A Digital Toolbox for Blended Learning
Environments
Britt Gow, Hawkesdale P12 College
Science, Maths, Biology and Environmental Science (online) teacher atHawkesdale P12 CollegeSW Victoria, Australia
Technoscience blog since 2008
Twitter @brittgow [email protected]: britt.gow
http://digitaltoolbox.wikispaces.com
Introduction
1. What are blended learning environments?
2. How does this relate to the conference theme “Engaging Learners for Sustainable Futures?”
Blended learning is a continuum……
From no technology whatsoever…
to access anytime, anywhere.
Blended Learning at Hawkesdale P12 College, Australia
“A decade ago, a
review of Australian
science education,
revealed many
students were
disappointed with
their high school
science. Today, this
disenchantment
continues, as
evidenced by the
declining number of
students choosing to
study science in
senior secondary
school.” Prof. S. Cory
Created online with “Create-A-Graph”
http://nces.ed.gov/nceskids/index.asp
• The Power to Engage• Students use technology already • It's not going to go away...it will only grow• Professional development• Employers want their workers to use internet tools
How do we engage learners in education for sustainability?
• Meet students in their “zone of proximal development”, as well as the spaces they like to operate in (context )
• Ensure there are a variety of ways that students can access the knowledge & skills
• Provide authentic opportunities for learners to find their passion
“If our kids are going to live longer than us, they need to
have a passion for learning to sustain them. Not content
knowledge, but learning to learn. One eighth of the 21st
century is gone already – get cracking with 21st century
learning” Stephen Heppell
Today’s learner’s are:
• Multi-taskers
• Digitally literate
• Mobile and connected 24/7
• Experiential and Social
• Visual / spatial learners with
• Fast response times & short attention spans
● Know your students well and how they learn best
● Mix it up - offer a variety of learning opportunities
● Use photos, diagrams, cartoons, video, music● Give students choices● Tell a story and create memories with all the
senses● Provide opportunities to create a product
Six Strategies…..
S Increasing success in an
online environment.
(+, +)
Successful in both face to
face and online environments.
(-, -)
Less successful in both
face to face and
online environments.
Increasing success in a face to
face environment
(+, -)
Successful in a face to face
environment, but not as
successful in an online
environment.
(-, +)
Successful in an online
environment, but not as
successful in a face to
face environment.
S Increasing success in an
online environment.
Confident, well-organised,
persistent, independent
learners
Increasing success in a face to
face environment
Sociable, likes teamwork and
learning collaboratively.
Persistent, flexible, good
technology skills,
introverted, difficulty
socialising.
Lacks confidence and
persistence, poor
organisational skills,
needs structure &
scaffolding.
Teacher
Student Parent
Traditional classrooms
Student
Teacher Parent
21st century classrooms
Student
Teacher Parent
School Family
Peers
Knowledge
Skills Attitudes
Traditional Learning
Knowledge
Skills Attitudes
21st Century Learning
Knowledge Skills Attitudes
Literacy
Numeracy
Digital literacy
Critical thinking
Collaboration
Communication
Creativity
Media skills
Technology
skills
Confidence
Persistence
Organisation
Resilience
Teamwork
Flexibility
http://www.p21.org/our-work/p21-framework
Models for Integrating
Technology….
● Collective Knowledge Construction
http://www.ideaslab.edu.au/design-lab/ckc/
● T-Pack - Technological Pedagogical Content
Knowledge http://tpack.org/
● SAMR Model - Substitution, Augmentation,
Modification, Redefinition
https://sites.google.com/a/msad60.org/techn
ology-is-learning/samr-model
Collective Knowledge Construction
● Connect
● Communicate
● Collaborate
● Collective Knowledge Construction
SAMR Model
● Substitution - computer technology is used to do the same task.
● Augmentation - computers are an effective tool to perform common tasks
● Modification - computers enhance learning by allowing creativity
● Redefinition - computers support student-centered learning and collaboration
Substitution
● Typing text instead of writing
● Research online instead of in the library
● Ebooks on tablets
● PowerPoint instead of posters
● Online concept maps instead of on paper
● Google docs as worksheets
● Padlet as “post it” notes
● QR codes to access videos
Over 50,000 views
and 1,200
downloads on
Slidesharehttp://www.slideshare.net/brittgow/malaria-powerpoint
https://www.youtube.com/user/brittgow/videos
Polycom with Gene Technology Access Centre,
Melbourne
https://bubbl.us
Augmentation● Padlet for online pinboards - brainstorming,
exit slips, questions and reflectiohttp://padlet.com/wall/Learn2013
● Wordle or Tagxedo for word clouds
http://www.wordle.net/
http://www.tagxedo.com/
• Prezi for presentations at http://prezi.com
http://padlet.com/
Modification
● Google forms for feedback, quizzes, student surveys and gathering data
● Skype and Twitter allowing synchronous connections with experts, peers and communities outside the classroom.
● Minecraft as an engaging platform to learn maths
http://www.slideshare.net/brittgow/year-7-minecraft-
maths
• Experts in your classroom
• Global conversations
• Instant answers to your questions
• Just-in-time conversations
@genegeekCatherine Anderson, a geneticist from Canada.
@ScienceMagsMagdeline Lum, a
Metallurgist, photographer and science writer from
Perth
Redefinition
● QR codes
● Quizlet (games) for vocabulary
● Student-created videos
● Collaborative Google docs
● Blogs and wikis
● Digital buckets (eg. Thinglink and Blendspace - formerly edcanvas)
Quizlet
• Teachers and students create their own vocabulary sets to improve scientific literacy
• Can choose definitions from a user databank and use other people’s sets of terms and definitions
• Can access the material in a variety of ways –flashcards, games, test, scatter and race.
https://quizlet.com/Brittgow
Redefinition
● Thinglink allows users to create a dynamic, interactive image with links to YouTube, wikipedia, how stuff works and other websites. http://www.thinglink.com/
● Blendspace allows the user to collate multiple resources under one URL. https://www.blendspace.com/
Start small – find a tool that meets a learning need in your classroom.
1. Are some students more likely to complete their studies and achieve
good outcomes by participating in an online learning environment?
2. What characteristics of students are likely indicators of success in an online
learning environment?
3. Is virtual, blended provision just a different way of doing the same
things?
4. What teaching strategies are more effective in an online
learning environment?
5. What aspects of virtual classrooms are advantageous to
student learning?
Thank you for your participation in this workshop session.
Please contact me if you have any questions, contributions or if you
would like to explore these questions further.
[email protected] @ Twitter
REFERENCES
• Clemons, Stephanie A. (2005) “Brain-based learning: Possible Implications for Online Instruction”
• Illeris, Knud (2007) “How We Learn: Learning and Non-learning in School and Beyond”
• Olsen, Richard (2011) “Understanding Virtual Pedagogies for Contemporary Teaching and Learning”