Teachers from different universities in Sweden participated in an open online course called Open Networked Learning to learn about technology-enhanced learning and online pedagogies. The course covered seven topics delivered through a collaborative inquiry method called FISH involving asynchronous online discussions and synchronous video meetings. Participants were required to actively engage in group work, write reflective blog posts, and provide feedback to others. Many found that the course strengthened their teaching and confidence in using digital tools, and saw opportunities to develop international teaching projects through open online learning.

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