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Blended Learning Models

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digimuve
digimuve

This document provides guidance on developing a blended learning framework. It discusses key elements to consider such as learning outcomes, pedagogical approaches, who will be involved, learning spaces, digital tools, and devices. Users are prompted to think about these core components to create their own blended learning approach. Flexible online units of work are also mentioned as an example of a blended learning model. Guidance is offered on transitioning gradually to blended learning by starting with supplemental online materials before integrating more interactive elements.

Education
1 of 29
blended learning models
guiding principles http://bit.ly/2FDNh http://newmedialiteracies.org/ http://spotlight.macfound.org/
transitioning to blended learning 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 .....
blended learning planning core learning elements learning teaching experiences methodology blended learning design applications & structure devices learning spaces
yr 9 genre writing unit
google apps
year-long blended learning
project development framework
core elements • students grouped in cross-class learning teams more than collaborating • team members support each other actively participating Participation Learning Teams • teams participate in p2p towards learning outcomes assessment • teams collaborate online and f2f once a fortnight Independent Learning P2P time management teacher as students central to problem solving / guide and mentor when online helping each other, rather than only relying on teacher Digital Media Authentic Online • authentic online & f2f teaching web-based applications – not software • real time online communication • flexible work time / assessment due dates / who participates in learning / where learning happens
scaffolding learning teams collaborate online more onus on student control + + f2f to complete major task participation students show judgement in use increased flexibility – more choices of digital tools chat used to ask questions/ chat rooms introduced problem solve etc teams use social media to work learning teams introduced together focus on student voice and fun online collaboration introduced activity digital citizenship emphasised program introduced face-to-face
activity samples learning teams movies and reflection individual 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
activity samples audio commentary web links embedded media dynamic graphics
activity samples Global Perspectives Part 2: Digital Journalist you are very much in control and can draw on all that you have 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 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
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 learning beyond 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 Century learning 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 units of work
your turn: blended learning framework learning outcomes should relate to 21st century learning principles pedagogical outcomes blended 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 Guidara www.digimuve.com twitter.com/digimuve sguidara@me.com

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Blended Learning Models

  • 2. guiding principles http://bit.ly/2FDNh http://newmedialiteracies.org/ http://spotlight.macfound.org/
  • 3. transitioning to blended learning 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 .....
  • 4. blended learning planning core learning elements learning teaching experiences methodology blended learning design applications & structure devices learning spaces
  • 5. yr 9 genre writing unit
  • 7.
  • 8.
  • 9.
  • 10.
  • 13. core elements • students grouped in cross-class learning teams more than collaborating • team members support each other actively participating Participation Learning Teams • teams participate in p2p towards learning outcomes assessment • teams collaborate online and f2f once a fortnight Independent Learning P2P time management teacher as students central to problem solving / guide and mentor when online helping each other, rather than only relying on teacher Digital Media Authentic Online • authentic online & f2f teaching web-based applications – not software • real time online communication • flexible work time / assessment due dates / who participates in learning / where learning happens
  • 14. scaffolding learning teams collaborate online more onus on student control + + f2f to complete major task participation students show judgement in use increased flexibility – more choices of digital tools chat used to ask questions/ chat rooms introduced problem solve etc teams use social media to work learning teams introduced together focus on student voice and fun online collaboration introduced activity digital citizenship emphasised program introduced face-to-face
  • 15. activity samples learning teams movies and reflection individual 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
  • 17. activity samples audio commentary web links embedded media dynamic graphics
  • 18. activity samples Global Perspectives Part 2: Digital Journalist you are very much in control and can draw on all that you have 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’
  • 19. tools chat webcams flip cams podcasting animoto glogster storybird voicethread discussion forums grupthink futurelab.org
  • 21. Thinking beyond the institutionalised logic of the school, to the network logic of the learning community...
  • 22. 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
  • 23. 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 learning beyond 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 Century learning experiences & place learners at centre of Networking Learning Develop digital literacy, knowledge creation & critical thinking & exchange. 21stC skills.
  • 28. your turn: blended learning framework learning outcomes should relate to 21st century learning principles pedagogical outcomes blended 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