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In 2019 eduToolkit will focus on Innovative Teaching and Learning to redesign learning activities. ICT can help learners collaborate in ways that were not possible before and allows young people to share their views with an audience that is outside their own school environment.Students need to design their communication for a particular audience and have the opportunity to revise their work based on feedback before it is submitted or finalised.

The 21st Century Learning Design for Educators builds on the ITL research methodology providing a collaborative, practice-based process to help educators transform how they design enriching learning activities for their students. Orchestration and design is crucial when Teaching with Technology to enhance the teaching and learning experience and enable students to acquire 21st century skills.

Mission statement:

To develop a classroom practice based on design thinking and change the terminology in line with “Define”, “Ideate” and “Prototype” to promote an e-learning ecology that support innovative teaching and learning

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Suggested themes for reflection in your learning blog:

4.1 Reflect on your current practice and reason about possibilities for development of online and blended learning designs.

-I have often taken the approach of Distributed Cognition (Hutchins) and Connectivist MOOC (Downes). This line of thought also investigate the concept of rhizomatic knowledge and community as curriculum (Cormier).

  1. This involves four pronciples: Diversity: In learning we encourage students to engage in diverse readings, diverse environments and diverse discussions
  2. Autonomy: The students chart their own course, select their own software and pursue their own learning
  3. Interaction / Connectedness: Knowledge emerges as a result of the connections among the students and educators – and is not limited to transfer from experts to recipients
  4. Openness: There is no barriers between ‘in’ and ‘out’ – students can accommodate the full engaged, the partially engaged, and the rest – creating strong ties and weak ties (i.e. Perceiving connections between fields, ideas and concepts is a core skill)

4.2 Reflect on how you can provide better support and scaffolding to students in online and blended learning environments.

-I’m interested in ‘nugeing’ and micro/nano learning to support students. One emerging trend is to use Bots and AI…

4.3 Are there opportunities for further development in this area, that you have identified as a result of your own experiences as a learner in this course and of your engagement in this module?

-I want to look at how the culture of sharing is supported in education and P2P-review


For this module we shift our focus from participation in a learning environment into how to support and design for learning. You will have the opportunity to explore different frameworks/models and current trends in learning design and how they can be applied in online and blended settings. Supporting student learning by scaffolding and facilitation is a key area in the provision of a ‘quality’ educational experience in formal settings.

Successful student support has a marked and positive impact on retention, progression, completion rates and overall student satisfaction – this can be even more so for students studying online. You will be encouraged to reflect on your own experience of what constitutes good design as well as consider your how you can design and support flexible, blended and online learning in your own teaching practice.

Videos / Articles /Homepages:

Salmon, G (2013) The Five Stage Model [Homepage] (Links to an external site.)Links to an external site.
Vaughan (2013). Teaching in blended learning environments, Chapter 1 “Conceptual framework”
John Biggs – Constructive Alignment [Homepage] (Links to an external site.)Links to an external site.
Constructive Alignment – Gwenna Moss Centre for Teaching Effectiveness (2013, August 29).  (Links to an external site.)Links to an external site.

Further Reading:

Vaughan (2013). Teaching in blended learning environments: Creating and sustaining communities of inquiry (the whole book)
Conole, G. (2015). The 7Cs of Learning Design.
ADDIE Model Instructional Strategies, (YouTube, 2011) (Links to an external site.)Links to an external site.
eLearning Implementation Toolkit Infographic based on ADDIE (Links to an external site.)Links to an external site. [Homepage] (Links to an external site.)Links to an external site.
Bates, T. (2016). The 10 Fundamentals of Teaching Online for Faculty and Instructors. Consider Guide 4 and 9 in particular for this topic.
Lister, M (2014)  Trends in the Design of E-Learning and Online Learning. MERLOT Journal of Online Learning and Teaching Vol. 10, No. 4, 671-680.
Morrison, D (2015)  Online Learning Insights, Resources for Course Designers [Homepage] (Links to an external site.)Links to an external site.

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Suggested themes for reflection in your learning blog:

3a) An occasion when real collaborative learning took place, that moved your own thinking forward

I love the concept of MOOC, but the ONL brought in PBL-groups where the participants got agency and took shared responsibility. I started to study Computer Supported Collaborative Learning (CSCL) [Koschmann]. “CSCL locates learning in meaning negotiation carried out in the social world rather than in individuals’ heads” and I now finding out more about Reflective Learning.

