It has been a rewarding and insightful couple of weeks on ONL252. I’ve gained a much deeper understanding of how problem-based learning (PBL) really works, not just in theory, but in practice. Group work started off slowly as we tried to coordinate schedules and how to work together smoothly. However, we did begin with a good foundation, establishing a contract amongst us and deciding on rotating moderating roles in addition to having facilitators. Still, there was some uncertainty about how to proceed with the actual tasks. As time progressed, it became clearer that learning to work well collaboratively was part of the PBL process, too. Group chemistry is essential to great group work; however, it does not always happen naturally between all members, which is why respect, inclusivity, communication, and good leadership matter.

One point that stood out came from Hróbjartur Árnason during one of the webinars while discussing learning as a social act, and that is the point of silent learners. This highlighted that participation looks different for different people, yet learning still occurs. It is worth keeping in mind these diversities even as we emphasize the value of group learning and the expected type of participation.

I take away how I can help my own students through their group work, and how to facilitate better participation. It became clear to me that educators tend to overlook or downplay issues arising from group dynamics, and that some problems are not always easy for the students to raise. I will also consider the frameworks we discussed in designing courses going forward.

Working on real-world scenarios was another highlight, because they raised problems that resonated with us, making it all the more interesting to investigate and to be part of the discussions around them. What this highlighted for me is that selecting problems that make sense to students and have no single correct answer is important for keeping them interested and engaged. Knowing there is no set solution opens students up to exploring together, applying critical thinking, and reflecting on prior knowledge and experiences. This way, there is less fear of not knowing the correct answer and more openness to learning from one another and building on each other’s contributions.

While we already have access to and use several technological tools, it was interesting to discuss these further and, more importantly, to use them within our groups during our collaborative work. This experience enables me to gauge what would work best for specific purposes when planning group work for students, and when to give them freedom to explore. We use different tools in classes and workshops, but we usually expect them to submit reports in a specific format and on a particular platform. Now I see that allowing students to use other tools may actually increase collaboration and creativity.

Naturally, the current hot topic of generative artificial intelligence (GenAI) was featured in discussions of technology: first for generating open educational resources (OER), then in our discussions about technologies for social and blended learning. In my teaching context, there is still some uncertainty about whether to allow or disallow GenAI use, and for what purposes. But I believe the lack of clarity stems from the absence of a clear plan to ensure fair and authentic assessment. The key takeaways were to ensure responsible and ethical use and to adapt lessons and assessments accordingly, such as including tasks that require the application of knowledge and critical thinking.

Blended learning, greater openness to technology use, and incorporating more real-world problems into teaching are essential for deeper understanding and maintaining engagement. Although we include real-world problems through teaching-research alignment, the students’ ability to find their own ways to resolve specific issues can result in richer learning experiences and add more value than learning about research work and findings, even if these are “close to home.”

Overall, ONL252 was eye-opening, exposing me to different perspectives and approaches to teaching and learning that I can apply in practice.