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Digital toolbox for blended learning environments
1. A Digital Toolbox for
Blended Learning
Environments
Britt Gow, Hawkesdale P12 College
2. Science, Maths, Biology and
Environmental Science
(online) teacher at
Hawkesdale P12 College
SW Victoria, Australia
Technoscience blog since
2008
Twitter @brittgow
brittgow@gmail.com
Skype: britt.gow
http://digitaltoolbox.wikispaces.com
3. Introduction
1. What are blended learning environments?
2. How does this relate to the conference
theme “Engaging Learners for Sustainable
Futures?”
8. “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
12. • 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
13. 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
14. “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
15. 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
16. ● 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…..
17. 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.
18. 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.
29. 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
30. 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
32. Over 50,000 views
and 1,200
downloads on
Slidesharehttp://www.slideshare.net/brittgow/malaria-powerpoint
39. 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
42. 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
49. Redefinition
● QR codes
● Quizlet (games) for vocabulary
● Student-created videos
● Collaborative Google docs
● Blogs and wikis
● Digital buckets (eg. Thinglink and Blendspace
- formerly edcanvas)
50. 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.
52. 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/
56. Start small – find a tool that meets a
learning need in your classroom.
57. 1. Are some students more likely to
complete their studies and achieve
good outcomes by participating in an
online learning environment?
58. 2. What characteristics of students are
likely indicators of success in an online
learning environment?
59. 3. Is virtual, blended provision just
a different way of doing the same
things?
60. 4. What teaching strategies are
more effective in an online
learning environment?
61. 5. What aspects of virtual
classrooms are advantageous to
student learning?
62. 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@gmail.com
brittgow @ Twitter
63. 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”