I find Problem Based Learning (PBL) a suitable approach to developing course participants’ digital literacy in online settings. The way this ONL18 course is organised is overwhelming at the same time as it is challenging and intriguing. Even if the number of digital resources that we are being asked to engage with are quite a few in number, to say the least, the basic structure with the five topics that we all follow seems to be limited and narrow enough to keep in mind and follow. In a recent article on PBL as a potentially successful approach to learning and teaching in university settings, Kek & Huijser (2015) argue that PBL incorprate both pedagogic structure and room for imagination, ingredients that are essential in highly changeable learning environments (Kek & Huijser, 2015). PBL teaching builds on the notion of empowerment of learners and teachers. Instead of being passive viewers of technology advancement in society, participants in learning environments can see it as their task to be part of the advancement, especially in those spheres that have to to with digital resources for successful learning. Developing digital literacy by means of application and analysis of digital tools, by means of sharing experiences of learning and teaching means being actively engaged, means learning more: the ones who are activiely engaged learn more than those who only receive input. In a similar vein, Kress & Selander (2010, revised 2017) present and elaborate on designs for learning as a notion and an expression of agency. The authors, both researchers with a bakground in education, and who have specialised in sociosemiotic multimodal theory, treat teachers and learners as designers. They claim that learning and teaching in the 2010s is less about using pre-fabricated text books and materials and more about composing learning environments and materials, drawing on a whole range of digital resources. In this respect, the job of the teacher is similar to that of the designer (Selander & Kress, 2010, revised 2017). Design is art work for a purpose and so is teaching. Compositions of learning materials for specific contexts are in many ways unique efforts, as are design processes (ibid.). Engaging in course work, learning to explore digital resources in collaborative spaces with colleagues who share an interest in education and in preparing students for future needs and challenges in the field is a way to go. It functions as effective in-service education. Finding myself not only exposed to a modified version of PBL per se (see Kek & Huijser, 2015), but also feeling the power of agency and collaboration, as an individual, as part of a small PBL learning group and as member of the large course group, for now, at this early stage of the course I can conclude that I am definitely already learning a lot. For example, engrammet in course work in the past week has made participate actively in a Zoom meeting, use Google drive to comment and reflect in various documents collaboratively, and continue writing my learning blog, things I have done for the first time. Being involved in a learning environment which is fluid yet structured make these activities meaningful and worthwhile. This is all for now. With appreciation to the organisers of the course and with kind regards to the nice members of my PBL group. See you soon! References: Kek, M. Y. C. A. & Huijser, H. (2015). 21st Century Skills: Problem Based Learning and the University of the Future. 21st Century Academic Forum. Third 21st CAF Conference at Harvard, in Boston, USA, September 2015, Vol. 6, No 1. Selander, K. & Kress, G. (2010, 2017 revised edition). Design för lärande – ett multimodalt perspektiv. Lund: Studentlitteratur.