On this page you will find all blog posts from participants who connected their blog.

My memes for Topic 5!The time has come for a final reflection regarding the past twelve weeks of the Open Networked Learning (ONL) 201 course. Reading the final blog reflections of my co-students in this course, the word “journey” frequently appears in...
Designing for online and blended learning can be a challenge, but support from theoretical frameworks can help organizing thoughts about what is important to include in such learning context. I found the Community of Inquiry (CoI) theoretical framework helpful (CoI Survey, 2020). The CoI include three interdependent elements in online and blended learning, namely theFortsätt läsa "Topic 4 Design for online and blended learning"
BIld av Chris Martin från PixabayAs we start to come to the end of this ONL journey, we go into the designing part of online and blended learning. In our PBL group, we had a fruitful collaboration and sharing of experiences related to this topic. The M...
Image by Gerd Altmann from Pixabay I like to think that I have been an early adopter of learning in communities. My Personal Learning Networks have evolved over time – beginning with face to face communities such as TeachMeet NSW: “​TeachMeets are free, informal, collaborative experiences organised by educators, for educators in order to share … Continue reading Topic 3: Learning in communities – networked collaborative learning
So this is my final reflection of the Open networked learning course that I have participating in. I have  a couple of reflections that I want to share.The teamCollaborating in a cross functional team that is from all over the world, the part...
In one of my courses, we have an introduction to programming, we are using micro:bit because the online version is very good, with a lot of examples, tutorials and online demonstration videos.It was also one of the few programming environments where yo...
Dear readers and participants of ONL201 course The last few weeks working with course topics 3 and 4 have been rather intensive. No time has been left for adequate reflection. The course is coming towards its end and I believe the despite of the every now and then appearing tiredness and frustration I have learned … Continue reading Reflections on Topics 3 and 4
When working in the ONL201 course our team worked around Challenges and mitigation strategies fo networked collaborative learning, and we come up with five challenges.
The challenges and mitigations from the teamwork in Team 3
I thought that I could use the same framework to describe how I have handled some of these challenges. You can find the Mural here with links to relevant publications.
My mitigation strategies for some of the challenges.

Individual assessment of collaborative work

In one of my courses, students perform a self-assessment at the end of the course and must describe how they meet the learning objectives.
The student’s self-assessment is then reviewed by their team members. In the feedback team members often highlights personal competencies that students themselves may not be aware of, and also performs a ‘sanity -filter’ so the students cannot take credit for something they did not perform. 

Teachers review the assessment and have the possibility to adjust the assessment

By performing this assessment, students are given the opportunity to assess their abilities and compare them to the requirements and also the formal assessment by the teachers. The difference between the self-assessment and teachers’ final assessment was about 5% (Törlind 2019).

Trust and openness in distributed teams

One of the most important parts of social interaction that remote teams lack is informal communication.  "Trust needs touch" is a classical statement from Handy (1995), so how can we create this in remote teams?

When implementing collaboration in a global product development course, the global teaching team felt like we missed the spontaneous informal meetings that naturally happens in local teams that are often used to coordinate things, and also build trust between team members.  So to mitigate this we implemented a scheduled lunch/dinner meeting where the teaching team at  LTU had our dinner with the teaching team at Stanford (eating lunch), the idea was that we should not discuss formal things just have lunch together. This weekly informal meeting really improved communication in the team.  

Awareness of others

In the DTI project, we highlighted the importance of informal communications that were used for opportunistic and spontaneous interaction, but also for meeting coordination and media switching.  One thing that was perceived very positive was the awareness cameras that were implemented to enhance the sense of working in a shared physical environment (even that the team was separated in two different continents), continuously open video links were integrated into the Contact Portal. 

"Team members could become aware of the activities in the two project rooms, without having to use specific applications for videoconferencing. By incorporating visual awareness information in the web page, the teams only needed a quick glance to know if, or when, it was a suitable time to initiate interaction."  (Törlind & Larsson, 2002)

Thinking together

"One challenge for global product development is to support true collaboration within global design teams, where diversity and competences of the whole team can be utilized and where team members can think together rather than merely exchange information, opinions and divide work."  (Törlind et al. 2005)


Photo: Hanna Tuvesson (private)What do “all about guinea pigs”, “nursing researchers”, “living in Spain” and “vegetarian cooking” have in common? They are all examples of informal communities...
Collaborative learning can be a great challenge for many persons when looking from the perspectives of the students, as well as the teachers. Competence of collaboration is the ability to work in teams, and it has been pointed out that social intelligence, openness and advisory skills play an important role (Ehlers, 2019, 2020). When theFortsätt läsa "Topic 3 Learning in communities – networked collaborative learning"