måndag 27 november 2017
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:
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?
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.
Reference:
Salmon, G (2013) The Five Stage Model. Retrieved 27 november 2017 http://www.gillysalmon.com/five-stage-model.htmlKime, 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/
torsdag 23 november 2017
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.
onsdag 22 november 2017
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.
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
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.
måndag 13 november 2017
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
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
torsdag 2 november 2017
Topic 2 - presentation
https://prezi.com/view/so6Vr2VP6XY6dU5FD9H4/
Here you can find the presentation from PBL1 about topic 2
Here you can find the presentation from PBL1 about topic 2
Topic 2 - advantages and disadvantages of open and closed courses
My own courses must be counted as closed. Only students with the right permission and login have access. It gives me a security and a control. I will rate those who participate and I get a clear overview of what everyone is doing.
But when I see it from another point of view where I am a student, I am much more positive about open learning. However, ONL172 is the first online course I have attended that I experience as being interactive.
But when I see it from another point of view where I am a student, I am much more positive about open learning. However, ONL172 is the first online course I have attended that I experience as being interactive.
Topic 2 - implications of different open course and MOOC formats in relation to my learning experience on this course.
When it comes to acquiring new knowledge, online learning is the right way for me to go.At first, I'm looking for new information on a search engine, then I turn to recorded material and then I'm looking for online courses that can teach me what I need.
But in a web-based course without feedback, it is harder for me to maintain my interest compered to a course that is interactive. I think the same goes for my students. I have a lot of courses on distance . I usually start by explaining the difference between "internet courses" and distance courses for my students. In some cases, they believe they can study and work at the same time. They think that what we do online they can teach themselves in the evening. But they can´t. Just because we are fare away from each other does not mean just watching film clips to learn. We discuss and interact online.
To me the concept of MOOC includes interacting. The term MOOK is new to me. learned from the ONL course and the article by Weller and Anderson (2013) that it is short for Massive Open Online Course. I see MOOC both as a opportunity and an challenge. I like the idea of interactivity but I am not ready to create such a course at the time being.
Referece:
Weller, M., & Anderson, T. (2013). Digital resilience in higher education. European Journal of Open, Distance and E-Learning, 16(1), 53.
x
Topic 2 - what openness means for my own practice
Open or closed. Where is the limit? If the students submit all course assignments directly to me and have no discussion with peers, I would call it a one for a communication. Is it open because I let the students share with each other, or do I have to go outside the separated platform Canvas that is linked to the course? If I have unlocked Adobe Connect meetings, I still think I have a "closed education". I have never had a completely open course. I have, however, participated in many open courses.
Topic 2 - how to find and use openly licensed resources
Using images with relevant copyright is something that I have become aware of in this course. In the past, I have only been careful when I have lectured outside the university. In my slide shows there have been no pictures that have had a obviously copyright indicator but I have not always stated the source. After the meting in ONL, I've changed the image search settings to make sure I'm using images that have the right license. I will also make my own students pay attention to license rights.
Other reflections on topic 1 readings and discussions
To relate to the digital world means that, without being aware of it, I have had an attitude that is related to the theory of Prensky (2001). This course has expanded my views by exposing me to the theory of visitors and residents (White, Le Cornu, 2011).
Just because children grow up in a digital society, they do not become experts in different programs.
When teaching students, do not overestimate what knowlege they bring with them to the classroom. As with other skills that are subject-related, you may need to make a knowledge control so that you know where your teaching is going to take of from. This is highly relevant today in Sweden where we are about to start teaching programming on a very basic level in school. We can not assume that the kids know how to use the computer only based on the fact that they have played a few games.
References:
Prensky M. 2001, Digital natives digital immigrants. On the Horizon NCB University Press
White D.S., Le Cornu A. 2011, Visitors and Residents: A new typology for online engagement. First Monday, 16(9)
Just because children grow up in a digital society, they do not become experts in different programs.
When teaching students, do not overestimate what knowlege they bring with them to the classroom. As with other skills that are subject-related, you may need to make a knowledge control so that you know where your teaching is going to take of from. This is highly relevant today in Sweden where we are about to start teaching programming on a very basic level in school. We can not assume that the kids know how to use the computer only based on the fact that they have played a few games.
References:
Prensky M. 2001, Digital natives digital immigrants. On the Horizon NCB University Press
White D.S., Le Cornu A. 2011, Visitors and Residents: A new typology for online engagement. First Monday, 16(9)
Prenumerera på:
Inlägg (Atom)