ONL2020

The most important things that I have learnt through my engagement in the ONL course can by summarized in;

• knowledge about new digital tools and social platforms
• gained an insight into new, for me, research areas 
• online collaboration and the group process
• barriers and opportunities for learning in other countries and continents

As I have mentioned in an earlier blog-post, I thought I was quite “modern and updated” about digital technology, even if I’m not particularly interested in exploring and using it. Starting this ONL-course was like being hit by a hurricane. The first two to three weeks was chaotic and realized I had absolutely no digital literacy, neither in a professional nor in a private way. It was good to start by mapping my own knowledge and experiences and then discussing with the group members, and also see the other course participants’ compilations. It provided further insight to me on how many different tools there are. Now I have bookmarks to different websites with tools available and how they can be used. 

The knowledge about theoretical frameworks and scientific studies on learning and teaching methods for online education to lean on allows me to feel less insecure when designing courses for upcoming students. Also, the group collaboration and the different topics we have had to deal with has been a good experience about the feeling of being a student, well worth considering as a teacher. Although we have good conditions for studies in Sweden, it is important to be aware of there are students who not have access to a computer or a network at home.

For me and my colleagues, the focus is to create a blended-learning education. Several of my group members in the ONL-course are interested and want to try it out, but have met resistance from both their colleagues and their chiefs, although many of them have recently said that Covid-19 has paved the way for them as they had to switch to online education. An advantage is that one of my colleagues took this course at the same time, so we have already had good discussions and ideas in the planning of the new program. At first, I thought that I should have had more experience from teaching before I started the course, but I feel that I could take advantage of the content and bring a lot with me. All these aspects mentioned above are experiences that I will bring further to the rest of my colleagues.  And I would love to see a continuing course in the future.

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For this 4^th topic, we shifted focus from participation in a learning environment to how to support and design for learning. My first reflection of this topic was on the picture representing the topic on the ONL-homepage. The more trained you are, the easier it gets? 

This spring my collogues and I are preparing for the start of the new online-program for Dental hygienists. For us, we don’t go from campus-based education to online, which maybe makes it easier as we don’t have to rethink or reconstruct existing courses. There are large amounts of research about on-line education, a new world has opened up to me. I really liked the suggested literature from Vaughan et al., 2013. Overall, the book presents principles that provide a set of tools facilitating teaching and learning available through different technologies and teaching practices related to the blended learning experiences. Also, the article of Ameijde et al., 2018 gave thoughtful insights on the students’ perspective in order to maintain student’s retention in courses. Several of the aspects, which caused the students dropouts, were related to the social context and the feelings students experienced, and not only the workload, this highlights that emotions among the students are important to address in online-education, as well in blended learning.

To provide the students with support, facilitation and scaffolding in online and blended learning environments the five-stage model (Salmon, 2013) is a good framework to lean on. Step-by-step Salmon guides you through the different stages, creating a scaffold for both teachers and students. One important aspect of supporting the students are especially in the beginning of the education. A lesson I learned through the course, when everything is new and everything takes longer than planned it stresses you. I would say that chaos is an appropriate word explaining the feelings. If it is possible to soften the stressful feeling among the students, it is positive and enhances the possibilities of learning. Being new in this field, I think it’s important to allow yourself and your colleagues to try things out and evaluate the courses and the techniques and methods used as the learning process progress. 

Salmon, G (2013) The Five Stage Model. http://www.gillysalmon.com/five-stage-model.html

van Ameijde, J., Weller, M. and Cross, S. (2018). Learning Design for Student Retention. Journal of Perspectives in Applied Academic Practice, Vol 6 | Issue 2 | pp.41-50.

Vaughan, N. D., Cleveland-Innes, M., & Garrison, D. R. (2013). Teaching in blended learning environments: Creating and sustaining communities of inquiry. Edmonton: AU Press. Chapter 1 “The Community of Inquiry Conceptual framework”.

Based on my experience, collaborative learning is usually a review of what is to be solved, then the task is divided and each one contributes its part to a whole, and the task is done. Exemplified in the scenario like we discussed as a topic. The time for discussing different aspects and ideas together is rare. Gaining an increased understanding of the meaning of what collaborative learning really means also increases the interest in how important and stimulating it is. Time, I think, is often a very limiting factor. Depending on the context in which the collaboration is to take place, I think is also of great importance. We have discussed this in our ONL-group and two perspectives / experiences emerged that were in complete contrast to each other. On one hand, some people in our ONL-group felt that if students knew each other well, it was less likely that they did not contribute to the collaborative work, due to the risk that it would be embarrassing to be seen as “lazy and unengaged”. On the other hand, experienced others in our ONL-group that if students knew each other well it was easier not to contribute because they were friends. Personally, I also believe that there is a lot in each person’s personality. If everyone in a group is high-performing, there is no one who does not contribute regardless of whether the people who collaborate know each other or not. The fact that individuals in a group are comfortable with each other and feel secure have we discussed as an important factor for collaboration. Establish time for socialization in a group is important to begin with. It is also evident during these weeks that our OML-course has taken place. Discussions in our group get started easier for each week that goes by. Everyone seems to be comfortable to share their thoughts and make suggestions on how to solve the topic.

