Digital examination

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My online presence map

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Here is my map of my online presence as described by White (2014a): I didn't get so much directly out of this exercise. I use quite a lot of online applications and I'm not so much a producer of content or comments, which I already knew. I found it a bit unclear if the x -axis was about visibility or interactivity  or if it's public or all of it. However, it made me reflect on the purpose of online exercises and the distinction, which was nice. Does the exercise give me any new insights about myself? Do I feel inspired? Have I learned anything new? Can I use this? How? In education, we can move more towards engaging students digitally, which is something they are used to. This is especially interesting how with Covid-19 and all the digital education we have. This can be done through gamification, which I have used in my system of Bonus Assignments, Pettersson & Bolldén (2020, p 167). Another way is to use online collaboration tools such as Google docs, Mural, Padlet or
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My digital identity

I've had a computer since 1989. First it was all about playing but after a few year I got interested in programming. First I wrote my own games, though to be fair, they were never that great. However, I learnt the basics of programming, which would prove quite useful later. When I started university I learnt about Linux and I started scripting different tools, and setting up my own web page . A couple of years later I set up my own web and mail server on my Linux computer. I also coded my own photo server and an information server for storing notes, links, files, contacts and mails online. Since I became lecturer at Luleå University of Technology  in 2008, my focus has been on making the teaching, and administration thereof, more efficient. I'm examiner of a course, Physics 3 , with about 500 students each year so automation is clearly desirable. Our learning platform at the time was Fronter but there was no good tool in Fronter for online exercises of engineering problems, so
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Learning in communities – networked collaborative learning

PLN means Personal/Professional/Passionate Learning Network (Oddone, 2019). For me Professional makes the most sense since this is a professional activity, though I can also see the merits of Personal since it's me as a person how is engaged in this. Every discussion about pedagogy is really simultaneously a collaborative learning and part of a PLN. Most of my PLN is local and face to face. I discuss pedagogy with my colleagues in physics at the department, Nils, Magnus, Andreas and Corina. At the division level I talk to Marcus, Lars, Mikael and Petter. At the department level I discuss a lot with Niklas and as a PL (Pedagogical Leader at LTU), I discuss with Oskar, Janne, Malin, Karin, the other PL's: Olle, Inger, Susanne, Diana, Björn and Andreas. These networks are somewhere betwen communities and networks. We share common goals but we still work largely individually. Then there are also pedagogy conferences, both internal at LTU and external. I am currently following two o
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