Thank you, ONL252 participants and facilitators!

As we wrap up our 12-week journey in the Open Networked Learning (ONL252) course, we want to extend our heartfelt gratitude to each and every one of you. Your dedication, enthusiasm, and collaborative spirit have made this course a truly enriching experience for all involved. We’ve explored new concepts, shared valuable insights, and built connections […]

#ONL252 starting soon – join the fun!

Very soon, we will kick-off #ONL252 and what an iteration it will be! We will continue to welcome Open Learners in the course from the Unigloh alliance as well as the EUNICE alliance. Both are part of the European Universities initiative – European Education Area (europa.eu).  We will also extend our collaborations with partner universities […]

Join ONL252!

Hi there! Before we are off on vacation, we would like to invite you to be part of the next iteration of #OpenNetworkedLearning: #ONL252 starting on September, 15! If you are interested to join, register your interest to participate here on the ONL site: https://www.opennetworkedlearning.se/register-interest-in-onl252/. We will be back with updates after the holiday, until […]

Thank you all for ONL251, and the adventure continues with ONL252

Hi there! Once more, we would like to thank you all: participants, co-facilitators and facilitators, guest lecturers, simply everyone involved, for all your engagement, making #ONL251 such a great learning journey! We hope you have enjoyed it as much as we have!! We are now in the middle of planning for the next iteration #ONL252 […]

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Reflections on designing online courses for blended learning: What should learning assessments look like in this AI era?

During my reflections on designing online courses for blended learning, I lighted on this piece in the University World News (Fataar 2025) which is spot on the question, “What should learning assessments look like in this AI era”? Dissecting what learning assessments should look like in this AI era, it advocates for a design-based pedagogy. […]