Lessons learnt – future practice. Topic 5 ONL162

I applied for the course without knowing anything about it, it just sounded like a great course that I really needed. Later on when I received the invitation e-mail with course details including a line telling me that I had to do about 20 hours a week in the course I just send an e-mail to the head of the course telling him that I couldn’t do it.

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However, with his encourage I decided to give it a try but I was pretty sure that I was going go quit. The first thing I did was to create a Twitter account (I’m not sure why) and to my surprise I really liked it, I thought it was so fun to just be there.. and then I decided to do the course what ever the cost.. The most important thing that I have learnt during the course is not to use a particular e-learning tool. I think that the most important thing is the new knowledge of the concept digital literacy. It was an eye opener or maybe more a verbalization of what I long have suspect.. namely that you can’t just transform traditional “cathedral learning” into e-learning. In a way you need to be bit digital literate to transform a traditional course to the format of e-learning and the one’s who attend the course should also already have or have the possibility to learn digital literacy during the course.

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Me and my colleagues already had an e-learning project going on at the department before I joined the course. It was actually the reason why I applied. I think that the course has giving me a bolder approach about what we can do, I guess that I will be willing to try things, evaluate and revise without the feeling that it has to be perfect at once. I also have more tools to use. I think that using technology to enhance learning is vital for us. We are working in a fragmented area with quite long distance, so the logistics are a major challenge for us. We need to reach students without (at least always) meeting them face-to-face. So I think that we should use video links and chat functions for communication as well as on-line material for students to prepare for our activities. As a researcher I definitely will use Twitter to promote our research but also to keep track on what is happening in the area.For me as a researcher the use Twitter will be great and maybe also Blogs to communicate our research after the course. I started with Twitter, which I found really exiting and I will continue with that and try to increase my activity there. Me and my research fellows will create an intervention aiming to increase screening participation and I really think that my knew knowledge gained at the ONL162 course will contribute to that intervention.

I’m very happy about my e-learning “library” that I collected during the course. The “library” contains suitable links and references, which I will be happy to go back to, to read more thorough. The course pace was quite high and I didn’t find the time to really get deep in to some of the interesting topics during the course.

 

 

 

Annonser

Reflections on Topic 4, ONL162. Design for online and blended learning

I don’t do traditional teaching but my colleagues and me provide interprofessional activities for students in primary health care such as case-seminars. Today, the invitations are sent out by e-mail to students and their supervisors, with information about the activity, learning objectives and location. The students respond to the e-mail to volunteer. When the students join the case-seminar they got the case to read and reflect on together with other students according to a structure model. However, to reach out to students and supervisors is a logistic challenge and the way we do it is time consuming and feels a bit “old school”.

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Karolinska Institutet, Alfre Nobels Allé 23, Huddinge

To improve the activity I think that we could use the on-line format to communicate with supervisors and students and to prepare the students. I also think that we should provide the opportunity to join the case-seminars on video-link. If we succeed, I guess that blended learning – “a thoughtful fusion of the best and most appropriate face-to-face and online activities” (Vaughan et al.) could be reached.

Since case-seminars are a specific activity I found the ADDIE (Analyze; Design; Development; Implementation; Evaluate) model suitable for structuring the activity and to make it in line with “blended learning”.  

Instructions for Interprofessional case seminars according to ADDIE:

ANALYZE: The purpose of the Interprofessional seminars is to promote learning with, from and about other health professionals. The instructions will include 3 steps: 1. get in on the patient case, 2. get familiar with the pedagogical model, 3. volunteer for the activity. Learning objectives for the activity – the students will have knowledge about other health professionals and their area of expertise as well as knowledge about own role in the team.

DESIGN: We will use a course web for all the case-seminar material. The ”case” will be as text and video, the activity evaluation will be a poll, available for students to respond to after the activity. A video link to join the seminar online will be provided as well as a chat function for communication.

DEVELOPMENT: The activity material will be tested to see if it works on colleagues and students in a pilot.

IMPLEMENTATION: All interprofessional case-seminar leaders will be introduced to the activity material and the course web. The students will first be invited by e-mail and introduced to the new course web.

EVALUATION: The students will evaluate the activity at the web. The poll will include open questions about the strengths and weaknesses of the activity and if they found that the activity increased their knowledge about the other health care providers as well as their own role in the team.

References:

Vaughan, N. D., Cleveland-Innes, M., & Garrison, D. R. (2013). Teaching in blended learning environments: Creating and sustaining communities of inquiry. Edmonton: AU Press. Chapter 1 “Conceptual framework”. Available

ADDIE infographic. Available

 

 

 

 

Reflections on topic 3 ONL162 ”Learning in communities – networked collaborative learning”

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(CC by tailorvj)

I have really tried to remember an occasion when real collaborative learning took place, that moved my own thinking forward but I don’t seem to have been there yet. I only have experiences of distance courses and I founded them often to be a copy of the equal campus course and just a little bit modified to suit the distance format.

