Category: Uncategorized

Participating in the ONL course has been a transformative experience, especially in redefining how I perceive learning, collaboration, and teaching in digital spaces. One of the most valuable insights I’ve gained is the *possibility of solving problems asynchronously with ease*. In traditional settings, problem-solving often depends on synchronous interactions—being physically or virtually present at the same time. However, through ONL, I experienced how collaborative learning can thrive even when participants engage at different times, across different time zones, and from different contexts.

Asynchronous learning not only offered flexibility but also created space for deeper reflection and contribution. I appreciated how I could return to shared documents, Padlets, or discussion boards at my own pace, consider my peers’ contributions, and build thoughtfully upon them. This made our group work feel both inclusive and effective, fostering a sense of collective ownership. I plan to integrate this model more intentionally in my own teaching, especially for learners who juggle multiple responsibilities or need more time to process complex material.

At the same time, synchronous sessions played an important role in strengthening social presence and building trust. Live discussions, break-out room chats, and feedback sessions brought immediacy and energy, helping us feel part of a dynamic learning community. The balance of asynchronous and synchronous activities is something I want to bring into my teaching practice, ensuring accessibility without compromising human connection.

Another area of growth for me has been understanding and applying different engagement options for sustaining learners’ motivation. In ONL, I witnessed how varied formats visual storytelling, collaborative documents, gamified elements, and personalized feedback could activate participation. Learner autonomy was highly respected, which in turn, cultivated intrinsic motivation. These practices reminded me of the importance of designing learning not just for content delivery, but for continuous engagement, curiosity, and meaning-making.

Going forward, I aim to encourage more sharing in my teaching not just of knowledge, but of experiences, ideas, struggles, and successes. The ONL ethos emphasized co-learning and co-construction of knowledge, and I found that empowering. By creating spaces where learners can teach one another, ask critical questions, and build a community of practice, I hope to support more sustainable and authentic learning journeys.

In summary, ONL has reshaped my approach to education. I now recognize the pedagogical strength of asynchronous problem-solving, the importance of flexible engagement strategies, and the value of collaborative learning networks. These principles will remain central as I continue to develop as both an educator and a learner.

Exploring Topic 4 has deepened my appreciation for the strategic thinking required to create meaningful online and blended learning experiences. As an educator, I have always valued in-person interaction, but this topic challenged me to think beyond traditional methods and embrace digital tools more intentionally.

I was particularly inspired by the principles of constructive alignment and the emphasis on learner engagement. Designing with the end in mind focusing on clear learning outcomes, engaging activities, and appropriate assessment strategies was a key takeaway for me. I realized that effective blended learning is not about simply transferring content online, but about reimagining the learning journey to be more flexible, inclusive, and student-centered.

Working with my team also enriched my learning. We each brought different experiences with online education, which sparked insightful discussions on what works and what doesn’t. I’m now more confident in using tools like Canva, Padlet, and asynchronous video to support diverse learners. This topic has reinforced my commitment to continuously adapt and innovate my teaching approach, ensuring that all students regardless of location or learning style can access quality education.

Over the past few weeks, our PBL group’s engagement with Topic 3 has brought into focus both the potential and the challenges of fostering genuine collaboration in learning communities. The scenario posed a familiar issue: students often equate collaboration with task distribution rather than a process of shared thinking and growth. My experience reflected this tension at times, but also demonstrated meaningful shifts toward deeper collaborative learning.

Initially, like many learners, I defaulted to a pragmatic model of group work dividing tasks and working independently. This approach is efficient, especially under time constraints, but it risks limiting the deeper benefits of networked collaborative learning, such as collective meaning-making, mutual support, and the development of interpersonal and communication skills. Early on, I realized that while this method might help us meet deadlines, it did little to enhance my understanding or my ability to engage critically with the topic.

As I progressed, especially through discussions and shared reflections, I began to shift our approach. Instead of meeting only to merge my individual contributions, I started using oureetings to co-construct understanding. I asked more open-ended questions, challenged one another’s assumptions, and shared resources that enriched mine and our group’s learning. In doing so, we moved from simply coordinating our work to genuinely collaborating, listening, questioning, and learning together.

