This chapter presents the evolving definition, theoretical framework, and praxis of the i2Flex/blended methodology. The conditions for its success are shared, followed by a description of its implementation to date. Specific reference is made to perspectives, instruments, and processes that have served as pillars and guides for i2Flex, such as Boyer's scholarship of teaching, TPACK, the Community of Inquiry (CoI) framework, and the Quality Matters® course design standards and rubric. The chapter ends with reference to i2Flex implications for the teaching and learning in the elementary school during the COVID-19 pandemic, its impact to the school community, and its integration with the school culture.
TopDefining The Ever-Evolving I2flex Methodology
The i2Flex (i squared Flex) methodology, defined as a non-traditional learning methodology, has been organically developed by the ACS Athens community of learners (Avgerinou, Gialamas, & Tsoukia, 2014; Avgerinou & Gialamas, 2016). The i2Flex methodology integrates student independent, inquiry-based learning that is guided and monitored by faculty with face-to-face, technology-supported learning. The main goal underlying the implementation of this learner-centered methodology in systematic, pedagogically sound ways, is the development of higher order cognitive skills as these have been specified in Bloom’s revised Taxonomy (Anderson & Krathwohl, 2001), within a learning design framework that is flexible regarding time, pace, place, and/or mode.
Through linking high quality, social constructivist teaching (Vygotsky, 1978) and high quality courses with the collaborative, networked, information-rich environments that are the hallmark of the information age (Davis, et al., 2007), i2Flex draws firmly on the research and practice of blended learning (Clayton Christensen Institute, 2013; Hopper & Seaman, 2011), as this has been applied to K-12 across the US and internationally. Ultimately, i2Flex aims at cultivating and expanding students’ 21st Century skills, while empowering them to function as architects of their own learning (ACS Athens’ vision), and at the same time facilitating the successful preparation of the students for their higher education studies (where they are bound to take several courses via a blended and/or online learning), as well as their future roles both as professionals, and global citizens.