Topic 5

It started in september...

...I started to get a hang of it in october...

...I was a bit lost in october...

...and finally figured it out in december, and it´s over already?

Has it really been that long?

This course has really been a mind opener for me when it comes to PBL- work.

I´m glad the home page Onl172 is still there. I belive I will come back to it during the spring for ideas and inspiration. 

I will use the ideas I´ve got in my next course. My first PBL work with students will be in a campus course. I’m so enthusiastic from the experience I do not want to wait until my next online course with students, so I start right away.

I have a bit of a problem at the moment to find "topics" for my PBL-groups. It is quite easy to find things to discuss, but not all turns out to be good problems and within the subject we study. I have had a meeting with my co teachers and they liked the idea - so here we goooo!

Without the PBL group's support I had not gone through with the course. I experienced the start of the course as overwhelming. When I'd to catch up with it above all other work. At the beginning, it felt inconvenient to book two PBL meetings each week, but today I see the benefits of it. I know I will miss our group. I do not think my students have experienced that so far, they miss the study group at the end of the course. I'm going to work at that! We in our PBL group share course content but also concern and success.

When it comes to using technology with my students it is a must. I have most of my teaching online, with only three days at campus with the students in a 7,5 Hp course. I am all ways on the lookout for easy tools that will make learning easier. I do believe that my students will do what I do and not what I say, so to teach great teachers with online skills I have to be a teach great teachers with online skills.

Appointing a leader, or two, to each meeting is also something I bring with me. With the lead it becomes the group's responsibility for the job to be done not the facilitators. To give the group the choice of tools to use and push for testing new ones is great. Forcing us to blog - I do not think I had ever tried otherwise. Oh, my they really did it! This course truly is "From awareness to participation, student engagement in an online environment."

This course has really showed me the true meaning of collaboration. It not mine and yours, it´s ours. With the support of the group I have learned new tools to integrate with my own students.  Oh, we did have some online lectures and reading besides the group work – somehow that is knowledge that just kind of slipped in there through group work. I am amazed.

And now we have come to an end... Or perhaps a new beginning.

Our PBL group have scheduled a reunion and I'm counting on being able to take advantage of the group as I get into my "new-old" role as a teacher.

At first the apples fell and we made a presentation.

Then the leaves fell and we had our first topic.

As the water froze me and my peers took on topic 2.

By the time of the huge snowstorm my friends in PBL1 and I was having a blast. Making copies of childhood photos.

And, yeah there was topic 3 - the favourite one!

As the snow fell we took selfies and worked with topic 4.

And then it was time, no more falling...
Topic 5

But we'll meet again.

Topic 5 - Lessons learnt and future practice

https://sway.com/s/MltLW39niP8uGj1g/embed

Topic 4 - presentation

https://coggle.it/diagram/WgjQT_kZeAABK3R7/c2aacb8f0c86d0671a0b72fc2fb46b148c9e9570f41c9153863d233fbf8ecee4

Topic 4 - opportunities for further development in this area

What makes the student stay in the course? Often it´t the grade, passing the exam. What if I could get  my students so excited about group work that they will feel sad at the end of the course because they will not meet their peers in the PBL-group anymore. That sounds like a success.
This is how I feel about ONL - the PBL group has been fantastic. Looking forward to a PBL reunion.

But what is it that has made it feel like this. I did not know these people a few weeks ago and now I speak more freely with them than with them then with my own students. 

I have to admit this is my first online course as a student that has online meetings. In earlier classes things have been recorded, sent through mail or we have met live. Here are some thing that I think is of importance:

• Interaction
• Students should not feel alone 
• Relationships between peers in study group
• Emotions (get in touch  with the students without being to personal)
• Group collaboration
• To share your results with peers outside the study group.
• Peer review (not necessarily written) 

Topic 4 - Reflection on how I can provide support, facilitation and scaffolding for students in online and blended learning environments.

The five stage model is something we discussed a lot in our PBL group. 

