Lars Uhlin works as an Educational Developer at the Unit for Medical Education at Karolinska Institutet. He has a background in Nursing and has long experience of Health Care Education and Problem-based learning (PBL). For the last 15 years he has worked with educational development in different settings both on the national and international arena. He is also coordinating a national/nordic network for PBL and is a board member of the swedish network for educational developers (Swednet). Some of Lars’ main focus areas are professional development and educational design within a framework of problem-based learning, interprofessional learning and e-learning.
Maria Kvarnström works as educational developer at Karolinska Institutet, Stockholm, Sweden. She has a background as Biomedical Laboratory Scientist and research in the medical field before working full time with education. Maria has an interest for online learning and how to manage the challenges for facilitating learners when locating education to an open online learning environment. Further she has a strong interest for PBL, started already when being a student at The Faculty of Health Sciences at Linköping University, and is very interested in investigating how to work with PBL online.
Lotta Åbjörnsson works as an educational developer at the Division for Higher Education Development (AHU) at Lund University, Sweden. With a background in Physiotherapy and a Diploma in Physiotherapy Education she has worked as a teacher mainly in Physiotherapy programmes employing Problem Based Learning (PBL) as their method of instruction. Her keen interest in eLearning and the digital world is of a rather recent date and it is with a fair bit of reluctance she has been able to convince herself of the usefulness and discover the inherent joys hiding in the nooks and crannies of digital tools and social media.
Alastair Creelman is an e-learning specialist at the Linnaeus University library in Kalmar. He is particularly interested in the opportunities that technology offers to open up education to all. He monitors developments and trends in educational technology and disseminates his findings through his blogs, Twitter and other social media as well as in published articles and conference contributions. He has taught in most areas of education (school, adult education, corporate training and university) and is today active in several national and international networks and organisations as well as Nordic and EU projects.
My name is Mohammed Seed Ahmed, a Lecturer in the Unit for Medical Education (UME), within the Centre for Learning and Knowledge (CLK) at the Department of Learning, Informatics, Management and Ethics (LIME), Karolinska Institutet (KI), Stockholm, Sweden. Basically, I am a Medical Doctor (M.D.) and an Assistant Professor at the Department of Physiology, Faculty of Medicine, University of Khartoum, Khartoum, Sudan. I have had my Ph.D. in Medical Science from the Department of Molecular Medicine and Surgery at KI. In addition, I had the chance to accomplish the Master Programme in Medical Education at KI since I have a great interest concerning pedagogy in Higher Education
Anders Gerestrand is a teacher of Media Technology at Linnaeus University since 14 years. He has a background as a sports teacher, but the subject has made him focus on digital learning tools. He also teaches at teacher training on ICT issues. At Linnaeus University, he is a part of the Centre for Educational Development in Higher Education
Ulf Olsson is a Ph.D. and Educational developer at The Department of Computer and Systems Sciences and Centre for the Advancement of University Teaching at Stockholm University. He teaches professional development courses for teachers and his main interest is implementation and how to utilize IT in higher education. Current research project is about teachers going public in open education. He is also running a joint academic – business project about learning analytics.
Filip Levälahti works as an e-learning coordinator at Arcada, University of applied sciences in Helsinki, Finland. His job is to support and develop the teachers’ competences in online and blended teaching and to coordinate the pedagogical infrastructure in the campus. Filip also teach a course in digital literacies for all new students at the university. He follows the expression “good online pedagogy begins with good pedagogy, period” (Paul Creasman) and is eager to find out how good pedagogy can be applied with modern technology.
Malin Larsson Lindbäck, educational developer at Luleå University of Technology, has Masters degrees in both Psychology and Education, which she finds to be a tremendous asset working as a teacher. She has taught psychology related subjects in most areas of education (school, adult education, corporate training, higher vocational training and at university). Previously inexperienced and somewhat reluctant in the field of blended learning and digital teaching, she took on the challenge in the ONL course during autumn 2016 – and as it turned out to be an enjoyable journey she was back already during spring 2017 as a co-facilitator! Her conclusion about ONL-experience is that it is not only stimulating her never ending curiousity of new knowledge and new aquaintances, but also making her realize that digital tools and social media can actually be useful both for learning in general and developing as an individual. Therefore very much looking forward to returning as a facilitator for ONL172!
