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CSE SEMINAR: Blended Leaning Models
 

CSE SEMINAR: Blended Leaning Models

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    CSE SEMINAR: Blended Leaning Models CSE SEMINAR: Blended Leaning Models Presentation Transcript

    • digital age education:why blended learning works blended learning models
    • guiding principles http://bit.ly/2FDNh http://newmedialiteracies.org/ http://spotlight.macfound.org/
    • year-long blended learning
    • project development framework
    • blended learning: yr 9 students effective & innovative online learning computer labs independent, personalised, laptop class set differentiated, rigorous learning LMS new learning experiences for increased bandwidth students/teachers develop: July – Dec 08, log br ief ist ics pilot 09 th e Zoho Project 3 lessons f2f learning spaces mgmnt projectManagement site 3 lessons anywhere on school grounds (independent) some class blockings e nt pl pm lo yr 9 teaching team: e ve 3 pl sessions d intensive with 1 teacher: Nov – Dec 08 July – Nov 08 [23 meetings]
    • core elements students grouped in cross-class learning teams more than collaborating actively participating team members support each other towards learning outcomes Participation Learning Teams teams participate in p2p assessment teams collaborate online and f2f once a fortnight students central to time management Independent Learning P2P problem solving / teacher as guide and helping each other, mentor when online rather than only relying on teacher no f2f teaching Digital Media Authentic Online real-time online communication web-based applications – not flexible work time / assessment software times / who participates in learning / where learning happens
    • scaffoldinglearning teams collaborate online more onus on student control ++ f2f to complete major task participationstudents show judgement in use increased flexibility – more choicesof digital toolschat used to ask questions/ chat rooms introducedproblem solve etcteams use social media to work learning teams introducedtogetherfocus on student voice and fun online collaboration introducedactivitydigital citizenship emphasised program introduced face-to-face
    • activity samples learning teams movies and reflectionindividual work create a short movie posted to learning & brief reflection that team discussion explore expectations forum for the new course Title: Expectations & Reflection engage in online animoto discussion: comment digital apps on team members’ posts discussion forum participate
    • activity samples participate journal doubled as a weblog – students students kept an managed what posts online journal and peers could viewindividual work recorded: class notes, reflections, completed activities, shared their The Online Journal work students accessed activities via journal 21classes.com digital apps students able to submit a variety of media: images, audio, video
    • activity samples
    • activity samples Global Perspectives Part 1: individual work Foreign Correspondent use the Thai experience to explore and develop before the trip perspectives of learning teams ‘difference’ develop a list of topics they could investigate 21classes.com on location digital apps collect data and mobile phones record experiences/ flip cameras reflections about digital cameras ‘difference’ in journal
    • activity samplesGlobal Perspectives Part 2: Digital Journalistyou are very much in control and can draw on all that youhave learnt this year and tools you have used create an expository (digital) piece that explores the cultural, learning teams political, lifestyle differences between Australia and Thailand start at school then move beyond the school environment show your ability to write and use other media to explore and present ideas. experiment with digital media to digital apps gather data and create your piece reflect on what this experience has taught you about ‘difference’
    • tools chat webcams flip cams podcasting animoto glogster storybird voicethread discussion forums grupthink futurelab.org
    • learning networks
    • Thinking beyond theinstitutionalised logic ofthe school, to thenetwork logic of thelearning community...
    • student driven learning network Utilise social networking & Learning based on sharing, Participatory Amply Youth digital tools to amplify youth creation, interaction,conversation, communication. Learning Voices voices & participation. Support learningbeyond classroom & school structures. Promote inquiry Virtual Core Choices & through virtual Learning Features Differentiation connections. Respond to the needs of learners: present choices in the way content is presented, created, Use social networking assessed. features to develop new Social 21st Centurylearning experiences & place learners at centre of Networking Learning Develop digital literacy, knowledge creation & critical thinking & exchange. 21stC skills.
    • student driven learning network
    • student driven learning network
    • flexible online units of work
    • flexible online unitsof work
    • yr 9 genre writing unit
    • your turn: blended learning framework learning outcomes should relate to 21st century learning principles pedagogical outcomesblended learning approach what it will ‘look like’ who’s involved who will participate in the teaching & learning process learning spaces physical & virtual spaces digital ecology online tools including web 2.0 physical devices eg: mobiles, laptops devices etc
    • Sylvia Guidarawww.digimuve.ning.comtwitter.com/digimuvesguidara@me.com