So, Open Network Learning course is over. That is: as far as course content and schedule goes. But my own networked learning is up for a journey.
In terms of scaffolding (Salmon, 2004) I think my group did very well. At the start of a new topic or new element we introduced our selves to tools and how to use them, and could then leave the technology behind and focus on the content using it. And as the course progressed I think we helped ourselves to social comfort as well as deeper learning and information exchange. If I recall right, we did not discuss this perspective of our collaboration, but again, I would say we helped each other towards educational phases of knowledge extraction and development.
Turning to the Community of Inquiry framework (Garrison, 2017; Vaughan et al, 2013), I think that Social Presence was hard to achieve due to time limitations for us as group members and by the need for technology to communicate. We all had a lot on our desks, so time insufficiency was a common experienced frustration, and there is no shadow on anyone. Where technology is today it has made possible new ways to connect, share and collaborate, no question about that, and I think it is fantastic and exciting! But asyncronous chats and scheduled synchronous video conferencing do take extra effort to compensate for “coffee room chat” and “by the door, before/after meeting chat”. From this point of view I think our facilitators did a great job, taking time in the group to step out of productivity and help us members to connect on a more personal level. Maybe an idea for future virtual meeting is to make strategical use of time before and after virtual meetings. In a previous post I mentioned humor as a (most) possible way to strengthen social aspect of a collaboration. I think the final Meme collection in ONL showed that. Fun, informative and bonding! But I think that we could not have done it much earlier in the course – the humor theme needed a social presence foundation I think.
I still need some to let the course content soak in. I guess I experience delayed understanding (Scheja, 2006). I have learned a lot, but it is hard to start mention what, but of course I can mention some. I have learned things about my self that I will need to address for future collaborations and teacher situations. I learned more about some other cultures and differences in values there are. I learned new technological tools as well as was inspired by group members how to, for example, approach a group. As for course content there are four themes that I am very happy to be presented to.
The visitor-resident framework (White and LeCornu, 2010) was a resourceful tool to both reflect myself upon and to use as tool in course design.
OER (Open Educational Resources) was presented in a similar challenging way. It let me reflect my own relation to sharing and copyright as well as giving a tool and resource for future course planning and teaching.
All ready mentioned above, Salmons scaffolding model made its place with me. It was nice to se an explanation to a lot of things I have been doing in teaching during the years. For example the investment in welcoming and introducing the course, facilities, students/class etc and how it gives a foundation to build later course challenges upon. I believe it is a model that is scalable. One could use it for planning a whole course, but also use its concept for a specific assignment, group work or for a whole program.
The Social Presence part of the Community of Inquiry framework was something like a relief to get to know. I have been struggling with the need for human aspects and values in education where most teaching and learning frameworks are about efficiency, outcomes and goal fulfillments. The social presence pointed me in a direction to be able to argue for the need of human interaction and the importance of sense of belonging.
Thank you, all ONL:rs, for the past weeks. Course responsibles, facilitators and group members. It has been a treat, a challenge and fuel for future explorations.
References:
Garrison, D. R. (2017) E-learning in the 21st century
Salmon, G. (2004) E-moderating
Scheja, M. (2006) Delayed understanding and staying in phase: Students’ perseptions of their study situation.
Vaughan, N., Cleveland-Innes, M., Garrison D. (2013) Teaching in blended learning environments
White, D. and Le Cornu, A. (2010) Visitors and Residents: A new typology for online engagement. First Monday. Fetched 2019-10-11 from http://www.firstmonday.org/ojs/index.php/fm/article/view/3171
