ONL191 PB5 Reflections

by Dazzelyn Zapata·0 views·Updated May 23, 2019

Need to present on this topic?

Create your own polished presentation in minutes. Just describe what you need.

Free to try, no credit card required

Transcript

OPEN NETWORKED LEARNING

ONL191 PB5

Topic 1

Digital Literacy

TOPIC 1

Online participation & digital literacies

Interesting to understand the different situations on different universities. Different meaning of Digital literacy, were some institutions support students and teachers in there development. What tools are the institution allowing us to use. The teacher is “alone” and has to know everything them self. Maybe a aspect of learning and Un-learning is a very interesting perspective on Digital literacy.

There is a quite high pressure on the teachers today, to have time to learning new tools and at the same time being engaging and do the actual teaching as well as supporting the students in using the technology - cause learning new technology takes time. A good tech-support helps you focus on a content.

Digital literacy might be a factor for employability in the future. It’s different situations depending on where in the world we looking.

TOPIC 2

Open Learning – sharing and openness

An interesting perspective on our own “openness”.

Still in the process of being ‘okay’ with being fully open and the challenges and affordance that come with it.

Personal preferences (and personalities) also influence how we go about with sharing and being open and being “out there”.

An open mind is our challenge, sharing is perceived as fairly easy but there is a mindset around it that makes us a bit conscious.

TOPIC 3

It seems easier to address new questions as a team rather than alone, however group work is always challenging.

Topic 3 allowed our group to reflect and look inwards on the dynamics of our own group, and whether each group member was pleased or not with the learning experience within the group and within the course. This somehow became a good way to understand what ‘networked collaborative learning meant. To discover the importance of the different roles assigned each week to different people, as well as that of the teacher.

We also reflected on what are the different aspects of group-work that may enhance the trust between group members, the learning process and the successful completion of the assigned task(s).

TOPIC 3

Learning in communities – networked collaborative learning

Learning by Doing

Time is usually a restriction when it’s comes to learning new tools.

A good group experience allows learning from each other. Despite the fact that it was often challenging to reserve the time for online activities from our respective busy lives, we all agreed the course supported our Experimental Learning experience through Learning by doing with other group members and from learning through the experience of other group members.

This particular output should be emphasize as a goal to each group member at the beginning of the course.

By taking and alternating different roles, at different times of the course, e.g. being a learner and being a topic leader, we each had the opportunity to experience the course from different perspective and discovered in the process that each member may focus on different aspects of the course: some focus on the completion of the task, while others are more aware of the learning route to the completion of the task. Also changing roles allowed us to reflect on how aware each of us was of the other members, their goals and expectations from the course. reality is helpful - balancing the two areas in the course.

Embracing your roles

What allows for a good group-work?

Insights from the ONL-191 community

A perfect Group

TOPIC 4

Design for online and blended learning

Provided an opportunity to review all the various tools learnt for various purposes - matching with the respective principles: Tools tried out throughout this ONL course provided good experience and ideas on various ways of using these same tools or others for designing our own courses in the future.

From being a researcher to being a practitioner (instructor) and a learner.

After learning about the principles of blended/online learning, just wonder if the respective institutions adopt these principles when designing online courses.

The principles learnt could be a reference, from time to time, as we design/re-design our courses, and hear how others can operationalised these principles - with examples.

Challenges

How to apply these principles in reality - e.g. comfort level of individual instructors, etc. Where do we start to learn how to apply these principles? Can start off from something that I’m comfortable with first time, then review and revise based on feedback. We could also learn from experiencing it ourselves as a learner first, then have a better understanding about it before attempting to apply it in our own teaching context, when appropriate. Context is a very important consideration - e.g. profile of learners, subject domain, etc.

“We could never be perfect but we do a pretty good job.” Just try out best.

Topic 5

Almost all pedagogical courses include the aspect of “emotions”- the social aspect of learning, while it came in Topic 4 in this course. This came late in this course compared to others, it might be better if it came earlier or not?

Perhaps the topic on ‘learning within the communities’ could be put forth at the earlier part of the course - so that learners can be more aware of the principles as they go through the rest of the course. Another view is that we may learn more impactfully after experiencing it for a few weeks in the course.

The awareness that the expectations by each course member would be different - though there is a common set of intended learning outcomes for each topic.

TOPIC 5

Overall reflections

Need to present on this topic?

Create your own polished presentation in minutes. Just describe what you need.

Free to try, no credit card required