The time has now come for a recapitulation of key learnings from the ONL course. In discussing my personal takeaways, I will partially revisit the ‘meta’ mode I started with about what learning blogs might be good for. It now appears to me much more clearly (I was a bit sceptical about learning blogs inContinue reading “Beyond the learning blog: Key personal takeaways from the ONL course”

When I moved all my courses to fully online as a result of COVID-19 restrictions, I quickly found that something which I could not immediately pinpoint was missing. I noticed that the sense of immediate feedback which I usually get in class was not there when teaching online, especially through a suboptimal tool which doesContinue reading “Social presence: Making sense of an experienced lack”

In my previous blog entry I mentioned that I have just taught a course “where more than half the participants have invaluable experience and expertise (practitioners working on sustainability issues from different sectors)”. This is because at my business school, we welcome each year 40 new participants in our 2-year study module on ‘Corporate Responsibility’:Continue reading “Enhancing personal and collaborative learning of professionals”

I have never believed in a purely ‘instructivist’ model of higher education for my courses, whereby the role of the teacher is only to ‘transfer knowledge down’ to the students (Crosslin, 2016). Instead, I largely subscribe to a constructivist approach to teaching and learning. Among other things, this means that I conceive of my roleContinue reading “From constructivist to connectivist teaching and learning”

Dear reader, I have to step up my blogging. It appears no one was interested in my musings in the first entry. There was only one like which was from a colleague of mine out of pity. The only comment he gave me was “it comes across as passive aggressive”. It is painfully clear IContinue reading “Learning blog utopia or dystopia?”