The document discusses blended learning and strategies for getting the right blend of online and in-person learning. It describes a continuum of blended learning and recommends mixing up learning opportunities, using multiple media types, giving students choices, and telling stories with all the senses. Successful blended learning depends on understanding students' learning preferences and providing structure and support for those who need it.

1. Getting the Blend
Right
Britt Gow, Hawkesdale P12 College

2. Science, Maths and VCE
Environmental Science
Online teacher at
Hawkesdale P12 College
SW Victoria
Technoscience blog since
2008
Twitter @brittgow
brittgow@gmail.com
Skype: britt.gow
http://digitaltoolbox.wikispaces.com

3. Blended learning is a continuum……

6. ● 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…..

7. 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.

8. 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.

9. Teacher
Student Parent
Traditional classrooms

10. Student
Teacher Parent
21st century classrooms

11. Student
Teacher Parent
School Family
Peers

12. Knowledge
Skills Attitudes
Traditional Learning

13. Knowledge
Skills Attitudes
21st Century Learning

14. Knowledge Skills Attitudes
Literacy
Numeracy
Digital literacy
Critical thinking
Collaboration
Communication
Creativity
Media skills
Technology
skills
Confidence
Persistence
Organisation
Resilience
Teamwork
Flexibility

15. http://www.p21.org/our-work/p21-framework

16. Models for Integrating
Technology….
● Collective Knowledge Construction
http://www.ideaslab.edu.au/design-lab/ckc/
● T-Pack - Technological Pedagogical Content
Knowledge http://tpack.org/
● SAMR Model - Substitution, Augmentation,
Modification, Redefinition
https://sites.google.com/a/msad60.org/techn
ology-is-learning/samr-model

17. Collective Knowledge Construction
● Connect
● Communicate
● Collaborate
● Collective Knowledge Construction

19. 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

20. 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

21. https://bubbl.us

24. 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

25. http://padlet.com/

27. Prezi for presentations
http://prezi.com/s5usfs2rctse/feral-cats/

28. 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.

29. Twitter
• Experts in your
classroom
• Global
conversations
• Instant answers
to your
questions
• Just-in-time
conversations

30. @genegeek
Catherine Anderson,
a geneticist from
Canada.

32. @ScienceMags
Magdeline Lum, a
Metallurgist, photographer
and science writer from
Perth

34. Redefinition
● QR codes
● Student-created videos
● Collaborative Google docs
● Blogs and wikis
● Digital buckets (eg. Thinglink and Blendspace
- formerly edcanvas)

35. 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/

37. Hi Britt,
I am so sorry this is so late, I went straight from my last exam to East Timor but
I'm home now, and I really need to thank you for all your extra efforts and hard
work you had put into me throughout the year despite not being your student-
this is something not many people would do.
Thank you for including me in your class, I see you so highly and I was
constantly impressed by how kind you were each week.
Your help was invaluable to me, and I didn't feel so alone in the subject.
I know that whatever study score I receive in the next week or so, that I can
thank you for it, and it might just be the thing that makes that difference.
I have tried to spread the word to the coming Year 11/12 that if they would like
to study environmental science like I had, that you are the best option.
Thank you for having such a positive impression on me.
Enjoy your Christmas and all the best in the new year!
- Sally :)

38. http://www.edublogs.or
g

42. Start small – find a tool that meets a
learning need in your classroom.

43. 1. Are some students more likely to
complete their studies and achieve
good outcomes by participating in an
online learning environment?

44. 2. What characteristics of students are
likely indicators of success in an online
learning environment?

45. 3. Is virtual, blended provision just
a different way of doing the same
things?

46. 4. What teaching strategies are
more effective in an online
learning environment?

47. 5. What aspects of virtual
classrooms are advantageous to
student learning?

48. 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