In order to continue to develop professionally, I think it is good to have a plan for every year, what do I want to achieve? and how should I do it? And, also to sum up the previous year and evaluate what was realized and what was not achieved. Using the resources of the University, I see as obvious. Before I started at the university, I had no idea what great opportunities there were. Both for me as a person, but also for translating into teaching. I’m really looking forward to the learning process. During the first few weeks attending this ONL-course I felt that I probably took the course too early because I do not have my own experience of teaching. Instead, now I feel this is so right, my peers in the group contributes so much with their experiences.

I thought I had some digital literacy before I entered this ONL course, which was a mistake. And then I refer to my knowledge, not entering this course. Padlet, Whats App, Coogle, Prezi, Twitter, Google Drive… so many new experiences, and I have to confess that I am quite lost. I have also learned some new terminology, such as digital literacy and digital transformation. Never reflected before there was a researched field within this area. 

Still, it’s so fun to learn new things and hopefully I will develop some new technical skills. After watching the videos and reading the suggested literature I identified myself as mainly a visitor, and not a resident. It was interesting to map my own appearance in the digital world based on the visitor-resident, private-professional concept, and it made it clear that I´m mainly private online. My goal is to move the box in the left lower corner to the right lower corner, changing from visitor to resident.

Also, I wanted to try a new digital tool for me, Padlet. It was easier said than done. It ended up with me choosing to use PowerPoint instead for the mapping which I can manage reasonably well. Maybe it was hard to use because I read somewhere that Padlet for the moment is overloaded due to the corona-virus and there are many new users. Nevertheless, I am very interested in learning how to use Padlet (and other tools) which we have used in our PBL- group. For me it looks like a tool with great potential and significantly more fun to create than a PowerPoint. Topic one reflected myself, it could have been me written the scenario. During the twitter session (first time for me) it became obvious that I´m not the only person being a visitor and newcomer. The digital transformation journey has started. The collaboration in the PBL-group have greatly contributed to what I have learned so far. Working together in small groups are for me a nice way of learning. A positive attitude in the learning environment enhances self-efficacy and this in turn enhances online learning behaviors.

For my personal development, I am eager to learn about digital tools to enhance and facilitate the learning for the students I will be teaching but also for my private life. 

Davidson, N., Major, C. H., & Michaelsen, L. K. (2014). Small-group learning in higher education—cooperative, collaborative, problem-based, and team-based learning: An introduction by the guest editors. Journal on Excellence in College Teaching, 25(3&4), 1-6. 

Prior, DD., Mazanov, J., Meacheam DM., Heaslip G., Hanson, J. Attitude, digital literacy and self efficacy: Flow-on effects for online learning behavior. The Internet and higher education. 2016;(29):91-97.

Already half-way thru this course and I have learned a lot; so many new digital tools, scientific fields I didn’t know existed, how education-system works in other countries, an overwhelming openness in sharing experiences and much more. 

Themes for reflection for this blogpost

• what openness means for your own practice

Reading “The Battle for Open” (Weller, 2014) hits me how privileged we are in Sweden, no fees for entering schools or universities, entitled to study grants and a welfare system with daycare facilities for children if the parents are studying. I see the advantage with open education in countries not having the similar benefits as we in Sweden have. The openness, for me, is finding a way of sharing educational materials with other universities in a way that feels equal. But I think open courses will become more common in the future. Especially if you already have a job and need to be updated. 

• is technology the primary driver for openness in education

Technology might not be the primary driver alone for openness in education, but very fundamental for getting things to work and to be accessible. Instead, I believe that openness contributes to inspiration, personal development and stimulation and provides an increased satisfaction, meaningfulness and this serve as a driving force.

• do you agree with the claim that knowledge should be considered a common good and be accessible as openly as possible

As a typical Swedish I prefer to be “moderate”, but there are pros with being as open as possible. The more people who have access to education and knowledge, the better it is in all social aspects. So yes, in that sense, I completely agree with that. However, with the condition that it is offered openly have to keep the same quality as other education. On the other hand, what is the guarantee of higher quality of education on campus? In fact, it could be the opposite too. So, this question makes me stagger having after reflecting on it, and I’m probably more inclined to think that openness is good.

• how to find and use openly licensed resources

It was a real eye-opener to get tips on all the resources that are available to use and to gain knowledge of ways to find materials. Creative commons was not entirely new to me, but it was good to get more reading tips on how I can use it myself, both for my own use to find material but also for sharing what I have created in a safe way. As a continuation of the thoughts above it is great with openness. I feel if you like to use free open material yourself, you should also contribute back and share.

• advantages and disadvantages of open and closed technologies

Let’s start with advantages with open technologies; they can be installed for free, continuedly updated, and for closed technologies; usually more user-friendly and access to support. Disadvantages may be the opposite for closed technologies; expensive software and not updated, and for the open; not access to all functions i.e. not user-friendly and lack of support.   

• implications of different open course and MOOC formats in relation to your learning experience on this course.

Before the course started, I had no knowledge at all in the field of open courses. It has been interesting to get a picture of what types of education and courses there are available. Based on my limited experience from the university world, my opinion is that in Sweden, open courses and MOOCs are scarce. The university offers courses online, but you are still required to be admitted to access them. I think open courses would be a good first step to get more people to be given the opportunity for education. Although the prerequisites for studies are good in Sweden, there are still groups that, for various reasons, find it difficult to study when the conditions are that certain places and times apply.

Weller, M. (2014). Battle for Open: How openness won and why it doesn’t feel like victory. London: Ubiquity Press.