerations.

4. Individual or Collaborative? Is this tool meant to give students a sense of community or is it meant for individual work? Some digital tools might provide those students at the top of the class a chance to connect with similar students. Educational technology affords them the chance to build not only academic abilities, but also the social skills at the heart of the learning process.

5. Costs and Savings. The cost of the tool is (of course) another factor to consider. Free and cheaper software is easier to access and may have a larger user community. Also, a digital tool may actually end up saving money for schools, teachers and students. So the question may actually be about how much money the tool will save you, rather than cost you. If money is really tight, frame it as a learning experience and bring students into the conversation. Advanced students are often inclined to help solve problems!

6. Saving Time for Busy Students. Digital tools often save students and teachers more than just cash. Another thing to consider when comparing tools is whether or not they can make studying more efficient. Technology can help students learn smarter, not harder. Try to find tools that follow this idea. Advanced students often already have intense schedules, so why not find ways to make use of usually wasted time?

7. Familiarity with Technology. There should be a consideration about how comfortable the student is with digital tools. Think about tools they have used previously and how they compare to the potential selection. Even if the student lacks experience with digital tools, a new tool could be a valuable learning experience.

8. Personal and Academic Interests. It is important to think about the student’s strengths and interests. A tool can either allow a student to push their already strong skills to the next level or let the student work on an interesting, but unfamiliar subject. Technology is all about removing limitations and building connections. A quality digital tool should connect the advance student with new, useful content and experiences.

9. Chances to Explore and Create. Many digital tools also equip students with the freedom to explore their own ideas. As project-based learning becomes increasingly popular, these tools will be useful to advanced students as they embark on projects for class and those emerging from their own unique interests.

10. Feedback and Practice Opportunities. Digital tools can provide students with the chance to take risks with the material they are learning. Some can also provide educators and parents with insight about the real capabilities of their students.

Some digital tools also provide a more comfortable environment for practicing material. Often, more advanced students are reticent to practice material if they are unsure about it. A tool which provides useful feedback without any potential for low grades may be an appropriate choice for students to practice while also not worrying about test scores or embarrassment. Some digital tools also help students grow familiar with environments in addition to content. This works well for those bright students who are entering test preparation time later this spring.

Education technology crosses over barriers between learners and content. With this in mind, digital tools and advanced students seem meant for each other. A well-chosen digital tool will connect the advanced student with materials once outside the limits of their existing classwork. Always keep in mind that these students will often come up with their own ways to incorporate technology in their education. In fact, it’s second nature to most of them. So, be sure to include students in the conversation.  Make choosing the tool a learning experience in addition to the technology itself!

 

10 Considerations for Blended Learning in the Classroom

Here are ten considerations that I have developed for students to review before taking an online course that will strengthen their engagement and increase their chance of online learning success. These considerations are all connected; being able to adopt all ten as a student will be especially effective. Students already taking an online class would also benefit from reviewing these items and finding some keys for improvement.

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  • Time Management. Create a personal calendar for the course that consists of a layout of what activities (readings, journals, etc…) need to be accomplished each day.
  • Organization. Make sure that you have everything you need to succeed in the class, including materials (note cards or digital flashcards, laptop, passwords, books) and that you create quiet time in your life for class work daily.
  • Flexibility. Adapt and go with the flow. Remember that you may need to revise and rethink your calendar plans as you begin the class. Being successful also means taking care of all areas of one’s life.  Sometimes during my open period I train for sports, study for another class, or focus on Latin work, depending on how I have planned the needs of any specific day.
  • Learning Style. An audio or tactile-based learner might struggle in an online environment. Take the time to develop a metacognitive perspective and consider learning about learning styles through an online quiz to gain insights and strategies to give you success.
  • Group. Develop a group of study friends as a support network. I was fortunate enough to have two other friends take the same class. Someone who understands a certain concept particularly well can assist the group, which is especially valuable.
  • Extra help. A student needs to be open to looking for extra help, whether that is from a tutor or teacher of a similar class. I was reluctant at first, but I met with a tutor and quickly recognized what I was missing without this valuable asset.
  • Use of technology. Use technology to your advantage. This might mean finding an online textbook or a website that helps you with the topic. Get help with any technology bugs or glitches that may set you back.
  • Independent work. Most of the time, you won’t have other people to work with, so you need to be able to go through your work on your own.
  • Communication. Make yourself comfortable e-mailing or calling the instructor. This is necessary if you have any questions, content-related or other.
  • Course reputation. Research the program or course that you are going to be taking. If a particular course has bad reviews, you might want to look into other schools that offer the class.

These ten considerations are something that I wish I had had before I started taking my online Latin class. I would have then been able to construct an outline with a plan laid out for the future and organized everything beforehand. These ten crucial considerations are extremely valuable resources; make sure to use all the resources that are accessible for a successful educational experience.

About the AuthorGrant Ryerse is in the Class of 2017 at East Ridge High School in Woodbury, Minnesota. He is currently enrolled in a two-year online Latin course through Brigham Young University’s K12 Independent Study program.

Five Good Online Tools for Creating Infographics

Great tools for creating infographics….

Infogr.am is an online tool for creating interactive charts, graphs, and interactive infographic posters. There are four basic chart types that you can create on Infogr.am; bar, pie, line, and matrix. Each chart type can be edited to use any spreadsheet information that you want to upload to your Infogr.am account. The information in that spreadsheet will be displayed in your customized chart. When you place your cursor over your completed chart the spreadsheet information will appear in small pop-up window. Infogr.am infographics can include videos and maps along with pictures and text. Your Infogr.am projects can be embedded into your blog, website, or wiki.

