Diversity: a curse or a blessing for online collaboration?

I did this Prezi for LiU pedagogical days. I wanted to share my experiences from the Open Networked Learning course, that I took last year. I believed that this course or a similar one could be an alternative for Linköping University where the teachers are more and more interested in developing their digital skills.

Specially at the Medical Faculty with the imminent decentralization and inter-professionalization of the medical program.

I did it also thinking about the PBL5 group that I am co-facilitating right now at the ONL171.

Skärmklipp 2017-03-17 12.19.46

Even though this is the experience from our PBL group 9, I think you can find it useful if you want to know more about:

-Group diversity. Is it a curse?

-Online facilitation

-What makes a group journey successful?

Behind this work are: Francisca Frenks (video), Sonja Sharp (Slides) Miriam, Åsa, Mohammed and Natalia.  We even intend to present our work at the EDEN 2017 conference and guess what? The EDEN is focusing this year on diversity!

Finally, to answer the question in the title: yes, diversity was a blessing for us. Thanks to the scaffolding presence of the facilitators, a positive group atmosphere and our drive to learn from each other.

Featured image was taken from Pixabay under CC0 licence

Cofacilitating ONL ine

I am so happy to resume my blog! I must confess that I never thought it would be so fun. At the beginning, I was afraid that I have to post super smart things and therefore it took me long time before I publish my first post. Later on, I realized that my blogging was like stumbling in the dark to find my own truth J. More than that, this is a space to learn and to interact with other people.

Now I am motivated to continue since I am taking a further step as co-facilitator in the Online Networked Learning course ONL171. This is a MOOC organized by several institutions and engaging participants from around the world.

We are divided in smaller working groups called PBL groups. PBL from Problem Based Learning, the pedagogical method we follow. Anyway, this week we had our first meeting in the smaller group. This time I am in PBL5 where we are 9 participants from South Africa, Finland and Sweden.

Still I’m not so sure of what to do. Luckily, I work together with Kenneth, from Lund University. Kenneth, is patient, experienced and transmit confidence.

As co-facilitator I try to motivate the group, answer their questions and provide support etc. For example, this video is a good example of what we could do to motivate a group.

The start of the course is confusing per se with a lot of new information, activities, everything happening so fast. At this stage, a good communication between participants is key. Therefore, we need to choose the best communication platform for everybody. We are using Adobe Connect (AC) and Blackboard Collaborate but some other groups are trying Zoom. A good thing to have is a good headset at hand, to test the connection speed (Cable connection is better for our meetings) and to run the audio wizard before meetings like in this example with AC.

Today I got my brand-new headset! (Creative ChatMax HS-720). This is the one that I choose for Mac. There are several sets. I tested it and it seems to work okay.

At this point in the course the participants need guidance and  clear instructions. I would recommend them to take a tour around the ONL homepage, to watch the intro video, to bookmark all the useful pages and to organize the google drive.

A check-list is good to have and to book all the activities in the calendar. Don’t forget to update the activity tracker (I was saving everything in word just in case it disappears). Comment on each others blogs!

Time concern is another issue. I know! Well…it takes time to learn about different tools, pedagogical theories and do some networking and reflecting. However, think that you are working in a team. You don’t actually have to do everything by yourself and the Webinars and other synchronous activities will be recorded allowing you to watch whenever you want.

Finally, I agree with R: there will be plenty of things to hang from the Christmas tree but we will make our tree beautiful and our Christmas very original ,-)

Image taken from Pixabay under CC0 licence

Topic 4 Design for online and blended learning

PBL, is a pedagogical idea and method where students are divided in small base groups composed by 6-9 students and a base group leader. PBL was implemented at Linköping University in 1986 and is a good mix of self learning and reflection about the learning process. The word ”teacher” is banned from the PBL word list and instead there is a base group leader who overlooks the PBL process and make sure the students stay on track.

For students coming from a traditional classrum, where a teacher instruct the students about what to learn, it might be little difficult to fully understand what PBL presuposes. In terms of group work, self discipline, self responsability, contribution, social skills, etc.

