Topic 5 At the moment it is still early for me to say what parts of online networked learning I will include in my teaching. The course has been very intense, and right now all the impressions are quite blended in my mind. At first, open learning sounded a bit suspicious to me. What isContinue reading “Blended mind”

(Topic 4) Flexibility is probably one of the most coveted properties of online and blended learning. With online learning, there has been a change in the roles of both teacher and students. In blended learning students are being offered to make choices between different assignments and materials When students get the feeling they can contributeContinue reading “Flexibility and feedback”

(Topic 3) According to Brindley, Blaschke and Walti1 one motivation for a student participating in the group is making individual success dependent of group success. In my view, participating in the group must be meaningful not only for the sake of passing a course successively. Group participation must add something to the learning experience: makeContinue reading “How to motivate students to participate in a group?”

(Topic 2) One of the Open Educational Practices presented by Bali, Cronin and Jhangiani (2020) is the open syllabus teaching process. In this process, the syllabus can be open to students to “comment or modify the contents”. As an information specialist, who teaches information retrieval to students in different subjects, this makes me interested. DespiteContinue reading “Open syllabus as an OEP”

The first association for openness in today’s world is, at least for me, connected to digital means and access. Even though the technical requirements for digital equipment would be fulfilled, there is more needed to acquire digital literacy. According to Beetham and Sharpe (2010), apart from technological knowledge, digital skills also include skills and motivations.Continue reading “If digital literacy forms your personality”