Fortsätt till huvudinnehåll

What I've learned

1. I feel like a digital resident, and I think of the online sphere as a world in it's own, in which I live as much as the real world. I think of social media for example as communities in a very tangible way, like places I visit.

2. Creating a sense of community is harder than it seems. For me personally, I initially felt intimidated in the zoom room and preferred not to speak as much. I think it might have been because I missed the first week, and hence probably missed parts of the "getting to know each other"-activities. Some people in the group were more comfortable with taking their space, which meant they also used that space and spoke more than others. I also believe Garrisons words are relevant: "A face to face environment can have a dampening effect on critical discourse and create an environment of "pathological politeness". 

3. When planning courses it's important to sift through the intended activities and choose only the most important ones. As a student in the ONL course I felt overwhelmed with all the activities that were presented. I know that we were not supposed to take part in all of them, but that really doesn't change how I felt as a student. It was a constant case of "FOMO" - fear of missing out. I didn't take part of the tweetchats, which made me wonder which interesting insights that were expressed in that forum. I didn't read all the other students comments in the padlets, which made me feel like a bad co-student. There wasn't enough time for me to read all the suggested reading, which made me feel like I didn't do my homework. I had difficulties to attend the seminars, because it was during work hours and I was in meetings, and that made me feel like a teenager skipping classes. I felt like everyone in my group knew more than I did (which they probably do anyway since they seemed extremely competent and I was so impressed by their blog posts).

4. When designing a course based on cases, which I very much enjoy, it's important that the suggested reading or viewing material is closely related to the scenario. Otherwise the students get "off track" and end up discussing things that aren't actually what they're supposed to discuss - even if it's interesting and in itself part of a learning journey.


Populära inlägg i den här bloggen

My digital identity

How do one present oneself for a course like this? What is relevant for people to know? My personal identity, my professional identity, or my digital identity?  Even though my personal identity might be interesting for people, it doesn't feel like it should be my first priority. I'm not sure how much I would like to share yet, so I guess that part of me is off the table for now. My professional identity is probably a bit more relevant, but it's closely tied to my digital identity and I can't really tell you about one without mentioning the other. So, for this post, I'll focus on the digital identity. I would say that using Prensky's typology I'd be considered a digital immigrant . I wasn't born into the digital world like digital natives , because it didn't really exist the way it does now. But when I read about how the difference between digital natives and digital immigrants might manifest itself, like how immigrants turn to the interne

Blogging as an educator

One of the issues we discussed in our group during the first topic was how to approach blogging as an educator. I've worked as a teacher for 17 years, all of which I've used webpages and blogs for different purposes. I would like to share some of my thoughts about this. On how to approach blogging as an educator: Define the purpose of the blog . Is it to inform students of homework, assignments and important tests? Is it a part of your lessons used to flip the classroom or give assignments that they work with during classes? Are the students supposed to just read the blog or are they supposed to interact with you and each other in the comment sections? Or are it just a way of documenting what you do in class so their parents can follow their work? Look at other teacher blogs . What are they doing that inspires you? How are they using the tool? Practise make perfect. Before launching your blog, make a few posts just to familiarise yourself with the tool. If you

Openness and educational resources in a business context

In my practice as a teacher I wanted to have as much of my material in open spaces as possible. That was party because I wanted my students and their parents to be able to take part of it anytime and anywhere, but also because I wanted other teachers to be able to use my material if they wanted. As teachers we tend to invent the wheel over and over again, and I know first-hand how much easier your job gets when you can get inspired by how others have done, or just plain use someone else’s material. By sharing my work it became part of other teachers’ personal learning environment and I became part of their personal learning network, as Kay Oddone puts it in her blog post about PNE PLN, LMS and ONL. Funnily enough, this has led to my children sometimes hearing my voice on their iPad when doing homework by watching a video their teachers assigned. Universities are opening up course after course, and people are taking them! As Martin Weller states in chapter 1 in The Battle for Open