During this course we have had the opportunity to read literature, take part in webinars, reflect on digital learning in a blog format and collaborate in PBL groups. Most inspiring has the collaboration within the PBL group been. I think we very fast established a functioning collaboration where we managed to work together and exchange ideas despite (thanks to?) different educational backgrounds, native languages and personalities.
It has also been a valuable experience to find how confusing it can be as an online student with limited possibilities to directly ask questions as they pop up. I now realize how much work is needed to run an online course (at least a successful one with high participation throughout the whole course). The continuous need for interaction, feedback and guidance to get everyone involved and remain enthusiastic for the subject is actually quite a workload. I guess I have to revise my presumption that online teaching is a time saver.
One thing that I have missed is the purpose of the different forms of evaluation and tools. Why a blog? Why discussions on Twitter? Is it just because it is fun to try or is there actually some pedagogical advantages by writing a blog and discuss on Twitter?
I have tried out a number of different digital tools, for example Google+, Hangouts, Padlet and how to use Youtube in teaching. Although, I cannot say that I master them in anyway, at least I got familiar with them and know which one I like and would like to use. I got very interested in the flipped classroom method and I hope that I will get the opportunity to test it. I had never heard of the flipped classroom before Jonas Månsson’s webinar, but now I realize that this is an established pedagogical strategy with a lot more material to dig in to if you want. In the future, I will also consider using online tools to make learning more flexible and, especially, to interact and give feedback.