Here follow my reflections on Topic 5, and more generally on the whoole ONL course. When starting the ONL course I was clearly a dark green ignorant in the field of online learning. I had never attended an online course, nor had I organised one by myself or in collaboration with other teachers. Thus, I … Continue reading From dark green to light green →

Topic 3 is about learning in communities and networked collaborative learning. A paradox is demonstrated in the literature. On the one hand, research has demonstrated that there are many positive aspects linked to working in groups. On the other hand, research has also showed that many problems arise, and that students often feel frustrated, and perhaps … Continue reading On Peer Grading →

With this somewhat provocative title I would like to raise a question, that of whether or not we – University teachers and researchers – should be residents of social medias. Do we need to be active there? I think the answer will depend on which type of residency we are considering: residency for professional purposes, … Continue reading To be or not to be a resident of social medias →

During topic 2 we discussed the different merits of openness. It came to my mind that there might be a risk that openness comes in conflict with the privilege of an expert position. To some extent, an expert position comes with some level of exclusivity in the knowledge gained by the expert and the way … Continue reading Is Openness a threat to expert position? →

During topic 4 we noticed that it seems to be a general truth that students loose motivation along an online course. This may vary from course to course, and student retention could be high if a course is well designed, but it seems difficult to reach 100% student retention. In our group (group 2), we … Continue reading On the dilemma between the carrot and the stick to increase student retention →

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