3b) Your own Personal Learning Networks – how have they developed and how they could be taken further

I’ve been working on a Collaborative Open Online Course (=COOL course) for my upper-secondary students. It was missing the ownership and sharing between participants.

3c) Reflect on how you can use technologies to enable your own networks for learning processes

My “Moonshot project” is to create STEAM-resources in a repository for in-service teachers linked to “Edcamp Sweden”. I tried DS106 Assignment Bank (Links to an external site.)Links to an external site. on my site Enriched Science Projects (Links to an external site.)Links to an external site.

Definition: A moonshot, in a technology context, is an ambitious, exploratory and ground-breaking project undertaken without any expectation of near-term profitability or benefit and also, perhaps, without a full investigation of potential risks and benefits. (link (Links to an external site.)Links to an external site.)

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Suggested themes for reflection in your learning blog:

2a) What openness means for your own practice

2b) How to find and use openly licensed resources

I have used WikiEducator and Wikiskola for OER, but are also experimenting with H5P and DS106bank to create an ecology for sharing

2c) Advantages and disadvantages of open and closed technologies

2d) Implications of different open course and MOOC formats in relation to your learning experience on this course.


In this module we will explore the benefits and challenges of openness in education and learning, focusing especially on open educational resources (OERs), open and closed technologies and open participation in courses.


Creative Commons guide – Overview to CC-licensing by Creative Commons Aotearoa New Zealand (Links to an external site.)Links to an external site.

Open education and the future – Short TED-talk by David Wiley (Links to an external site.)Links to an external site.

What is a MOOC? – Short explanation by Dave Cormier, one of the people behind the first ever MOOC (Links to an external site.)Links to an external site. 


Weller, M., & Anderson, T. (2013). Digital resilience in higher education (Links to an external site.)Links to an external site.. European Journal of Open, Distance and E-Learning, 16(1), 53.

Further readings:

Weller, M. (2014). Battle for Open: How openness won and why it doesn’t feel like victory. London: Ubiquity Press. (Focus on Chapter 4, Open Educational Resources, and Chapter 5, MOOCs.)

Bates, T. (2015). Teaching in a Digital Age: Guidelines for Teaching and Learning. (Links to an external site.)Links to an external site. (Focus on Chapter 10, Trends in open education.)

Dos Santos, A., Punie, Y., Munoz, J. (2016). Opening up education. A support framework for higher education institutions. European Commission JRC Science for Policy Report.

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Suggested themes for reflection on module 1:

a) Who you are as an individual in the digital age and what characterizes your journey so far?

(You may think about your own digital literacy and identity in your personal and professional life, how are they linked?)

I was bitten by the MOOC-bug in 2008 during an online course called “Connectivism and Connective Knowledge” (CCK08) (read more). When I found “Open Networked Leaning”  (ONL162) in 2016 i liked the FISh-model of Lars Ullin that is similar to Staffan Selanders Learning Design Sequence. This is related to my work since I’m promoting an epistemie dimensionof active meaning making (i.e. from passive knowledge consumer to the learner as producer and discerning knowledge)

b) What this course might mean for your development?

(Your experiences from this course so far..)

I want to create a course for in-service teacher training that are built on acive learning. My hardest barrier is motivation and online collaboration similar to Digitala Skollyftet.

c) other reflections on module 1 readings and discussions.

In our group we discussed the role of digital natives and immigrants vs. visitors and residents (White & Le Cornu 2011). I consider myself as a digital native, but maybe I’m resident of a different setting to the younger generation (i.e. millennials)

Recommended Learning Resources

Visitors and residents (part 1) – David White: (Links to an external site.)Links to an external site.

Visitors and residents – Credibility (part 2) – David White

Developing digital literacies (2014) JISC guide

White, D. & Le Cornu, A. (2011) Visitors and residents: A new typology for online engagement. First Monday, 16(9).

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We have now been divided into groups to start the course with an introduction and activate the first module in Canvas LMS.

The introduction is shared as a page:


“During this module we will together explore important literacies to survive and thrive in the digital age, as well as your experiences of digital consumption, communication, collaboration and creation, as learners and educators. Accessing, filtering, critically evaluating information in vast networks, repositories and digital libraries as well as connecting with individuals and groups via social networks and adapting it for learning and teaching is a complex process. It requires specific skills, attitudes and behaviors which become increasingly more important for individuals and society.”

“We will also discuss online participation and your digital footprints. You will be encouraged to reflect on your digital presence and identity as well as your experience of digital consumption, communication, collaboration and creation.”

