Design for online and blended learning – Is the teacher redundant?

One of the central tenets of the online networked learning approach seems to be that teachers do not drive learning. We do not (and cannot) transmit knowledge into learners’ minds. We can create situations, environments and events where learning can take place. And we can give learners the tools, resources and confidence to learn byContinue reading “Design for online and blended learning – Is the teacher redundant?”


Learning in communities – networked collaborative learning

“Learning […] is an active process of creating connections and seeing patterns of information within and between these connections” (Oddone, 2019) Collaborative learning takes place when groups of learner work together to solve a problem, complete a task, or create a product (Gerlach 1994). It is contrasted with cooperative group work, in which learners tend toContinue reading “Learning in communities – networked collaborative learning”


Open Learning – sharing and openness

Openness is a slippery concept. It has different meanings for different people in different contexts. When it comes to education, openness usually refers to the extent to which knowledge is accessible. When we first started talking about sharing and openness, I immediately thought about Massive Open Online Courses (or MOOCs). MOOCs are online courses thatContinue reading “Open Learning – sharing and openness”


Digital participation and digital literacies

Digital participation is now more or less mandatory. Few are the people that remain anonymous online without leaving digital traces. Teaching and learning increasingly take place in digital realms… Canvas… Google docs… Reflective blogs on the learning process. And these are not digital interactions of the web 1.0 variety, where we interact as visitors, findingContinue reading “Digital participation and digital literacies”