On the homepage G. Salmon (2013) gives us a great explanation of the concept. But what about when the students enter a program. Does this model apply for each course ore does it take the entire programme to reach level five? Once the students have reached stage five does they stay there? 

Salmon Five Stage Model, adapted from University of Leeds Staff and Department Development Unit (SDDU) Online Resource.

During our stage of investigation we came upon a revised Salmon Model. This contains an extra arrow where the final three steps are repeated every time the group starts a new activity.

The infographics above were produced by Megan Kime as adaptations of the Staff and Department Development Unit online resource on Gilly Salmon's Five Stage Model for Teaching and Learning Online

The reversed model made it easier to discuss our questions (our findings are in the presentation).

Reference:

Salmon, G (2013) The Five Stage Model. Retrieved 27 november 2017 http://www.gillysalmon.com/five-stage-model.html

Kime, M (2013) Retrived 27 november 2017 http://www.megankime.net/models-for-supporting-learning-salmon-octel-7-1/

Topic 4 - Reflection on my current practice. Possibilities for development of online and blended learning designs.

Almost all of my education is online. In order to increase the number of students on the courses, we have over a period of time passed all our campus courses to online courses. It does not happen easily. Trial and error is necessary. Students do not fully read online but have to come to university a few days each year. This means that we initially tried to do a lot of the course content on the days when they are present, it does not work. After a few years we start to find the right way. To guide and help the students. To be present weekly even if the lectures sometimes are prerecorded .

After seeing the benefits of PBL groups I have a lot to work with. I have not fully used the possibilities of the study groups in my courses.
During this course I have discovered many tools for online collaboration that I will show my students. It's tools that I got from the website, peers and discovered myself in connection with the Canvas platform.Having students both in the classroom and online is very difficult as I am often the only teaching teacher in the room. For such an arrangement to work, I need a co host who manages the online contact while I speak with those in the physical room.


Tools:
https://opennetworkedlearning.wordpress.com/about-onl/tools/

Canvas tools:
https://www.eduappcenter.com/

Using Coggle as a presentation tool

A quick note when it comes to Coggle. It is frustrating that pictures turn out so small. I have looked all over for some help but it does not seem doable. So Coggle is great for mind mapping, but not when you have illustrations.

Topic 3 - presentation

https://coggle.it/diagram/5a001e27570506000148a814/0aaf11b6a4f701e1cbed9438aa23027d6e5a67292c9a5864bdc84349e7774f8a

Topic 3 - Reflection on how I can use technologies to enable my own networks for learning processes

In terms of technology, I incorporate both electronic things and software. As it appears today, I and my colleagues send online from our offices. We are able to book classroom for sending. There is better equipment such as document camera and microphone to avoid headset. However, there is nowhere I can write on a whiteboard while I'm online.

Having good sound and light is very important in online courses. Students can connect well from the phone when it comes to listening, but when you have to be active, you need a computer and good sound.

As I teach mathematics, I also need a great way to share course participants calculations made on paper. So far, I've done it by havinh the students taking  photos or scanning with the phone.

There is also a papperblock called Whitelines that works great.

I am constantly looking for equipment that would benefit teaching online.

Below are a number of links to technology that helps.

http://whitelinespaper.com/

https://www.jabra.se/business/speakerphones/jabra-speak-series/jabra-speak-510

https://www.kjell.com/se/sortiment/dator-natverk/hogtalare-headset/tradlosa-hogtalare/ philips-bt6000-portabel-bluetooth-hogtalare-p96568

http://www.spartasystem.se/1/274/1.%20Notst%C3%A4ll,%20notbelysning,%20iPad% 20st%C3%A4ll./10.%20iPad%20St%C3%A4ll%20-%20iPad%20Stand

