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- Creelman, Alastair, 1958-, et al.
(author)
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Open courses as virtual mobility and the role of collaborative literacy in staff development
- 2016
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In: EDEN 2016 Annual Conference. Re-Imagining Learning Scenarios. - Budapest : European Distance and E-Learning Network, 2016. - 9786155511080
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Conference paper (other academic/artistic)abstract
- Open Networked Learning (ONL) https://opennetworkedlearning.wordpress.com is an open online course that is offered both as an internal professional development course at the partner universities (Karolinska Institute, Lund University, Linnaeus University, KTH in Sweden and IIE Varsity College in South Africa) as well as being open to learners from all over the world. The course has been derived from an earlier model that has in turn led to several other online courses. The primary target group is university teachers, educational technologists and course designers but it also attracts educators from other educational sectors both public and private. Using an open collaborative learning environment learners investigate aspects of connected, collaborative learning with modules based around topics such as digital literacies, collaborative and flexible learning, teaching in open spaces and course design.
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| 2. |
- Creelman, Alastair, 1958-, et al.
(author)
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Problem-Based Learningin International Online Groups
- 2021
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In: Designing courses with digital technologies. - New York & London : Routledge. - 9780367625535 - 9781003144175 ; , s. 42-47
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Book chapter (peer-reviewed)abstract
- Open Networked Learning (ONL) is a learning-by-doing online course foreducators in higher education who wish to develop their skills in designingand teaching collaborative online courses. It was developed in responseto a growing need for courses dealing with online teaching and learning.Furthermore, it is a result of educational developers looking outside theirown universities to collaborate within their network of colleagues nationallyand internationally. Instead of each institution running its own internalcourse, the partner institutions collaborate on a common course that offersboth internal professional development and practical experience of virtualmobility. Educators gain the opportunity to engage in learning and collaborating with colleagues from universities around the world in multidisciplinary groups with problem-based learning as a foundation.
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| 3. |
- Eftring, Håkan, et al.
(author)
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Tips for creating inclusive classrooms at LTH
- 2023
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In: LTH:s 12:e Pedagogiska inspirationskonferens. - 2003-3761 .- 2003-377X. ; , s. 45-47
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Conference paper (other academic/artistic)abstract
- All people are different. All teachers are different. All students are different. They have different life situations, different study situations, and different preferences, conditions, and abilities. How can we take this diversity into account when we plan our teaching and exams? What situations should we prepare for? How can we help students focus on their learning and not on unnecessary obstacles we unconsciously introduce? If we make small efforts upfront, this lets us avoid much larger efforts later on when we are confronted with the reality of students in our class and their different needs.At this round table, let us discuss diversity in teaching and learning. During fall 2023, a pilot of the course “The Inclusive Classroom” was run at LTH, the Faculty of Engineering at Lund University. We present the compiled, most important take-aways of participants and instructors, in addition to individual case-studies. In a nutshell: There are a lot of easy things you can do that can already have large effects, and you are not alone: LTH has many resources to support you. Please join a supportive, engaged community and learn from and with us!
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| 4. |
- Kvarnström, Maria, et al.
(author)
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From awareness to participation : student engagement in an online environment
- 2015
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In: MOOCs in Scandinavia, Karolinska Institutet, Stockholm, 11-12 June 2015. - : Karolinska Institutet.
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Conference paper (other academic/artistic)abstract
- A central challenge for all who design open online courses is establishing a supportive community and encouraging “passive” learners to become more active through careful scaffolding (Smith & Smith, 2014). An additional challenge is how to work on learners’ individual experience and goals while simultaneously promoting interaction and collaborative learning and achievement (Swan, 2002). The course Open Networked Learning (ONL) attempts to meet these challenges by designing a collaborative online learning environment including scaffolding for individual and group inquiry and building of Personal Learning Networks (Ossiannilsson, E., Uhlin, L. & Creelman, A. 2014).
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