Easel.ly provides a canvas on which you can build your own infographic by dragging and dropping pre-made design elements. You can use a blank canvas or build upon one of Easel.ly’s themes. If Easel.ly doesn’t have enough pre-made elements for you, you can upload your own graphics to include in your infographic. Your completed infographic can be exported and saved as PNG, JPG, PDG, and SVG files.

Piktochart provides seven free infographic templates. Each template can be customized by changing the colors, fonts, icons, and charts on each template. If you need more space on the template, you can add more fields at the bottom of the templates. If you need less space, you can remove fields from the templates.

EWC Presenter is a new tool from Easy Web Content (a website creation and hosting service). EWC Presenter makes it easy to create slideshows, banner graphics, and interactive infographics. The slideshow creator and banner graphic creator don’t stand-out from other tools like them. The EWC Presenter’s infographic animation option is worth noting. EWC Presenter’s infographic tool allows you to animate elements within your infographic. And as was featured in a post early this month, EWC Presenter infographics support audio files.

Canva is a service that makes it easy to create beautiful slides, flyers, posters, infographics, and photo collages. Creating these graphics on Canva is a drag-and-drop process. Start by selecting a template then dragging and dropping into place background designs, pictures, clip art, and text boxes. Canva offers a huge library of clip art and photographs to use in your designs. You can also upload your own images to use in your graphics. Your completed Canva projects can be downloaded as PDF and PNG files. You can also simply link to your online graphic.

Making Math 3D

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It is officially Mathematics Awareness Month, the perfect time to highlight what is making math more accessible and more real for students. 3D printers are definitely evolving into a essential tool for mastering mathematics in the 21st Century. In honor of the month, we are taking the opportunity to find out why.

When I think of 3D printers, I am instantly taken back to the days of George Jetson, imagine pressing a button and opening a magic door to exactly what I had asked for. Honestly, the 3D printing technology seems frighteningly close to that futuristic memory, but, the truth is, there is HUGE potential for 3D printing to impact math education in a variety of ways.

The Process. The idea of how 3D printing works is a math lesson in itself. Being a total novice in this department I calledCasey Hopkins, Founder of Elevation Lab. Hopkins uses a 3D printer to build product prototypes and was able to help me visualize the process – think of a tube of toothpaste or a hot glue gun, building layer upon layer until the desired object is created. Not to oversimplify, but in attempt to gain a very basic understanding of what is happening within these machines, he explained the process so that I could brainstorm classroom connections. It really breaks down to:

  • The individual gives the machine a detailed set of instructions through the use of computer software (often including algebraic equations as instructions).

  • The printer uses these instructions to create layers that build upon one another to construct the final project (think of building a ball by carefully stacking cut out circles of different shapes).

  • In order to build more complex items, the software provides more complex instructions (and therefore more complex math to review with students).

The Mathematics. As you might have guessed, the math teacher in me can’t help but immediately think about how I would use this idea in the classroom, and the truth is there are a number of ways that a 3D printer can advance students conceptual understanding of fundamental and complex mathematics:

  1. Functions – A 3D printer really is a perfect example of an input/output. Why not use the idea to help students understand the role of a function in mathematics?

  2. Algebraic Equations – We can take the idea of a function one step further and look into exactly what equations are used in the computer software that builds instructions for these printers. If we want the printer to build a circle, what sorts of equations might we use in our instructions?

  3. Recursive Formulas – This type of formula uses the preceding term to define the next term of the sequence. They may use the same formula but because they start with a different input, they result in different patterns.

  4. (x,y,z) Coordinates – The final printed product is made up of a network of these coordinates that help to create the structure of the object.

  5. Intersecting a plane with solid objects – When you intersect a plane with a cube, what do you get? Now think instead of building that cube out of a series of squares. Why not use the process of 3D printing to expand on this idea, better yet let the students research 3D printing and explain the process to you.

Mathematical Modeling. As I continued to research this idea, I wondered how else these printers would impact the classroom. For my continued education, I called our friend Dr. Matthew Peterson at MIND Research Institute. MIND Research is actively working on building 3D manipulatives that work with their Spatial Temporal (ST) Math software, helping “make math come to life even more so than with the software alone.”

MIND Research is currently piloting a program now that provides teachers with the software for a variety of manipulatives that are embedded into the ST Math program. Dr. Peterson explains that he has been looking at how to do manipulatives for a long time, “it adds a lot of flexibility and instant access into the physical world from a digital content.” MIND continues to research when and how to incorporate manipulates effectively to bridge between the physical and virtual world.

3D printing provides a more efficient model for a variety of classroom manipulatives. Most importantly, you can print out exactly each student needs. Gone are the days of purchasing full class sets and shipping them from around the world. If you have 30 kids that each need a hands on experience for different concepts, then you can easily personalize the learning experience for everyone of them. If you lose one piece, you won’t have to get a whole new set, you can instantly print just what you need. New technologies will allow you to recycle within the 3D printing machine, helping cut down on waste.

As the world around us continues to change, we need to look at how we introduce kids to new technologies and innovation. The 3D printer and other tools like it are creating more and more teachable moments for us and our students. Lets make sure we utilize these opportunities to help prepare students for careers of the future.