Sylvia Guidara is an educator who founded digimuve to develop digital learning experiences for students growing up in a digital world. She proposes a blended learning model for a 9th grade class that incorporates online and independent learning elements. Key aspects include using learning management systems, digital tools, flexible schedules, and emphasizing student participation through online collaboration and peer-to-peer learning in cross-class teams. The goal is to develop 21st century skills like digital literacy and better prepare both students and teachers for today's technology demands.

1. a blended learning recipe for
a digital generation
Sylvia Guidara
04.03.2010

2. Sylvia Guidara is an
experienced educator and
founder of digimuve, digital
learning & development
consulting.
Work with educators & youth
focused organisations to
develop learning experiences
for a generation growing up
digital, through the use of
social media, virtual
environments, mobile devices
and online learning spaces.

3. focus on: web as participatory platform
‘us-ness’ | community | participation

4. focus on: 21st Century Education
Rethinking the who, what,
where & when of learning.
The delivery & distribution
of learning.
From prescriptive to
connective practices.
Who participates in the
learning process.
Learning spaces.

5. Being able to access the internet; find,
manage and edit digital information; join in
communications; and engage with an online
information and communications network.
focus on: digital literacy

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

7. project development framework

8. 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]

9. students grouped in cross-class
core elements 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

10. 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

11. 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

12. 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

13. activity samples

14. 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

15. 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’

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

17. outcomes

18. current technology demands a totally different approach to
instructional design and teaching methodology
it requires new skills from both teacher and student

19. keeping in touch
http://digimuve.com/
http://twitter.com/digimuve
http://sylviaguidara.posterous.com/
http://www.slideshare.net/guidars
sguidara@me.com