On this page you will find all blog posts from participants who connected their blog.
On February 25 2020 I met with a group of fellow teachers on campus at Karolinska Institutet in Stockholm to start the ONL course and on May 8 2020 I met for the last time with my PBL group online on Zoom. At the campus meeting in February I did not know that only two … Continue reading Online from now on →
During the covid-19 pandemic many of us have transferred our teaching online. At some point in time we can return back to our campuses and meet the students face to face again. But what have we learned during this exceptional time, are there some teaching and learning activities that would be better to keep online … Continue reading Designing blended learning courses →
ONL201 is ending, hence this blog post will summarize and reflect upon my experiences, learning and development. “Learning by doing and reflection” is a phrase I usually return to, when thinking about or discussing different aspects of education. This ...
If my Calendar serves my memory correct it has been 12 weeks since I enrolled for ONL201 and every week has its own challenges and accomplishments. Now we have reached the end of our ONL201 journey and it has been nothing short of greatness and wealth of knowledge and experience. I would not substitute this … Continue reading Topic 5 ONL201 Journey Reflection →
Given that our university converted to an exclusively digital format only weeks after ONL201 started, my learning steadily “spilled over” into my practice, as I progressed through the ONL201 course topics. Concurrently with taking ONL201, I quickly adapted two courses from ”physical” to digital format. In that process, I was fortunate to collaborate with youngerFortsätt läsa "”YOU LIVE AS LONG AS YOU LEARN”"
The course has ended and it has been good! I have learned a lot, foremost about the pedagogical theories of learning and how others deal with moving their teaching activities online. It surely is all complex and only experience will make us proficient, overall, using digital tools in teaching seems to be an exciting andContinue reading "Online – how else?"
A RHYMING REFLECTION ON GILLY SALMONS 5-STAGE-MODEL By Ingrid Rystedt, May 14, 2020 – Digital confidence, stage-wise induced in online learning, opens new doors via zoom Communities of inquiry transcends, with emotional presence, the traditional classroom – As teachers, we do well in seeking guidance from Salmon’s five-stage model Implemented creatively and wisely, it willFortsätt läsa "THE FRUITS FROM A SCAFFOLD"
We are approaching the end of this course and the last “real” topic addressed designs for online & blended learning. In my PBL group, the sentence “I think everything could be taught online” has been said a number of times, which I think is amazing. Don’t get me wrong, I don’t think that everything shouldContinue reading "Have we reached stage 4?"
As a teacher, I like teaching and learning activities (TLA) that becomes somewhat more personal compared with giving a lecture, i.e. meeting students in seminars (smaller groups) or supervising master thesis students. Hence, I have had some resistance ...
During the past two weeks of topic 4 (Design for online and blended learning) it is evident that Online learning is something that each and every institution will have to adapt soon or later. For Teachers/Lecturers this can be a demanding task to implement in their teaching and learning pedagogy. I think my PBL Group … Continue reading Reflect on how you can provide support, facilitation and scaffolding for students in online and blended learning environments. →
This blog has the same title as one of the recommended papers for this topic (no 3) in the course, written by Neus Capdeferro and Margarida Romero (see the full reference below). I will discuss and reflect upon that theme from two perspectives: As a t...
In the past 2 weeks of trying to unpack the topic of Online Collaborative learning in our communities, it became evident that there is a distinct difference between cooperative and collaborative learning. According to Laal et al (2012) some of the difference between cooperative and collaborative learning is that the teacher involvement and guiding is … Continue reading Topic 3: When real life collaborative learning took place. →
As a researcher, I learn most when I collaborate directly with health and social care providers. This happens, for example, in the planning stages of a project, when we jointly explore unique features, and anticipated interplay of dynamics, in a specific system. This shared knowledge is important to increase the odds that a pilot implementationFortsätt läsa "Coproduction of welfare services"
Research collaborations usually arise when people identify an issue or task that they need to address and realise that other people have skills that can contribute to solving the issue/task. Or people recognise the potential of combining different knowledge and skill sets and start coming up with novel projects. In any case, a collaboration requiresContinue reading "Collaborating… online!"
A community of practice is a group of professionals who have a common interest and learn from each other to build a best practice (1, 2). University teachers can gain from building their community of practice to develop teaching practice and support each other. A community of practice can also be seen as a combination … Continue reading Community of practice for distance teaching during the covid-19 pandemic →