My own Personal Learning Networks are quite “old school” since my networks meet in real life. I like to meet with people that I work with, but I can definitely see the limitations. The influences from outside are limited both for interaction and information. Even thought I knew what Twitter was before I joined the course I didn’t understood the potential of Twitter for me to keep up in a specific area. Since I started this course and created my own Twitter account I found that it suites me. I like the short format and the possibility to post pictures. However, I don’t really know yet how to use Tweets to professionally create networks but I guess that one need to be patient and just continue to follow other users of interest. 

Since I don’t teach but would like to  use technologies to enable networks for our research within the research community and to broadcast popular science. I guess that Twitter could be a god way to reach the research community but when using Twitter for popular science one need to think about how one present it. In addition, I guess that popular science has to be broadcast in different social medias to personalize both content and ways to reach out.

References:

Mollett A, Moran D, Dunleavy P. (2011). Using Twitter in university research, teaching and impact activities. Available:   [13 nov 2106].

Dron J, Anderson T. (2014). Teaching crowds: Learning and social media. Athabasca University Pres. Available:   [13 nov 2016].

Reflections on Topic 2 ONL162 ”open learning – sharing and openness”

I don’t do regular courses, but me and my colleagues do interprofessional student activities that we really want to be more open. In the best of worlds we would like to have all our activities open for all students and co-workers to make it possible for them to get in on the activity independent on where they are.. It is however not as easy as one might think. Since we provide activities for students in health care, from different universities and university colleges we don’t share the same digital platforms. My experience is that the tradition of being open is limited in the Stockholm county council were we work, which seems to be related to the managements who refers to regulations but I suspect that they lack knowledge in the field. So when I found a policy European Commission document named ”Open up education”  I was glad. Although the aim of the policy document is to provide tools for openness in  education institutions, the authors suggest that it can be beneficial to other types of educational institutions, which the Stockholm County Council absolutely is. The document is part of the Europe 2020 initiative , that aims prepare the EU states to deliver high levels of employment, productivity and social cohesion. I hope that the policy document will make it easier for us to ”open activities” in the near future. 

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Swedish right of public access = openness Storhogna, Jämtland, Sweden. CC by Kaisa

There are to my surprise several openly licensed resources available and applicable for education. Before the course I only knew about one (but never used), the Creative common resources , which is a way of showing others the degree of openness of your own work. 

88x31 this is the highest degree of openness were you aloud others to use, spread, alter, modify and build on even for commercial use. The user is, however, obliged to report that it is your work by writing CC by ……. 

88x31-1 this is the lowest degree of openness were you are aloud others only to spread the work but not for commercial use. The user is obliged to report that it is your work by writing CC by…..

Although I knew about Creative Commons  before the course I didn’t knew exactly what it was and I didn’t think of the fact that I can use the symbols on my own work. I will definitely try to do that on my own material.

In addition I will definitely use some of the  openly resources available, such as Wikimedia commons which is a database with more than 34 million freely usable media files, PLOS – a non-profit open access publisher and Skills commons – an open online library and not the least but last youtube. This is a new knowledge that I definitely will use  in the future.

For me who’s  a fan of openness in education it’s much easier to see the advantages of open technologies than the disadvantages. However, the disadvantages related to my experience is the outsourced technology that Martin Weller discuss in ”The battle for open”. My experience is that it often results in digital platforms that are not compatible with other digital programs used and that the support often lacks. I agree with Weller that the Universities should be the ”driving force behind” the digital technology. This course also made me think about the quality of produced ”open material”. I think that it could be dangerous if the management of the Universities don’t understand ”digital literacy” and that using digital platforms in education needs eduction and training. The Chapter 7 in ”Teaching in a digital age” by Bates explains very well the pedagogical differences between media e.g. when to use (depending on level of learning) audio, video, texts and so forth. That chapter will definitely be my guidebook when putting up our planned student activities on the digital platform. 

This is my first open course and I hardly knew what MOOC was before I joined the course. So my experience of open courses are limited. For me the challenge is to get the time to interact with others in the ONL162 community or to know what to comment on, or what to say. I still feel busy by reading the course literature, check all links, youtube clips, check the twitter account and do the blogging. It is in a way overwhelming and I hope that I will feel more at ease to interact and network later on during the course. 

