Topic 5 – time to take what we’ve learnt

And here it is, the end of the course. 2 months passed veeery quickly. The last week was very short for me – only two days as from Wednesday I was in Berlin on Oline Educa Berlin. But we had our final webinar and I’m happy I’d managed to join and say BIG THANK YOU to laydies that I worked with. I think we were effective and learnt from each other. I liked the final presentation we created as a summary of our 2months work.

What is my lesson learnt?

I’ve learnt a lot! About learning design and facilitation, I’m familar with a banch of new tools. But I would like to reflect upon two most important aspects. Continue reading “Topic 5 – time to take what we’ve learnt”


Topic 4 – constructive alignment

Topic 4 and my turn to take a leadership. I was impressed by my group-mates attitude towards the desiginig frameworks presented in the topic (ADDIE model and Salmon 5 stage model). They wasn’t crazy and super-positive about the models and one of us said that alignment between outcomes and activities is the most important in designing classes for students.

It is sooo true that constructive alignment is the key issue in designing good quality (e)learning (on micro and macro level). All models enhancing designing process are helpful only under condition that the alignment between outcomes, activities and assessment tasks is thought through. Continue reading “Topic 4 – constructive alignment”

Topic 3 – a community of inquiry

This topic tackles important subject for me – a community of inquiry which in my opinion is an essence of problem-based learning. I found the scenario very inspiring – especially the part saying: Mostly, we fall back into the group-work mode from school we divide tasks between us and glue them onto the same board when it comes to accounting of a group project. This underlines cooperative vs collaborative character of a group work. 

Ron Owston during Online Educa Berlin 2016 gave a presentation about empowernment in HE which I found useful while thinking about effective collaboration.  Empowernment is not only about engagemnt and motivation but about:

  1. flexibility to do the task (choice)
  2. care about the task
  3. feel confident we have the skills (competence)
  4. know that the task will make a difference (impact)

Continue reading “Topic 3 – a community of inquiry”

Topic 2 – reflection

Topic 2 was really effective. After topic 1 and first 3 weeks of the course, I feel that we, as a group, have own pace of working – first week of a topic is a time to read, search and reflect upon the topic, then we meet online to discuss and choose a form and tool for producing the topic output. I really like the outcome-based approach and a group’s focus on producing sth useful for us and for others. I also like a lot that we decided at the very begining that learning on the course should be aslo a fun for us

Working with FiSH model

It was a bit difficult for me to work with FiSH model on topic 1. It wasn’t clear what it is expected from us to produce in the end. I think I was not the only one. We in the group 6 decided first to transfer a text created jointly on Google Docs into Padlet. But sth was missing, there was no key point and the aim of our work was not defined explicite so the text was just a text. At the end of the topic 1 there was no time for second online sychronous meeting I have made a decision to change Padlet into persona description and added a mobile scaffolding methaphor for being digital literate. The group outcome was achieved but I felt uncomfortable that I was changing the initial idea of the group by myself, without discussing it within the group. Continue reading “Topic 2 – reflection”

Visitors and Residents continuum

I watched both videos about Visitors and Residents by David White and I generally agree with the model of engagement and its dependency on the context.

I can place myself in the middle, I think. I was born in early 80’s so I grew up in a hard time for Poland (comunism and no access, generally speking, to anything). But I think I can describe myself as digital native to some point. I use technology on purpose and when I need it for work and pleasure and I don’t have particular problems with becoming familar with using new tool.

I am definitley strong Visitor as I use Internet to pay bills, serach for information, book hotels, use maps etc.

When I consider University LMS – here comes fun as I am definitely institutional Resident! I do facilitate courses based on social interaction, where learners are in the center. The same is with Facebook – I’m more institutional resident as I co-manage FB website of my unit, and I share those activities (reated to my work) on my priviate FB wall.  Very rarely I post sth personal and comment other posts. The same is when I consider blogs – I do read them, but hardly ever comment the posts. Continue reading “Visitors and Residents continuum”

Back to students time – 1st reflections

This is the excerpt for your very first post.

And here it is – participation in a new (quite long) online course is actually a new challenge for me. As learning designer I usually stand at the other side of the barricade. To be honest, the fact that sb cares for the course flow and I can be focused on learning and being reflective, is refreshing feeling 🙂

There are a lot of things that have to be read, organised, analysed etc. at the beginning of each online course. In ONL  I think even more as the learning environment is spreaded. After 4 days I know that it is manageable, but requires effective organisation at the beginning.

I don’t have any experience in working in community created in Google+. But I like my fresh perspective and consider it as opportunity to learn a new tool and to observe how the group will work and collaborate. Continue reading “Back to students time – 1st reflections”