Gizeh Perez Tenorio loves research and considers herself a passionate educator. For many years she has mentored students at Linköping University where she also practiced Problem Based Learning as part of the PhD program: “PBL, for me, was hard at the beginning but brought a lifelong reward at the end”. During ONL162 she discovered the power of PBL online and became fascinated by the course design and pedagogy. In the future she would like to understand more about what makes a successful collaboration in virtual teams, to design pedagogical material for digital courses and to learn MOOC design.
Lieza van der Vyver has been with Varsity College (an educational brand of The Independent Institute of Education, the largest private provider of higher education in South Africa) for the past seven years. Lieza is the Vice Principal Academics at the Pretoria campus and also provides online support as a Programme Support Tutor for the distance programmes. Lieza has a particular interest in using technology to enhance teaching and learning. She focuses on action research in the application of new technologies in her teaching and supporting other academics to do likewise.
Victoria Owen works as an Academic Support Manager at Varsity College (an educational brand of The Independent Institute of Education, the largest private provider of higher education in South Africa). Victoria works with a team of Teaching and Learning specialists across a national footprint of eight higher education campuses as they drive adoption of blended learning at Varsity College. Victoria has a background in teaching Economics to undergraduate students. Victoria has a specific interest in current trends in teaching and learning in online and blended environments.
Joanne Hart: A business background in Information Technology led to an interest in EdTech when I joined Varsity College as a lecturer in 2007. My current role as campus champion for technology-enabled learning allows me to explore and test the many EdTech offerings available. The primary focus of my role is to assist fellow lecturers in designing learning to incorporate EdTech in an active, blended environment. Despite my passion for technology it remains a goal to always be thoughtful in my approach to incorporating EdTech in lessons and to always remember ‘the human’!
Sinéad Whitty is Director of Learning at Faculty of Capacity Development, Ireland. Previously, she was Pedagogy Coordinator at the Department of Medicine in Karolinska Institutet, where she was responsible for the design, development and delivery of online, post-graduate courses. Sinéad has twenty years’ experience teaching face to face, online and blended. She is an advocate for technology that supports good teaching and learning practices. Sinéad may be addicted to ONL, having participated in three previous iterations. She is delighted to co-faciliate on ONL172.
Lars Harrysson is a senior lecturer at School of Social Work, Lund University. He has a background in social policy and social work education and research. In regards of education he has been engaged in the development and pursuing of both campus, on-line and blended courses on various educational levels. The issue of our libraries, their services and competences as part of our pedagogical challenges, has for many years been an important focus. He is at the moment involved in a venture of a new blended course on the theme of “Patient perspectives and personal capabilities”. The course has many influences from his experiences as participant of ONL last semester.
Kiruthika Ragupathi is an academic developer with the Centre for Development of Teaching and Learning (CDTL) at the National University of Singapore (NUS). She has a background in Engineering and has worked with academic development since 1997. Her research interests are in analyzing pedagogical issues surrounding the integration of educational technologies into teaching and learning; understanding the learning processes and outcomes for learners engaged in technology-supported tasks; and in tracking and supporting learning in interactive learning environments. Her current research focuses on using student evaluation of teaching to enhance teaching practices and policies; in optimizing instructor interventions in online discussion forums to enhance the student learning experience; and also in studying the impact of gradeless learning on student motivation. Kiruthika took the ONL171 journey, and is now back to share her experiences to those of you in ONL172.
Sofie Wennström lives in Stockholm and works at the Stockholm University Library, with Open Access publishing (at Stockholm University Press) and teaching for students and researchers about scholarly communication and information literacy. She is almost finished with her Master’s degree in Education with a focus on Higher Education. She has a background in the publishing business, and has worked with development of academic journals for one of the biggest publishers in the world. Sofie was a participant in ONL 171, and looks forward to share experiences with a new group of people. Her learning blog is still up and running. An overview of activities can also be found on her ORCiD page.
I’m Tebogo Rakgogo. I’m a full time IT lecturer at Varsity College. I enjoy lecturing Programming and information System modules. I also provide support to students and lecturers on the learning management system.
