This document outlines a year-long blended learning project for 9th grade students that combines face-to-face and online learning. It describes the core elements of blended learning used, including learning teams, independent work, and digital tools. Sample learning activities are provided that have students creating movies, journals, and digital pieces exploring cultural differences. The document advocates for a student-driven learning network that utilizes social networking and digital tools to amplify youth voices and place learners at the center of knowledge creation. It concludes by providing a framework for developing flexible online units of work.

1. digital age education:
why blended learning works
blended learning models

2. guiding principles
http://bit.ly/2FDNh
http://newmedialiteracies.org/
http://spotlight.macfound.org/

3. year-long blended learning

4. project development framework

5. 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
project
Management 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]

6. 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

7. 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

8. 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

9. activity samples
participate
journal doubled as a
weblog – students
students kept an managed what posts
online journal and peers could view
individual 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

10. activity samples

11. 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

12. 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’

13. tools
chat
webcams
flip cams
podcasting
animoto
glogster
storybird
voicethread
discussion forums
grupthink
futurelab.org

14. learning networks

15. Thinking beyond the
institutionalised logic of
the school, to the
network logic of the
learning community...

16. 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.

17. student driven learning network

18. student driven learning network

19. flexible online units of work

20. flexible online units
of work

21. yr 9 genre writing unit

22. 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

23. Sylvia Guidara
www.digimuve.ning.com
twitter.com/digimuve
sguidara@me.com