http://www.frolundadata.se/butik/mimiocapture-3/

https://hos.se/produkt/dokumentkamera-wifi/2469?categoryId=299

https://hos.se/produkt/web-%C3%A4gget-usb/217?categoryId=232

https://huehd.com/products/hue-hd-camera/

https://www.conrad.se/iPad-mikrofonstativf%e4ste-The-Joyfactory-Tournez-Stativ.htm? websale8=conrad-swe&pi=1054676&ci=SHOP_AREA_256089_0413107 https://www.apple.com/se/apple-pencil/ https://www.youtube.com/watch?v=Cq9FyjBmd4c https://corp.kaltura.com/ http://discover.techsmith.com/camtasia-brand-desktop/?gclid=Cj0KCQiA3dTQBRDnARIs AGKSfllpDCKgz2NJjrjUJToSWHQCovl_qVJSegpxZz8HRW7-7SrMHj6n6jAaAvRtEALw_wcB https://www.youtube.com/watch?v=V7hbhgHfA1c https://www.youtube.com/watch?v=Od9SveAZamg

Topic 3 - my own Personal Learning Networks – how have they developed and how they could be taken further

In several of my courses I have used mixed student groups. The students have thus changed groups very often. I will not do so after taking this course. Working with a permanent group that you are introduced to is much more important for the cooperation than I previously thought. Working with strangers in a small group can be very difficult. Doing it online without meeting them live can make it even more difficult (Brindley, Blashke, Walti, 2009). Having fixed groups makes each start-up much easy as we feel safe in the group.
But just because it works so well to cooperate in our PBL group does not mean that it will always work in my future courses. To scedule start-up meetings with each of the groups is something I will do after participating in this couse. I also have to work with the students feelings about the members contributions to the collaborative work. Capdeferro and Romero (2012) raise the feeling of frustration about the imbalance of the group members' contributions. This is something I have to deal with in each individual study group.

References:
Brindley, J., Blaschke, L. M. & Walti, C. (2009). Creating effective collaborative learning groups in an online environment. The International Review of Research in Open and Distance Learning, 10(3)

Capdeferro, N. & Romero, M. (2012). Are online learners frustrated with collaborative learning experiences?. The International review of research in open and distance learning, 13(2), 26-44

Topic 3 - An occasion when real collaborative learning took place, that moved my own thinking forward

It was at the beginning of the course ONL 172. Our PBL group was assigned the task of working on a scenario based on the FISh model. It is a PBL model for focusing, investigating and sharing. The head of the fish is Focus, the body Investigate and the tail Share. An interesting way to gather thoughts and ideas for a group presentation. We started by assigning the group members a color each  to make it clear who wrote what. We discussed in the PBL group about the importance of coloring. Who writes what, or how much is not of importance. Everyone contributes with what they can. This means that we soon wrote everyone in the same document when we met. With one and the same color. When it was time to create a presentation, it  felt naturally that we worked collaborative rather than divide the work between us.

Link to FISh

https://opennetworkedlearning.wordpress.com/about-onl/learning-activities/

Thoughts on future courses of mine

Fixed groups that students work in during the course.
I decide witch groups the students belong to.
The first week is devoted to getting to know the study group.
I book all meetings, even teacher-free meetings in the study group.
Start-up meeting for all of the students in the course. Then I schedule an upstart meeting with each of the study groups so that they get started and know what to do during the course.
Students will create a presentation of themselves. Each group has the Canvas Big Blue Button group space and one in Google Drive. The presentation is placed in the group's first Coggle.
https://coggle.it/
I assign the group a schedule where they can choose a leader for 1-2 weeks of work. Each completed work is compiled in, for example, Coggle (I will consider options). For example, the work can be a  section of the course, such as statistics. There should then be plenty of collaborated information i Coogle around what the students should know about the subject.
By creating presentations, I hope the group will feel safer working together. ALWAYS camera in study group. Maybe ZOOM may be an alternative to the Big Blue Button (not Adobe Connect).
https://www.youtube.com/watch?v=NeO5KLDCfJk
https://www.youtube.com/watch?v=99VswRkMyW4

Topic 2 - presentation

https://prezi.com/view/so6Vr2VP6XY6dU5FD9H4/
Here you can find the presentation from PBL1 about topic 2