Looking back on the past three months, I realize this course wasn’t just about learning new things; it was a journey that encouraged my love for learning and working with others. One of the biggest things I’ll take away from this course is the power of teamwork. Sharing ideas with the members of my PBL group, figuring out tough concepts together, and seeing different perspectives come together – these experiences were truly valuable. The online community wasn’t just about learning either. We cheered each other on when things got confusing, celebrated successes big and small, and built a connection that went beyond the screen. I’ll definitely miss the support and positive energy this community provided. Another valuable aspect of this course was the opportunity to experience learning from a student’s perspective once more. It turned out to be a fantastic learning experience. I got to see online learning from the other side, including challenges like understanding instructions and staying motivated. This new perspective will definitely influence how I teach in the future.

The lessons from ONL241 will definitely change my teaching style. As I look at my courses starting in October, I’m actively searching for ways to integrate problem based learning activities that will enhance student engagement and make learning more interesting and fun. The collaborative nature of ONL241 was an eye-opener. Working together in unfamiliar online tools and through innovative methods has given me a fresh perspective on course design. I now have a wider range of approaches to incorporate into my classes next semester. I’m excited to explore how I can integrate online activities into my traditionally classroom-based courses. I’m also eager to experiment with entirely new teaching methods that empower students and value their work in unique ways. Furthermore, technology is an ever-present force in education, and I’ve always strived to leverage its potential to enhance learning. Furthermore, I’m embracing a more student-centered approach to technology. Instead of dictating which tools they use, I plan to introduce them to a variety of options and allow them to choose the ones that best suit their learning styles and project needs.This course has further solidified my belief in this approach.

My experience also showed me how important it is to get my engineering students ready for the collaborative nature of the professional world. Tests have their place, but creating a learning environment that encourages critical thinking, working together to solve problems, and using the power of teamwork will be a key focus in my classroom. Being inspired by Wenger’s concept of “communities of practice” (Wenger, 2010) I want to create environments where students can learn from and collaborate with each other.

This journey wouldn’t have been possible without the incredible team behind ONL241, especially the amazing members of PBL2. Thank you for making this such a rewarding and memorable experience!


Wenger, E. (2010). Communities of practice and social learning systems: the career of a concept. In Social learning systems and communities of practice. 179-198. Springer London.

*Photo by Vesna Bulatovic