Collaborative Inquiry and Collective Responsibilitiy (#ONL181)

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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… Read more »

Collaborative Learning in a Digital Age (#ONL181)

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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… Read more »

Co-facilitator as a Learning Improvement Engineer (#ONL181)

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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… Read more »

Facilitation and responsibility (#ONL181)

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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… Read more »

Salience and Collective Intelligence (#ONL172)

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I was recently faced with a situation at work where we noticed that our project stagnated. It was everyone’s task but no one’s responsibility. What have you accomplished during the course? I participated in the ONL162 in 2016 as an Open Learner with no PBL-group, which gave me possibility to interact with the course material and… Read more »

Trajectory and Learning Analytics (#ONL172)

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During topic 4 we have investigated “Design for online and blended learning” and my focus was on systematic reflection throughout a whole course. I’m in favour of self-reflection and peer review to keep online learners actively engaged. Checklists or trackers can be a form, but I have also seen recorded material or presentations that ask the “viewer”… Read more »

Collaborate with Peers (#ONL172)

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To assess the collaboration among peers I have used a rubric for 21st Century Learning Design (21CLD) from Innovative Teaching and Learning. Did they share responsibility fairly, make substantive decisions together, and create interdependent work products? In the Activity Rubrics there is a five level checklist on collaboration and during our group work we discussed the diffrence between collaboration… Read more »

Micro-credential for Learning in a MOOC (#ONL172)

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Our scenario during the second topic in ONL172, mention the use of technology in a MOOC. One example is to divide the material into modules and add micro-credentials. Open Badges was started by Mozilla Foundation and this is their definition: “Open Badges are visual tokens of achievement, affiliation, authorization, or other trust relationship sharable across… Read more »

Filtering Our Digital Identity (#ONL172)

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As we worked with our first topic in Open Networked Learning (#ONL172) we were asked to reflect on our digital presence and identity as well as our experience of digital consumption, communication, collaboration and creation. In my PBL group one subtopic that we had in FOCUS was “What about digital identity – how does it develop?” and from my own INVESTIGATION… Read more »

Introduction and Expectations (#ONL172)

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During the first week of Open Networked Learning ONL172 we will share expectations, background knowledge and begin to build relationships among participants. The approach is “learning-by-doing” in order to develop skills dealing with the use of digital tools for teaching and learning. The course build on international and cross-institutional collaboration and also invites “open learners” with no academic… Read more »