Getting the Blend Right


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This presentation was prepared for the 3P Love Learning Conference in Sydney, 8th August, 2014.

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Getting the Blend Right

  1. 1. Getting the Blend Right Britt Gow, Hawkesdale P12 College
  2. 2. Science, Maths and VCE Environmental Science Online teacher at Hawkesdale P12 College SW Victoria Technoscience blog since 2008 Twitter @brittgow Skype: britt.gow
  3. 3. Blended learning is a continuum……
  4. 4. ● 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…..
  5. 5. 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.
  6. 6. 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.
  7. 7. Teacher Student Parent Traditional classrooms
  8. 8. Student Teacher Parent 21st century classrooms
  9. 9. Student Teacher Parent School Family Peers
  10. 10. Knowledge Skills Attitudes Traditional Learning
  11. 11. Knowledge Skills Attitudes 21st Century Learning
  12. 12. Knowledge Skills Attitudes Literacy Numeracy Digital literacy Critical thinking Collaboration Communication Creativity Media skills Technology skills Confidence Persistence Organisation Resilience Teamwork Flexibility
  13. 13.
  14. 14. Models for Integrating Technology…. ● Collective Knowledge Construction ● T-Pack - Technological Pedagogical Content Knowledge ● SAMR Model - Substitution, Augmentation, Modification, Redefinition ology-is-learning/samr-model
  15. 15. Collective Knowledge Construction ● Connect ● Communicate ● Collaborate ● Collective Knowledge Construction
  16. 16. 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
  17. 17. 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
  18. 18.
  19. 19. Augmentation ● Padlet for online pinboards - brainstorming, exit slips, questions and reflectio ● Wordle or Tagxedo for word clouds • Prezi for presentations at
  20. 20.
  21. 21. Prezi for presentations
  22. 22. 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.
  23. 23. Twitter • Experts in your classroom • Global conversations • Instant answers to your questions • Just-in-time conversations
  24. 24. @genegeek Catherine Anderson, a geneticist from Canada.
  25. 25. @ScienceMags Magdeline Lum, a Metallurgist, photographer and science writer from Perth
  26. 26. Redefinition ● QR codes ● Student-created videos ● Collaborative Google docs ● Blogs and wikis ● Digital buckets (eg. Thinglink and Blendspace - formerly edcanvas)
  27. 27. Redefinition ● Thinglink allows users to create a dynamic, interactive image with links to YouTube, wikipedia, how stuff works and other websites. ● Blendspace allows the user to collate multiple resources under one URL.
  28. 28. Hi Britt, I am so sorry this is so late, I went straight from my last exam to East Timor but I'm home now, and I really need to thank you for all your extra efforts and hard work you had put into me throughout the year despite not being your student- this is something not many people would do. Thank you for including me in your class, I see you so highly and I was constantly impressed by how kind you were each week. Your help was invaluable to me, and I didn't feel so alone in the subject. I know that whatever study score I receive in the next week or so, that I can thank you for it, and it might just be the thing that makes that difference. I have tried to spread the word to the coming Year 11/12 that if they would like to study environmental science like I had, that you are the best option. Thank you for having such a positive impression on me. Enjoy your Christmas and all the best in the new year! - Sally :)
  29. 29. http://www.edublogs.or g
  30. 30. Start small – find a tool that meets a learning need in your classroom.
  31. 31. 1. Are some students more likely to complete their studies and achieve good outcomes by participating in an online learning environment?
  32. 32. 2. What characteristics of students are likely indicators of success in an online learning environment?
  33. 33. 3. Is virtual, blended provision just a different way of doing the same things?
  34. 34. 4. What teaching strategies are more effective in an online learning environment?
  35. 35. 5. What aspects of virtual classrooms are advantageous to student learning?
  36. 36. 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. brittgow @ Twitter