For instance, I observed this in a course called HEL1 from Health, Ethics and Learning. Some of the participants came directly from high school and never heard a word about PBL. After some PBL sessions the students believed they’d engaged the HELL course instead…the reason? They felt unsure about how to handle their own individual and group learning while meeting the goals of the program.

This experience gave me the idea of designing a PBL course for dummies aimed to show to these type of students what is PBL and also that PBL is actually fun and useful for the future.

I must say that this course idea materialized thanks to the ONL that push me into Topic 4 and thanks to my awesome PBL9 group that shared the same experiences and interests.

To meet the requirements of Topic 4, the most challenging topic to date, we were introduced to two models: the ADDIE model and the Five Step model.

Soon after our first group meeting we decided to go for the Five Steps because it was develop with online learning in mind.

So we were heading now, not only toward PBL but toward PBL online.

The Five Step model was designed by Gilly Salmon and is widely used in higher education for learning and teaching online. Here, the role of the e-moderator or e-facilitator is key.

Participants progress through 5 steps and the role of the e-moderator is to support the student engagement and online learning using online activities (e-tivities).

Briefly, step 1 is access and motivation. Here, the students become familiar with the online environment, the platforms for communication and participate in social networking and group games. Step 2 is about online socialization or meeting the actual working group and e-moderators. Step 3 is dedicated to information exchange and it is when the students start to work on a group task together. Step 4 or knowledge construction, is to finalize the group task, to present results together and finally Step 5 is for development or reflection.Step 5 is a metacognitive moment where students reflect not only about what they learned but also how they learned it.

To align our PBL course for dummies to this five step model was NOT easy, I remember sitting until 12 am struggling with ideas but luckily someone in the course made clearer instructions and things started to move again.

Yes, clear instructions are important also in course design!  Also to identify the overall purpose and goals of the course and the target audience. So someone in our group proposed to start by the end and that made things a lot easier: What is the intended output?

I must say that our own group meetings have become very effective by now. In one of these meetings the idea of creating a home page just popped out and I embraced it with enthusiasm. So we took this challenge and we created a whole home page for a whole course! Figure it!

The platform that we used is called openlearning but there are also google sites and Wix. Both provides great flexibility, allows collaboration (google sites at least) and are quite intuitive. Openlearning was not that intuitive but we make it work together and it was fantastic what we did in the group.

If you register as a student into our home page you will find a welcome message, clear instructions and functioning links under HOME, you will also find the course purpose and who is the target. Under Learning outcomes you will find what skills you will acquire after passing this course

And then under Learning activities/module 1/Introduction, the students are encouraged to socialize in the big group, get familiar with Adobe Connect and a padlet is proposed to write about themselves. Taken together these pages make for the Step 1.

Further on under Learning activities/module 1 you will find several scheduled meetings corresponding to steps 2-4 where the students are encouraged to perform different e-tivities. And finally the last meeting  (Step 5) is for reflection.

In addition, there are group spaces where students post their findings and suggested learning materials and tools. However, we didn’t have time to make an intro video, the assessment is missing as well as the feedback after the course.

I must also mention that the five step model have been criticized for excluding other learning ideas, for being rigid in its implementation, for failing into taking account individual learning styles and because access and motivation, for example, cannot only be restricted to step 1 when those are ongoing issues throughout the entire course see Pam Moule’s article.

Now after implementing this model,  I found that we would need more time to test it but a model implementation very much depend on the person who implement it right?

During this topic we also developed two supporting materials in form of videos.

The first video was intended for students from a high school in Tranås. These students were visiting Linköping University to get inspiration about higher education and of course we have to explain for them what PBL was.

What I liked most about this video is the fact that my coleagues, being PBLers themselves, didn’t need so much instructions to solve the cogwheels problem using a problem based learning approach.

The second video is an interview with our co-facilitator and entrepreneur Francisca Frenks. She owns a company called XWebinar.nl, organizing online courses and working with online teams. I liked this interview because it gives a perspective for a future, outside academia and helps to understand the advantages of being responsible for our own learning and stresses the importance of collaborative work.

So in summary, in Topic 4 I learned the following:




The initial picture was taken from Pixabay under CC rights