So the ONL192 journey has come to its end. During our last meeting in our PBL group we discussed our work, teamwork and the course itself. One thing we all agreed on was that there has been a lot of work and learning. Because of the course lasting from early fall until christmas time the individual learning beside the group collaboration has varied along the way. At some topic you personally had more time to research and dig in deeper on the scenario and even read optional resources, and in other topics you did what was agreed on in the group.
Looking back from were we started, digital literacy was a concept that I recognize but haven’t thought about in a deeper perspective. I like to think as White & Le Cornu (2011) that we all are different according to our digital literacy and that it is more of a way to fulfill different wholes in our own map, as residents and visitors, rather than placing us in to two boxes as natives and immigrants. Because even though we might be seen as immigrants we might have knowledge and skills at certain points that natives do not, according to our own journey in digital life. This is something we have to keep in mind as a teacher not putting students into boxes, when thinking about their digital skills when attending an online or blended course. We have to see them in a equal position with different background. (White& Le Cornu 2011)
Research noticed that teacher confidence and competence could be seen as critical factors of successful technology integration. The teacher’s attitude and preconceptions about the digital tools are seen as important in implementation and also in value for student learning outcomes. Teachers are influencing digital learning. I like to think it is also happening the other way. According to Jankovic` & Diedrichs (2019) the best approach to systematization of blended learning is a “Buildup” that focus on designing an onboarding (scaffolding) programs. Teachers can influence the students on the digital path with their positive attitudes, if adequate support and time to learn the technology is provided for teachers. It is important that teachers can recognize the benefit of using digital tools and learning methods in teaching. (Jankovic` A & Diedrichs P, 2019) If we want to give online and blended learning a good reputation at the university I think attitudes among teachers and recognizing the benefits of it play a huge role. We have to accept that by providing the support, time and money needed we can make it successful. We have to know that it takes effort to get it started, it cant be for free. The world is changing to become more digital and processes are developing but its gonna take time, money and efforts. Fitting teaching into the digital world is here, even if we would try to hold it back.
I like to citate: Bates 2019: ”We can either as individuals throw up our hands and leave all these developments to either state or commercial entities to manage in their own interests, or we can try to prepare ourselves so that we can influence or even control how these developments are managed, for the greater good (Bates, 2019) ”
Cronin (2017) writes about exploring the use of open educational practices in higher education and four dimensions shared by open educators. Balancing privacy and openness, developing digital literacies, valuing social learning, and challenging traditional teaching role expectation. (Cronin 2017)
The world of open learning can give us opportunities to compare Universities and interact with people form different cultures, which can be seen as eye opening giving new perspectives to learning. We do not need to travel to interact and get to study together with people from other places in the world. I like to see that open learning can be seen as a a second chance to study in life. Source criticism have to be considered, according to openness. I think the problem can be dealt with, by building trusted systems, offering open accessible learning in the digital world, we are attending. At my field, nursing, open learning might be restricted at some parts because of the differences in for example law in different countries. There is also skills and learning involved that still have to happen being present at school. I like to think of open learning between work-life and studies and Nordic networks in nursing for example.
In our PBL group we were interested to find out if there is a diffrence between connectivism and collaborative learning in the digital learning environment. We found out that Connectivism, according to research, is more of a learning theory. Also described as one of the most prominent network learning theories, developed for digital learning environments. Working as a lens through which teaching and learning using digital technologies can be explained and managed. Collaboration again, is what is happening between team members in the digital world during group work. As a conclusion: connectivism and collaborative learning are not the same, but related and they need each other. (Scott 2016) We need a framework and a way of looking at the digital learning environment to make the collaboration in it successful.
If we now start to think of being part of a blended or online course, as a teacher or from a student point of view, emotions come up as a natural part for both parts. Emotions are present everywhere where there is humans, even in a digital world. Rowe et.al (2015) identifies things to consider when planning learning activities and how to promote emotions that will maximize student learning as: stimulating and challenging tasks, relating learning to real life, safe and supportive learning environments, building positivity into achievement-related situations (e.g. feedback exchanges). That means for the teachers to be aware of emotions and use different strategies to elicit positive emotions to engage students. It can be by considering their personality, using humor etc.(Rowe et.al 2015) If we consider the digital environment there might be some restrictions for noticing emotions, vice versa for both parts. Which is something that have to be considered designing and scaffolding the course. Could a discussion forum (both teacher- student, or student only) be something to consider and a netiquette? I think it is important for students to feel the teachers presence in online courses. Can we allow someone attending a course to not show video-picture of themselves during meetings? webinars? or force students to have real pictures of themselves as a profile picture for the course their attending. How does it affect the group if students do differently.
The digital learning environment allows us to easily adapt new parts, new tools, videos etc.,just to mention a few, to the learning. Digital development in teaching and learning isn’t just about having fun using new tools, developing own skills and done by those who feel confident about their digital literacy at those specific areas. We still have to think of making a design, prove benefits, challenge attitudes and make the learning fit into the digital world based on evidence based research and make that research grow for future needs. The teaching world is changing and so do we have to change.
I am aiming for pedagogy credits in my masters studies by attending this course. The most valuable thing learned on this course is probably being a student in a course like this, turning the perspective the other way and feel all those feelings students feel. Because of intensive time schedule the blog is a good diary to go back to with more time. The course has offered much more than I thought before, given new perspectives to researching this area. Ideas, tools and theory to carry further with.
Resources:
Bates, A.W. 2019, Teaching in a Digital Age – Second Edition, Chapter 1: Fundamental Change in Education, Vancouver, B.C.: Tony Bates Associates Ltd. Retrieved from https://pressbooks.bccampus.ca/teachinginadigitalagev2/PUBLISHERTony Bates Associates Ltd.PUBLICATION DATE
Cronin C, 2017, Openness and Praxis: Exploring the Use of Open Educational Practices in Higher Education ,International Review of Research in Open and Distributed Learning Volume 18, Number 5. http://www.irrodl.org/index.php/irrodl/article/view/3096/4263 18.10.2019
Jankovic` A & Diedrichs P, 2019, Breaking digital boundaries: Teachers perspective of ICT implementation, usability and need for training at the University of Pristina in Current Topics in Language and Literature: An International Perspective, pp. 123-136, Cambridge Scholars publishing.
Rowe E, Fitness J, Wood L, 2015, University student and lecturer perceptions of positive emotions in learning, International Journal of Qualitative Studies in Education, Volume 28, 2015 – Issue 1
Scott, G, 2016. Connectivism: A knowledge learning theory for the
digital age?, Medical Teacher, 38:10, 1064-1069, DOI:
10.3109/0142159X.2016.1173661
7.11.2019
White, D. & Le Cornu, A. 2011, Visitors and residents: A new typology for online engagement. First Monday, 16(9)
