Open Networked Learning - Sara Ihlman

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...

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...