Alan Soong is an Associate Director (Learning Design and Research) at the Centre for Development of Teaching and Learning, National University of Singapore. He has been working in the area of academic development and the use of ICT for teaching and learning in higher education since 2002. Alan’s research interests include academic development and blended learning in higher education. He has also been actively serving as a member of the executive committee of the Australasian Society for Computers in Learning in Tertiary Education (ASCILITE) since 2012. Alan participated in ONL171 and returned as a co-facilitator for ONL172.
Paula Morais is currently involved in a project, funded by the EU, to provide online accredited courses and MOOCs to Syrian refugees in Jordan and Lebanon, and to Jordanian disadvantaged youth. Paula works as an international consultant and advisor on open education, open data, e-learning, distance education, mainly in developing or middle income countries, some of them in fragile contexts, in Africa, Middle East, Caribbean, Latin America. She has been working with the European Union, DFID, UNDP, International Telecommunications Union, World Wide Web Foundation, Governments and Higher Education Institutions.
The intersection between commerce and learning is an exciting and dynamic space with near-infinite possibilities. It is also the source of a great sense of fulfilment for Dominique Nupen, and the channel through which she hopes to make a valuable contribution to the world of business. As the Head of School of Management for Varsity College – an educational brand of the largest private provider of higher education in South Africa, the Independent Institute of Education – she is responsible for the academic excellence of management- and commerce programmes and modules run on eight higher education campuses across South Africa. With a background in business management, entrepreneurship and corporate governance, she has also developed a keen interest in the unique human ability for self-reflection as a means to develop well-rounded leaders.
Marc Groenewald has been with Varsity College (an educational brand of the Independent of The Independent Institute of Education, the largest private provider of higher education in South Africa) for the past 3 years. Marc is the Vice Principal Academics of the Waterfall campus and champions the implementation of technology enhanced learning amongst the lecturing and student body. Marc is always looking to find innovative, new ways to add value to the academic progress and development of students.
Sonja Sharphas been with Varsity College (an educational brand of The Independent Institute of Education, the largest private provider of higher education in South Africa) for the past sixteen years. During that time she has developed her interests in teaching and learning, specifically with a focus on educational technology and online mediation. Currently Sonja’s position within Varsity College is that of Educational Technologist, where she supports the adoption of blended learning, online mediation, the institutional LMS, and supports the national drives of transformative teaching and learning strategies across a national footprint of eight higher education campuses.
My name is Charlotta Hilli, most people call me Lotta (or Chilli). I am a teacher educator at Åbo Akademi University (PhD). I have worked as a history and social studies teacher in Upper Secondary schools in Finland. My research interests include virtual learning, learning and motivation in virtual learning environments, collaborative learning, dialogic pedagogy and subject integration or integrative learning. I work part-time as a post-doc researcher for the project Didactical Dimensions in Digital learning (dididi.fi/english) that wants to identify and distribute knowledge about learning in digital environments. Living in Vasa, Finland and sometimes in Odense, Denmark.
Raheel Lakhani works as Manager for Digital Learning Projects at an international university press. He has worked as an Educational Designer for Blended Learning at The Aga Khan University, Pakistan, which has campuses in East Africa and London as well. He provides services for course design, which includes providing faculty development facilitation and pedagogic input to faculty members in collaborative (re-)designing and offering of the blended learning courses. He is a recipient of High Honors in Masters of Education from The Aga Khan University. He participated as a digital innovator in an academic scholarship program ‘Social Innovation in Digital Context’ at Lund University funded by Swedish Institute, where he explored the development of a digital storytelling approach for promotion of pluralistic and creative expression. He holds Masters of Arts in Technology and Social Change from the same program.He is also a self-taught photographer, published in two coffee-table books and participated in few local and international competitions / exhibitions. His interests include eLearning pedagogy, learner’s autonomy, freedom of expression and pluralism, visual/textual narratives and digital collaborations.
Maija Lampinen works as an educational developer at Aalto University, School of Electrical Engineering, Finland. Her background is in educational sciences. She is a trainer in the university pedagogical courses at her university. Additionally, she participates in teaching development projects and teaching competence assessments. She has facilitated collaborative learning in many courses and is especially interested in designing courses and learning processes in blended learning environments.