I have thus far entirely been an offline teacher. And I should urgently change that. Medical schools are offline teaching institutions in Germany. My university takes pride in being a “presence university”. Students have to come and attend lectures and seminars. In our medical program students have to be present almost 45 hours per week in average. Compulsory. They complain that they do not sense university spirit at all. No surprise.
I have not been exposed to online learning until I became acquainted with interprofessional education. The facilitators of our teacher training course for IPE were the same facilitators of this ONL 181 online course. And they suggested to me to join this course. Obviously for a good reason. There is so much power and potential in online teaching. I had absolutely no idea. Great I did, but I also realize how much I still need to do and learn to catch up with the state of the art in online teaching. I realize how far behind I am and my discipline is, when it comes to online learning.
The good news? I will change that shortly. Yesterday I met at an offline seminar on scientific writing a colleague who got in to the ONL181 course via the exact same route: We had attended the IPE trainer training together. And Ingmar also joined because Maria and Lars recommended the course.

License: CC-O

My talk at the meeting yesterday in Leipzig was about peer review and rebuttal of reviews, which I started off by summarizing the results of the study OpenAIRE (Ross-Hellauer T (2017). PLoS ONE 12(12): e0189311), which examined how widely OpenAccess and OpenScience concepts have been accepted by the scientific community and how much traits of openness are supported by us as scientists.

After the talk we talked: We decided to start an online course for our colleagues in Anesthesiology on Open Science, OpenData and OpenAccess concepts and techniques right away. It will also consist of R and RMarkdown, but also entail some more information on Openness, data sharing traits and associated themes in Science.

I would have never thought of such an idea without ONL181 and the theories on learning and knowledge construction, namely the community of inquiry concept (https://www.sciencedirect.com/science/article/pii/S1877042813001584) as well as the different stage models (https://www.gillysalmon.com/five-stage-model.html) and the ICEberg scaffold (https://jpaap.napier.ac.uk/index.php/JPAAP/article/view/318/479) will help us a lot in getting started. I am glad that constructive alignment has reached me before and will be easier to implement online than offline. (https://doi.org/10.1007/BF00138871)
We looked at each other asking ourselves, who we would address and the answer was immediately clear: Open! Everybody who is interested can join… I am more than curious where this will take us!

|Gregor, ONL181, topic 4

Current practice! What practice?