One of the key enablers of this shift was the recognition that learning communities are not just about exchanging information, but about building relationships and trust. When members feel safe to express uncertainty or offer constructive feedback, collaboration becomes a space for growth rather than just production. This mirrors the social learning theory that underpins networked collaborative learninglearning is relational and context-dependent, and knowledge is co-created.

Reflecting on our work for Topic 2 as part of PBL05, I am filled with pride and appreciation for the journey we’ve taken as a team. The interactive presentation we created using Canva is not just a product of effort, it’s a vibrant representation of our collaboration, creativity, and shared commitment to learning.

Each team member brought a unique voice and perspective, enriching our discussions and shaping the direction of our project. The probing questions challenged us to think critically and deeply, sparking engaging conversations that pushed us beyond surface-level understanding. Through this process, we embraced diverse views and synthesised them into key insights that form the foundation of our final presentation.

I’m especially proud of how we supported one another throughout the project. From brainstorming to final edits, our teamwork has been a source of motivation and inspiration. This experience reminded me of the power of collective effort and how meaningful learning emerges when we engage actively, respectfully, and creatively.

In the digital age, I am both a professional and an individual navigating a rapidly evolving digital and learning landscape. I leverage digital tools for research, networking, and advocacy in prosthetics and orthotics, ensuring that technology enhances access to rehabilitative care. At the same time, I maintain a personal digital identity where I interact with broader discussions on business, ethics, and healthcare. My journey through the digital landscape has been significantly shaped by entrepreneurial endeavours and academic pursuits, leading to marked growth (Zhang, 2021) in both my entrepreneurial and academic journey. As an entrepreneur, I use digital platforms for communication, marketing, and collaboration. For example, I use social media platforms like Instagram @trucare_pno, Tiktok @trucareltd and Website http://www.trucareltd.com/ to market prosthetic products and services. As an academic, I engage with scholarly databases like Cinahl and Scopus and research tools such as Endnote to support my academic work. Personally, I balance my online presence, like on my personal Instagram @eunice.kombe; my interactions align with my values and objectives and focus on my professional attributes, ensuring that my digital footprint remains authentic and purposeful.

The concept of Open Networked Learning (ONL) presents exciting possibilities for my development. It fosters collaborative and interdisciplinary learning, aligning well with my experience in research and healthcare innovation. ONL allows for broader engagement with diverse perspectives, helping me refine my understanding of digital education, inclusivity, and knowledge-sharing. So far, my experiences with ONL have emphasized the importance of open access to information and the role of digital communities in professional growth. Engaging in discussions and readings on digital identity has encouraged me to reflect on how I present myself online and how I can optimize digital tools using tools like ClickUp to support my entrepreneurial and academic work. Discussions on Topic 1, have also reinforced the importance of data privacy, digital ethics, and responsible online interactions.

Reflecting on Topic 1 readings and discussions, I recognize that the boundaries between personal and professional digital identities can be fluid, depending on the hierarchies between teachers and students. However, utilizing universal design for learning and approaching learning spaces from a facilitator perspective can enable the sharing of best practices and build confidence (Wenger, 1998). Digital platforms provide powerful opportunities to enhance learning and business, but they also require critical engagement to navigate misinformation and ethical dilemmas effectively. Overall, my journey in the digital age is one of continuous adaptation and intentional engagement. By embracing ONL Topic 1 principles and digital literacy, I am better positioned to contribute to my field, foster collaboration, and drive impactful change in prosthetics and orthotics care.

References

1. Zhang, Z. (2021, April). The impact of digital technologies on entrepreneurship education. In2021 6th International Conference on Social Sciences and Economic Development (ICSSED 2021) (pp. 448-452). Atlantis Press.
2. Wenger, E. (1998). Communities of Practice: Learning, Meaning, and Identity.
   

Hello, everyone! I am Eunice Kombe, a prosthetist and orthotist as well as a lecturer at KCMC University in Moshi, Tanzania. My work revolves around improving mobility and quality of life for individuals in need of prosthetic and orthotic care. Beyond clinical practice and teaching, I am deeply involved in research and innovation in rehabilitation sciences, focusing on user experiences and engagement can enhance patient outcomes. I am also passionate about advocacy and accessibility, working to ensure that prosthetic and orthotic services are more inclusive and widely available, especially in underserved communities. I look forward to connecting, sharing insights, and learning from all of you!

Welcome to Open Networked Learning. This is your first post. Edit or delete it, then start blogging!