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””

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”

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”

MY REFLECTIONS ON OPEN LEARNING, DURING THE CORONA PANDEMIC Ingrid Rystedt, April 9th, 2020 — An unusual Easter in corona isolation We ponder the merits of open education While our university buildings are currently in lockdown Open forums for learning, help our minds move around The basic foundation of open learning is sharing And thisFortsätt läsa “A POEM AT EASTER”

In ”Visitors and residents: A new typology for online engagement”, White and Le Cornu make the argument that Prensky’s typology ’Natives and Immigrants’ is increasingly outdated. With the interpretation of natives and immigrants they (and, as I understand, Prensky) utilize, I probably agree. Still I have reflected on differences between natives and an immigrant duringFortsätt läsa “Immigrants as permanent residents – natives as non-residents”