References:

JRC Science for Policy Report. Open up education. A support framework for higher education institutions. https://ec.europa.eu/jrc. [Online 29 oct 2016].

Om Creative Common Licenserna. http://www.creativecommons.se/om-cc/creative. [Online 29 oct 2016].

Wikimedia Commons. https://commons.wikimedia.org/wiki/Main-Page. [Online 29 oct 2016].

PLOS. http://www.plos.org [Online 29 oct 2016].

Skills Commons, open for learning. http://www.skillscommon.org. [Online 29 oct 2016].

Weller M. The battle for open. 

Bates T. Teaching in a digital age. Guidelines for designing teaching and learning. 

 

Reflections on Topic 1 at the ONL162

This two first weeks at the ONL162 course has been (and still is) a bit confusing.. The concept of digital literacy was new to me (linklearning.com.au, Jisc) but the concept make sense as being different from the spoken language. For me, reading about digital literacy, felt good because I don’t need to feel stupid anymore just a novis in the digital literacy language. And the best of it, languages can be learned…

First, listening to David White (White D) talks on Youtube about visitors and residents was really good because it put words on my own role in the digital word. I am definitely (at least when I started the course) a visitor, except for Instagram were I’ve been for a while, but in a determined community of friends only. I understood that what I needed in order to take the step to become a resident was confidence (Belshaw D). So the first thing I did was to create a Twitter account @fritzellkaisa (it felt safe to do that because of the course) and I started to follow twitters regarding the topics of education, research and colorectal cancer which is my areas of interest professionally. I even put Tweets to the account and started to use #screesco to promote the project ”Screening of Swedish Colons-SCREESCO” in which I am a researcher (I made jokes about being the projects upcoming PR women). 

I’m currently at a conference #uegweek and it has been really funny to add a dimension to my own learning both in the ONL162 course and in the area of colorectal cancer, by using Twitter to communicate and to keep track on what is going on at the conference. It is what we call it in Swedish to ”slå två flugor i en smäll” (”kill two birds with one stone”).

So even though a still feel confused I think that I’m a bit more digital literate , or at least a bit more brave to learn the trial and error way. I’m also aware of what I need to learn more about: using all those tools e.g. Padlet, Prezi, Today meet available for education, to focus more on the communication with the pbl7 members than on myself.. and off course to learn and use the FISh model that I forgot to use for topic 1 (like students who never notice, what I thought obvious, instructions at my course web site). 

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References:

Linking learning. Available from: http://www.linkinglearning.com.au/defining-and-developing-digital-literacy-its-far-more-than-facebook/ %5BOnline, 16 october 2016]

Developing digital literacies. Available from: https://www.jisc.ac.uk/guides/developing-digital-literacies [Online, 16 october 2016]

David White: Visitors and residents (part 1)

David White: Visitors and residents – Credibility (part 2)

What is digital literacy? Belshaw D. Available from: http://dmlcentral.net/wp-content/uploads/files/doug-belshaw-edd-thesis-final.pdf [Online, 16 october 2016]

Resident or visitor?

I just found a space for writing.. but I am not sure if I’m supposed to comment your post here, well I give it a try.
I find your reflection on how to view yourself as a visitor or a resident very interesting since the two first course weeks has open my eyes regarding the fact that in som context I might am a visiter but in others I might be a resident. And that is good news for me since I saw myself as visitor with lack of digital skills

Roelita Cloete

I have been thinking about the whole resident vs visitor concept… Without really thinking about it I would have classified myself as a resident. I was kind of arrogant thinking I know a lot about social media, online stuff. I have been exposed to a lot of this before.

But in the past 2 weeks I have had to deal with a whole lot of new tools and I have heard and read about so many more that I didn’t even know existed.

So if I have to classify myself in my personal life I will probably say that, yes – I can call myself a resident. But from an institutional point of view a whole new world is opening up at the moment. And I hope that in the next few weeks to unfold I will learn about a whole lot of new tools that I can add to…

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Second week at ONL162 – reflections during my walk back home from work..

When a started this course I felt pretty confident that I knew (at least) what literacy is since health literacy is a concept that we are studying in relation to screening. After this week, trying to catch up with the literature and links required in the course, I realize that literacy is not that simple as I thought.. Literacy rather seem to be literacies; media, information, critical, attentional, computer, network, visual, cultural, cognitive, constructive, communicate, confident, creative and civic (Doug Belshaw, Steve Wheeler). In addition literacy can be categorized into tool literacies and literacies of representation (Kathleen Tyner). 

I really like to view literacy as different categories dependent on the context, because then there is hopefully some of the categories that one might master. I realize that one of the most important category for me to learn more about is confident..

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The New Karolinska Hospital in progress