It is time to reflect on my ONL learning journey!“The


To focus even more on my strengths, and my lived-experience


That I try, and sometimes I am going to “fail”, depending on if I see to the process or to the product.  Perhaps “the greatest learning” really lays within the interaction, and not the results. If try harder, then I will succeed.  A deeper understanding about different models and theories (The FISh frame-work etc) within ONL-learning. Interaction, sharing documents, and “group psychology”. Is always interesting, but, also energy-consuming. A heterogeneous group. “Strangers”, sharing an interest to learn more about ONL. We have shared our frustrations and confusions, questions. Did we fail, or did we succeed? Is it the process, or the product? Perspectives! …and that is of great value, off course!There is pros and cons with asynchrony communication…we encountered some! In relation to issues for a deeper understanding, within the group, it is probably more difficult for the students to succeed in capturing “the mood” (group-sessions). There is a need for both academic knowledge, but also a need for a high quality of verbal communication, and mostly self-awareness! To use the academic emotions, and foremost to respect completely different perspectives, and point of views! The group can win quality by the “team-members” and should not just consist of a  type of personality. Is is also highly important that the teacher reflect on the group composition. I liked the Pencil-Methaphor,  different personalities can succed in complementing each other in learning-situations ONL.

THE LEADERS OR THE “INOVATORS”= BRAVE PEOPLE, MIGHT SAY:


“I HAVE TRIED THIS! BRING IT ON!



“Join the fun!?”




“The world as we have created it is a process of our thinking. It cannot be changed without changing our thinking.”

― Albert Einstein
Diffusion of Innovation (DOI) Theory, developed by E.M. Rogers in 1962 (1st ed.). New York: Free Press of Glencoe.
Steve Wheeler shared a post about in in January of 2012 as part of a #pencilchat discussion ?
Albert Einstein  f. 1879-1955 www.nobelprize.org.

























Kommentarer

  1. Lotta Fröjdfeldt20 maj 2019 kl. 09:13

    You have learned from the course, and you have met other new colleagues. You see the importance of the process and the interaction. And maybe the process IS the product?... You also see that self-awareness is key, and the importance of really respecting each other’s point of view to get the high level of communication and academic learning. You also really describe the value of different perspectives. What of these insights will you take with you further on? What has the course brought to your table as a teacher? This I would love to hear more about…

    -Thanks for sharing your journey!

    SvaraRadera
    Svar
    1. FiloSofia21 maj 2019 kl. 02:48

      Different Online Learning Tools! Deepened knowledge about online frameworks, methods and literature about the topics (1-5). As well as in relation to the zoom-session, the group-process online, the interaction with "strangers" Thanks! See you //Helena

      Radera

Skicka en kommentar

Populära inlägg i den här bloggen

Bild
Design is important - but first, the teacher must set focus on the students (group-interaction). Creating Groups that can learn to work - A team-work!  E.g. Cleveland-Innes and Cambell (2012) presents evidence of emotions present in online environments, and empirical data which suggests emotional presence may exist as a fundamental element in an online community of inquiry. Group dynamics are important. The Group-members must be able to trust each other, and be able to be generous to give affirmations! To create a "trustworthiness" to other's knowledge, and competence is of value in a online-learning-situation. Since the physical "distance" is present in the online course. To inspire each other, through different thinking! Is important in online-teaching. This happens, in my experience, often in "un-planned" moments. When creativity takes control. Thus, a flexibility and "daring to test" attitude, and thinking out-side the com...
Läs mer
Bild
Academic emotions - ONL-Learning. Tranquility! Frustrations (internal)  in relation to barriers (external) among students in online courses might be e.g. technology or poor usability (in relation to the course design). Issues with "internet-access", or the equipment, or the layout (“messy to find the course-information”).  See research described by Becker, Newton and Sawang (2013) or Keengwe and Kidd (2010). It might moreover be feelings of social not belonging, or lack in communication, between the students in the same course, or in relation to the teacher. Fear for interaction, or fear for failure, moreover described by researchers , that points out the value of academic emotions, and the teachers responsibility to be “cognitive, social and existential present” in the digital-space, as well as in the campus classroom (Hrastinski, 2013; 2016). At the course-start, the teacher should make time to inform about the course-instru...
Läs mer
Bild
  Collaboration - In a community of learning? The student group today is increasingly "diverse" (heterogeneous and fragmented group) (see eg. Biggs & Tang, 2012). An “available teaching” is a requirement, according to the Equal Treatment Plan at Universities, in Sweden*. It means that the University must respond to the students' needs, and in an accessible manner, on equal terms. Furthermore, based on a norm-critical thinking (described for example by Kalonaityté, 2014), the teacher needs to be able to act; in order to succeed in meeting today's diverse student-groups. Knowledge is not something that is "forever given" or "absolute", there is not "a best truth", since knowledge is relative, and changeable. It lives (a phenomenological approach) within persons according to eg. Spiegelberg (1982). At the highest (taxonomi-level) it should be able to be expressed, lived, and implemented in a specific context, related to something,...
Läs mer