digital age education: blended learning models

scotch college 27.05.2011

http://newmedialiteracies.org/

http://spotlight.macfound.org/

http://bit.ly/2FDNh

guiding principles

Making the transition to a blended learning classroom doesn’t have to happen overnight.

Starting points .....

• Post teaching and learning materials online a little at a time, systematically increasing your offerings.

• Begin by providing instructional materials that were used throughout the school day online.

Then .....

• Gradually add extra options such as online lessons, collaboration and assignments.

Now make it interesting .....

transitioning to blended learning

blended learning planning

core learning elements

teaching methodology

learning experiences

applications & devices

learning spaces

structure

blended learning design

yr 9 genre writing unit

google apps

year-long blended learning

project development framework

the brief logistics

blended learning: yr 9 studentseffective & innovative online learningindependent, personalised, differentiated, rigorous learningnew learning experiences for students/teachers

computer labslaptop class set

LMSincreased bandwidth

develop: July – Dec 08, pilot 09

learning sp

aces3 lessons f2f3 lessons anywhere on school grounds (independent)some class blockings

development

intensive with 1 teacher: July – Nov 08 [23 meetings]

plyr 9 teaching team:

3 pl sessions Nov – Dec 08

pro

ject

mgm

ntZoho Project

Management site

Participation

Independent Learning

Digital Media Authentic Online

P2P

Learning Teams

students central to problem solving / helping each other, rather than only relying on teacher

• students grouped in cross-class learning teams

• team members support each other• teams participate in p2p

assessment• teams collaborate online and f2f

once a fortnight

web-based applications – not software

more than collaboratingactively participating towards learning outcomes

time management teacher as guide and mentor when online

core elements

• authentic online & f2f teaching

• real time online communication• flexible work time / assessment due dates / who

participates in learning / where learning happens

online collaboration introduced

learning teams introduced

program introduced face-to-face

focus on student voice and fun activity

digital citizenship emphasised

teams use social media to work together

chat rooms introducedchat used to ask questions/problem solve etc

increased flexibility – more choices

more onus on student control + participation

learning teams collaborate online + f2f to complete major task

students show judgement in use of digital tools

scaffolding

Title: Expectations & Reflection

movies and reflection posted to learning team discussion forum

create a short movie & brief reflection that explore expectations for the new course

engage in online discussion: comment on team members’ posts

animoto

learning teams

participate

individual work

digital appsdiscussion forum

activity samples

activity samples

activity samples

audio commentary web links

embedded media

dynamic graphics

Global Perspectives Part 2: Digital Journalist

create an expository (digital) piece that explores the cultural, political, lifestyle differences between Australia and Thailandstart at school then move beyond the school environment

show your ability to write and use other media to explore and present ideas.

learning teams digital apps

experiment with digital media to gather data and create your piece

reflect on what this experience has taught you about ‘difference’

you are very much in control and can draw on all that you have learnt this year and tools you have used

activity samples

chatwebcamsflip camspodcastinganimotoglogsterstorybirdvoicethreaddiscussion forumsgrupthinkfuturelab.org

tools

learning networks

Thinking beyond the institutionalised logic of the school, to the network logic of the learning community...

yr 8 history features:‣a networked, participatory

online platform

‣discovery and inquiry

‣cross-class group work

‣online group work

‣ learning activities = challenges

‣broad range of digital resources

Amply Youth Voices

ParticipatoryLearning

Virtual Learning

Core Features

Choices & Differentiation

21st CenturyLearning

SocialNetworking

Respond to the needs of learners: present choices in the way content is presented, created,

assessed.

Utilise social networking & digital tools to amplify youth

voices & participation.

Support learning beyond classroom &

school structures. Promote inquiry through virtual connections.

Develop digital literacy, critical thinking &

21stC skills.

Learning based on sharing, creation, interaction,

conversation, communication.

Use social networking features to develop new

learning experiences & place learners at centre of

knowledge creation & exchange.

student driven learning network

student driven learning network

student driven learning network

flexible online units of work

flexible online units of work

weebly

your turn: blended learning framework

should relate to 21st century learning principles

what it will ‘look like’

who will participate in the teaching & learning process

physical devices eg: mobiles, laptops etc

blended learning approach

pedagogical outcomes

learning outcomes

who’s involved

learning spaces

digital ecology

devices

physical & virtual spaces

online tools including web 2.0

Sylvia Guidara

www.digimuve.com

twitter.com/digimuve

sguidara@me.com