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Teachers at different universities learning together about open networked
learning in an open online course
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Teachers at different universities learning together about open networked learning in an open online course

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Poster at MOOCs in Scandinavia Conference June 2015. Uhlin, Kvarnström, Ossiannilsson, Åbjörnsson, Creelman, Hedberg

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Teachers at different universities learning together about open networked learning in an open online course

  1. 1. Teachers at different universities learning together about open networked learning in an open online course OPEN NETWORKED LEARNING Design for facilitation and support Collaborative inquiry in online environments It will revive my teaching! Opportunity for me to put in more emphasis and strengthen what is important to me. I feel more confident to use other tools Develop further ideas of fusing physical and and digital learning environments It will promote international teach- ing projects, but bandwidth is a problem in many parts of the world Assessment through FOCUS INVESTIGATE SHARE (FISH) WRITING LEARNING REFLECTIONS How will ONL change your teaching?What is the most important thing you learned on this course? An important part of strategies for educa- tional development in Higher Education in- stitutions is to prepare for future needs of in- novative virtual learning environments. Thus there is a need to provide opportunity to learn about technology enhanced learning as part of teachers’ continuous professional develop- ment. Open Networked Learning (ONL), an open online course, was developed to accom- modate this while simultaneously opening up educational practices toward other interested parties. In its current from, the course has been offered twice both as an open course and as in-house training for teachers, course designers, educational developers and learn- ing technologists at Karolinska Institutet, Stockholm, Lund University and Linnaeus University, Sweden. The course is structured around seven top- ics relating to aspects of online learning and teaching. Learners from the participating institutions work in mixed groups of five to eight members including one or two open learners, using a specially developed meth- od for collaborative inquiry in online envi- ronments, called FISh (Focus, Investigate, Share). Each group has a facilitator to guide the work, which is carried out online, both asynchronously e.g. through forum discus sion and synchronously through the use of video conferencing tools. For the institutional participants, the course is offered as a continuation course in higher education pedagogy equivalent to two weeks of full-time work, i.e. 80 hours. For certifi- cation, certain requirements have to be met. These include: active participation in group work, writing reflective posts in a learning (b)log and giving feedback to a learning part- ner’s blog posts. Assessment through Synchronous meetings Creation of presentations Asynchronous discussion Blogging Peer feedback ACTIVE GROUP PARTICIPATION Participants voices Lars Uhlin1 , Maria Kvarnström1 , Ebba Ossiannilsson2 , Lotta Åbjörnsson2 , Alastair Creelman3 and Maria Hedberg2 1 Unit for Medical Education (UME), Department of Learning, Informatics, Management and Ethics (LIME), Karolinska Institutet, 2 Centre for Educational Development, Lund University and 3 Linnaeus University Library, Sweden Concluding week Collaborative Learning & Communities Flexible & Mobile Learning Open Educational Resources Designing Learning Environments Connecting & Networking Digital Literacy READ MORE AND JOIN ONL! #ONL 152 WWW.OPENNETWORKEDLEARNING.WORDPRESS.COM I had several thoughts verified, like that preparation is very important and that feedback is essential. That digital tools are not a substi- tute, instead they strenghten and and continue the development of teaching That PBL is a very good technique for keeping participants in an online learning course active The differences (challenges & opportunities) with networked learning compared to IRL learning

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