“As a starting point for your blog you will reflect on and discuss your own digital presence and identity and your experiences, concerns and challenges.”

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Draft of final post

  • Final reflection from ONL181
    • As I’m finalizing my third iteration of the course Online Networked Learning (ONL181) as co-facilitator, I’m left with questions about how online learning environments stimulate motivation to learn. I think we can benefit from a formalized structure and find it interesting  to draw experience from roles in literature circles:
      • Discussion facilitator – developing a list of questions that the group might discuss about the section of the novel to be discussed for that meeting
      • Commentator –  locating a few significant passages of text that are thought-provoking, funny, interesting, disturbing, or powerful
      • Illustrator – drawing, sketching, or painting a picture, portrait or scene relating to the appropriate section of the novel
      • Connector or Reflector – locating several significant passages in the novel and connecting these passages to real life or characters with other books that they have read
      • Summarizer – help their peers see the overall picture as well as  important events and details
      • Vocabulary Enricher – identify words that are unusual, unknown, or that stand out in some way
      • Travel Tracer – recording where the major shifts in action or location take place in the novel for the reading section
      • Investigator – find background information needs to be found on any topic relating
      • Figurative Language Finder – why the author chose to use those particular words or phrases, and whether or not they were effective
  • What are the most important things that you have learnt through your engagement in the ONL course? Why?
    • Learning-by-doing allow for meta-reflection in designing a course for collaboration and community
    • I also believe that academic maturity is nessesary for skills of academic writing and reflection on research methods and results
    • The key to success is intrinsic motivation and self-determination
    • Participants motivation to learn is based on their desire to meet people with similar expertise and interests in order to share ideas and collaborate
  • How will your learning influence your practice?
    • Motivation is conceptualized as an internal state that arouses, directs, and sustains goal-oriented behavior (Bandura, 2006).
    • provide diverse communication platforms
    • design open assignments that present real-word problems
  • What are your thoughts about using technology to enhance learning/teaching in your own context?
    • Technology allow me to become an orchestrator of learning opportunities, where participants motivation to learn is based on their desire to learn
    • Technology is not a good enabler of group reflection where .
    • chaotic learning environment
    • The groups will explain, discuss and assess the shared topic and then use the created content in the community to critically reflect on questions concerning eLearning related to their own teaching practice.
    • social engagement via small face-to-face groups
    • facilitating communication among learners and the manifestation of thoughts, ideas, and knowledge
    • Studies found that small group discussions stimulated students’ interest in the subject matter and therefore raised their motivation to learn (Dolmans and Schmidt, 2006Gomez et al., 2010).
    • Those who worked alone on the final project asserted relatively low means for motivation to learn, while those who worked in groups of four or five asserted the highest means.
    • These results are interesting since it suggests that communication in small online groups has a contributing impact on participants’ motivation.
    • further research should examine relationships between motivation, language of instruction, and social engagement. … Higher Order thinking skills (HOTS) requires language and conceptual understanding
    • An engineer focus on discerning patterns and regularities in data (i.e. pattern recognition). This involve actively forming our own thoughts through self-exploration and discuss our observations.
  • What are you going to do as a result of your involvement in ONL? Why?
    • efewf
    • eqwfewef
      • career motivation (i.e. their belief that learning will benefit their professional development)
      • Their motivation to learn is based on their desire to staying informed about the latest innovations.
      • They are university students and their motivation to learn is based on their desire to broaden and deepen their curriculum.
      • Collaborative Learning in Digital Learning Environments
  • What suggestions do you have (activities and/or in general) for development of eLearning in your own teaching or context?
    • Motivation is perceived as a reason or a goal a person has for behaving in a given manner in a given situation (Ames, 1992)
    • Coordinator of knowledge and skills where participants motivation to learn is based on their desire to solve real scientific or engineering problems that they have encountered in their work place.
    • Orchestrator of learning opportunities where participants motivation to learn is based on their desire to meet people with similar expertise and interests in order to share ideas and collaborate.
    • Enabler of group reflection where motivation to learn is based on their desire to broaden and deepen their curriculum
    • Decoder of cultures where motivation to learn is based on their desire to contribute to the advancement of their society and country  (Savin-Baden 2014)


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We easily fall into the groupwork mode from school and divide tasks between us, but this don’t allow collaborative inquiry and collective responsibilitiy. How could a learning community help participants to become part of a learning community and collaborate with their peers?

