Goal statement 2023

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In 2023 eduToolkit will focus on micro-credentials for lifelong learning and employability. In this credential ecology, micro-credentials are different from other types of credentials since they are unbundled, credit-bearing, and stackable. A micro-credential is a proof of the learning outcomes that a learner has acquired following a short learning experience. These learning outcomes have been… Read more »

Goal statement 2022

Posted on by eduToolkit

In 2022 eduToolkit will focus on students meta-cognitive strategies to develop capacity for higher level executive function skills. Embed prompts to “stop and think” before acting as well as adequate space Embed prompts to “show and explain your work” (e.g., portfolio review, art critiques) Provide checklists and project planning templates for understanding the problem, setting… Read more »

Goal statement 2021

Posted on by eduToolkit

In 2021 eduToolkit will focus on decision-making in ambiguous situations and analyse how competence is transferred when participants increase their level of disciplinary discernment. Urban Eriksson defines disciplinary discernment as “noticing something, reflecting on it, and constructing new meaning from a disciplinary perspective” and the learning process involve “what to focus on in a given… Read more »

Goal statement 2020

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In 2020 eduToolkit will focus on ‘The multiliteracies pedagogical approach’ and aspects of Situated Practice, Critical Framing, Overt Instruction, and Transformed Practice. The application in educational data mining creates a peer-to-peer “social knowledge” technology for learning communities. The research of Bill Cope and Mary Kalantzis has managed to apply artificial intelligence and big data analytics… Read more »

Summarizing the Influence of Learning Environment (#ONL181)

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Draft of final post Final reflection from ONL181 As I’m finalizing my third iteration of the course Online Networked Learning (ONL181) as co-facilitator, I’m left with questions about how online learning environments stimulate motivation to learn. I think we can benefit from a formalized structure and find it interesting  to draw experience from roles in literature… Read more »

Collaborative Learning in a Digital Age (#ONL181)

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During Topic 2: Open Learning – Sharing and Openness I looked at some chapters in Teaching in a Digital Age: Guidelines for Teaching and Learning by Tony Bates (2014). He emphasizes decision-making in our volatile, uncertain, complex and ambiguous world.   “Although governments, institutions and learners themselves can do a great deal to ensure success… Read more »

Goal statement 2018

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In 2018 eduToolkit will focus on Innovative Teaching and Learning to redesign learning activities. ICT can help learners collaborate in ways that were not possible before and allows young people to share their views with an audience that is outside their own school environment.Students need to design their communication for a particular audience and have the opportunity… Read more »

Salience and Collective Intelligence (#ONL172)

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I was recently faced with a situation at work where we noticed that our project stagnated. It was everyone’s task but no one’s responsibility. What have you accomplished during the course? I participated in the ONL162 in 2016 as an Open Learner with no PBL-group, which gave me possibility to interact with the course material and… Read more »

Trajectory and Learning Analytics (#ONL172)

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During topic 4 we have investigated “Design for online and blended learning” and my focus was on systematic reflection throughout a whole course. I’m in favour of self-reflection and peer review to keep online learners actively engaged. Checklists or trackers can be a form, but I have also seen recorded material or presentations that ask the “viewer”… Read more »

Collaborate with Peers (#ONL172)

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To assess the collaboration among peers I have used a rubric for 21st Century Learning Design (21CLD) from Innovative Teaching and Learning. Did they share responsibility fairly, make substantive decisions together, and create interdependent work products? In the Activity Rubrics there is a five level checklist on collaboration and during our group work we discussed the diffrence between collaboration… Read more »

Micro-credential for Learning in a MOOC (#ONL172)

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Our scenario during the second topic in ONL172, mention the use of technology in a MOOC. One example is to divide the material into modules and add micro-credentials. Open Badges was started by Mozilla Foundation and this is their definition: “Open Badges are visual tokens of achievement, affiliation, authorization, or other trust relationship sharable across… Read more »

Filtering Our Digital Identity (#ONL172)

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As we worked with our first topic in Open Networked Learning (#ONL172) we were asked to reflect on our digital presence and identity as well as our experience of digital consumption, communication, collaboration and creation. In my PBL group one subtopic that we had in FOCUS was “What about digital identity – how does it develop?” and from my own INVESTIGATION… Read more »