The document describes a teacher's experience taking an online course to improve their computer and e-learning skills. Some key points: - The teacher was initially overwhelmed by the new online learning environment but found help from instructors. - Tasks included creating a blog, e-portfolio, and collaborative group work, which helped the teacher learn tools and apply them with students. - The relaxed deadlines and emphasis on usable skills differed from traditional studies. - Reading materials and other teachers' blogs provided many resources to support the teacher's learning. - While an independent learner, the teacher realized the importance of tutors/mentors in online courses.

1. How I dropped into Tenegen?
Hungary - Lake Balaton

2. The course was started in the autumn of 2009 and participants
came from several parts of Hungary. We were all teachers – from
totally different subjects.
I’m not going to represent my classmates opinion, only mine:
I knew one thing about this course that at the end my
computer skills will be better, I will be able to create learning
materials with my PC, and this whole stuff will be organized
Hungary - Pécs in the frame of e-learning.

3. When I logged into the portal at the first time, and saw the e-learning
frame system, I was shocked. It was a totally new learning environment
with thousands of information that I’ve only heard about or even the
concepts were absolutely unknown.
Hungary - Martonvásár

4. I have to mention that I had a very basic IT knowledge and no experience; I
was only an Internet-user, nothing else.
But it was visible from the beginning that instructors that are standing
„behind the course” were really helpful. I saw the vivid life on forums, where
they were discussing the questions. Never happened, that they would miss to
answer to me helpfully, even in private messages.
Hungary - Lake Balaton

5. Slowly I got used to the enviroment, I’ve found what I was
searching for by myself, I learned how can I use the new
tools and what are they good for, how can I send my
completed tasks – and however these tasks have strict
deadlines, if it happens that I can fulfill it I do not receive
„punishment” like in an average school. I think that was the
most extreme case I had to get used to – it was new for me!
Hungary - Gödöllő

6. All of our previous studies were in the same concept-system: material –
study – report. With strict deadlines, and at the end, a mark (as
evaluation). It was weird – also till today – that in this new system it was
much more relaxed.
Hungary - Gyula

7. There are obligatory tasks and optional tasks, and there are also
those kind of tasks, that we have to solve with the collaborative
groupwork – everybody had to add his/her own solution. I think
that was a really inspiring task, because the topic was so
interesting for everybody.
Nádasladány

8. Existence of the net generation was obvious for everyone. But it was not
known whether this concept is the same in Hungary and in other
countries, and are there any Hungarian specialities, and if yes what are
they.
This task was maybe the biggest one, but I enjoyed every minute of the
work. I learned a lot from my students, about the age group and its habits.
Hungary - Budapest

9. I think I like to be a „tenegenist” because everything what we
have learned is not for itself – as it is in common studies. Almost
everything is completely usable in our everyday practice in the
classroom.
I know that it’s not easy also for them and also for
us. Even they are easily can follow the development
of the IT, the Internet – which is hard to study for
my group age. During the course by completing the
tasks I could reach their way of thinking, and I was
proud of myself that I could use many applications
that I never thought. I teach some of them to my
students and I also use them to create my own
Hungary - Budapest learning materials.

10. When we were coming to know the concepts like net generation, digital
indigenous, digital immigrants – I created a new concept on myself: digital
dinosaur. Who read a lot about Web 2.0, but the conception behind it is a bit
mystified. But as time goes by, I recognize how widespread the field where I
can use them is.
Hungary - Budapest

11. Video tutorials gave me a lot of support.
They showed me a step-by-step guide, how
to use web2 and other useful applications,
for example: Mahara, Delicious or
PowerPoint, etc. Bodrog corner

12. Aggtelek

13. One of the first tasks was to create a personal blog. Everybody had to made his own,
and some other tasks had to be completed by publishing in the blog. I don’t really
know the genre, I used to read some blogs, but to create a new one – I was never
thinking about that. But with time I started to enjoy it. At the moment I have a
„hybrid” blog where I put my completed tasks, my attempts on the lessons, and there
are also some private posts.
Hungary - Budapest

14. I have read the others’ blogs of course; I think there are a lot excellent
materials there. Some of them are scientific, others are funny, but all of
them reflects on the author.
So from that time I call myself as an official „blog consumer”, because I
read not only my classmate’s blogs, but also many others’. In teachers’ blog
there are many experiences, and also in students’ blog we can find many
Hungary - Szerencs usable information.

15. I made my first e-portfolio in my life! It was such a hard work, totally new
user interface and anyway: what should I present here? In my life I wrote
some CVs, but e-portfolio is much more! When I can use it more
assertively I will show it to my students for sure.
Hungary - Sárospatak

16. What I like the most is the huge amount of materials,
articles, resources that I can find on Tenegen Portal,
and most of the time I print them out, because I still
prefer to read a paper rather then monitor. I would
not able to find all these materials by myself.
Hungary - Eger

17. For today my own personal connections
have been created – we wear the same
shoes and we help each other. This had
never happened with me in a traditional
educational system – but it’s really a
good experience.
Hungary - Szentendre

18. I don’t say that I’m an expert in every topic, but I can say that I try
to use all these opportunities, my students enjoy my attempts, and
they prefer this kind of teaching-learning method.
Hungary - Sopron

19. To sum up: I don’t feel any regret that I started
this course – I can study in my own pace, in my
spare time, and it’s ideal for me. It’s a kind of
intellectual challenge where one helps to the
others to close up.
Hungary – Fertőd

20. I was thinking about whether if it’s a learning process without teacher? My
answer is: no. No, however we don’t call it as a teacher but they exist in a
different manner. I would call them tutor or mentor, as if I think about them.
But it won’t work without them. And this concept is a bit far from the course:
but I think that teacher will be always needed, only the frames will change.
Hungary – Lillafüred