In my experience the connections between participants is in a star-network dependent on one central node. The groupwork mode allow members to cluster in hubs-and-spouts, but in an distributed-network. The star-network reduces the probability of a network failure by connecting all of the peripheral nodes to a central node, but this node also allow failure for the network.


To be continued…

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During Topic 2: Open Learning – Sharing and Openness I looked at some chapters in Teaching in a Digital Age: Guidelines for Teaching and Learning by Tony Bates (2014). He emphasizes decision-making in our volatile, uncertain, complex and ambiguous world.


“Although governments, institutions and learners themselves can do a great deal to ensure success in teaching and learning, in the end the responsibility and to some extent the power to change lies within teachers and instructors themselves. It will be the imagination of teachers inventing new ways of teaching that will eventually result in the kinds of graduates the world will need in the future.” (Bates 2014)


My personal interest has been on the affordances of collaborative learning in online environments and I developed a Collaborative Open Online Learning (COOL) course. The course use microcredentials (i.e. open badges) as a way to recognize skills and achievements. Distributed knowledge (instead of a central node in a star network) are stored in Open Educational Resources (OERs), which is blended and re-mixed to student’s local context. My belief is that someone with expert skills can find patterns between and traverse key concepts and knowledge domains (i.e. salient properties of an entity).  He or she can also demonstrate and validate this knowledge in a Community of Practitioners (Brown and Duguid 2002). Notice the focus on knowing-in-practice where practitioners from different contexts learn from each other as they try to address similar real-life problems.


An analogy I find helpful is literature circles. They were first implemented in 1982 by Karen Smith, providing a way for students to engage in critical thinking and reflection. Research have found that peer collaboration has a positive effect on student learning and performance as well as improved reading comprehension and content-knowledge (Daniels, 2002).

Compared to a book club a literature circle Includes assessment of fellow group members (i.e. peet-to-peer review) and opportunity to keep track of your own progress though self-assessment. Literature circles offers an alternative to teacher-centered discourse, but it is recommended to agree on checklists or other rubrics to provide structure. Collaborative learning in a digital age allow members to write reflective blog posts and Activity Tracker (which was used in previous iterations of the ONL course).


As participants in ONL181 you can probably understand my interest in Open Online Learning. I think we as educators need to focus on assessment and distinction between literacy and fluency!

On the subject of open learning I have used Scalable Learning that is provided for free for individual teachers (here is also experiments with LTI integrations with Canvas LMS)



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An explorer attempts to predict the relationship between two points (i.e. regression line). An observer tend to survey from two known points at either end of a fixed baseline (i.e. triangulation). An engineer focus on discerning patterns and regularities in data (i.e. pattern recognition). This involve actively forming our own thoughts through self-exploration and discuss our observations.


During our first topic I’ve spent time to rethink the metaphor of a co-facilitator as a Learning Improvement Engineer. In the reading I found “No longer are we just facilitating students so that they can perform (qualification), but we must also ensure that they are being socialised (socialisation) into a ‘way-of-being’ (subjectification) that includes attributes and skills to take risks, to reason critically, to reflect, to be resourceful, and to be autonomous – qualities of lifelong learners – which will allow them to work and live productively in a world of uncertainties” (Kek & Huijser 2015). Looking at Problem-Based Learning for Transformation and Social Reform “facilitators awaken students’ embedded perspectives as well as the values and ideologies located in texts and common practices within their disciplines” (Savin-Baden 2014). The table over Constellations of Problem-Based Learning describes the Form of Facilitation (p. 203) as:

  • Coordinator of knowledge and skills
  • Orchestrator of learning opportunities
  • Enabler of group reflection
  • Decoder of cultures

Investigation: The facilitator provides one important source of scaffolding, but how might technology extend the human facilitator in larger groups?


I’m going to take a systematic approach based on a human ecology for learning model (adapted from Bronfenbrenner & Morris, 2006)

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What if digital technologies can support course design and extend opportunities for collaboration, engagement and learning? What if collaborative and open online learning can create an understanding of the value, possibilities and challenges of using digital tools to support teaching and learning?

This year iteration of Open Networked Learning (#ONL181) is about to start! As a previous participant in #ONL172 I’m acting as a co-facilitator that help participants to climb the thresholds of technology and tackle challenges of the course. We are about 150 people in the community with 120 participant in 15 PBL groups from three countries.

The groups will explain, discuss and assess the shared topic and then use the created content in the community to critically reflect on questions concerning eLearning related to their own teaching practice.