 blended learning is understood as a hybrid approach that combines learning in school with distance learning comma including online learning. And I think that comma is very important because that is a very nice definition. It's quite wide and it's an umbrella and we can fit a number of other definitions underneath it depending on our context. And I think this is a key thing for me that there is no one size definition for blended learning. In recent days, I met a school and they said to me that they thought blended learning the term was you know just being abused left right and center and I smiled at them and didn't quite agree. But I think what I said to them was you need to create an understanding of what blended learning is within your context. In my own case, I am a colleague and professor Deirdre Butler from Dublin City University. We like to think of blended learning as blending gin. So thinking of your botanicals, thinking of the ingredients and how you mix those together and depending on the mix, you get a different blend. So what are our ingredients? What are the parts that we need to think about when we're putting our blend together? And the first is where does our will learning take place? And we need a blend that fits for our students and we need to consider are we going to be able to be in school in the physical building? Are we going to be live online? Are we going to design learning activities where they will do it in their own time self-directed where they're working possibly on a computer or with some other medium it could be paper that could be in a gallery etc etc. And where the learning is going to take place and how we mix those together. The next one is how learning takes place and these are what I call learning strategies. And this framework we have created is based on the work of Professor Diana Larry Lard and her colleagues in University College London and it's called the ABC framework. And at the core of the framework are six learning types that's based on Diana Larry Lard's conversational framework and they are acquisition, collaboration, discussion, investigation, practice and production. I've also added into the mix here with colleagues, social, emotional, well-being and assessment opportunities. And in this framework it gets us to think about those learning outcomes. What do we want the learners to achieve? So if we are going to create that we also need to think about the tools, the technologies that we have. So if we want them to engage with some content before they come to class we might share a YouTube video with them. That's acquisition. If we want them to collaborate online we might ask them to use a piece of technology to Microsoft Teams where they collaborate online. If we want them to have a discussion before they come to class or during class and particularly at the moment if they're not at meet in a physical space we might use something like Teams or Zoom or Google Classroom. So we have choices and all of the time we need to think about the learning strategies and the technologies that will make these come to life so that's part of our blend. Ultimately it's the teacher who decides within their context. During this period particularly since March 12, 2020 there has been a huge investment of time and energy by teachers on learning new technologies. Using the TPAC framework which was developed by Michelin Kohler and built on the work of Schulman this is known as technological knowledge, the knowledge of digital tools. However many teachers and schools are now realizing that this is only one element of the jigsaw and that if we really want to implement good learning, teaching and learning practices that we need to move beyond TK and in the TPAC framework that means combining pedagogical knowledge with subject and technological knowledge. So for example if we are teaching mathematics using digital technologies in a blended learning way we need to consider the content, the best learning strategies and the technology and put the three together and we get that bullseye in the middle our TPAC.