Elfgren's teaching blog

The five stage-model (Salmon, 2020) does not work directly in my courses since none of them have an important social component. Of course there is a social aspect to all learning, but the social part in physics is sort of in the back seat. However, I agree with the first two parts. It's important to clearly present to the students how the course is structured; where they can find the information and what is expected of them. This is something that I always go through during the first lecture and it's even more important to do so in a digital context. For example, I always walk them through the Canvas-room (Canvas is our learning platform). I show them where everything is and I open the documents so they have seen them as well. The socialising part is generally not necessary in my courses since the students generally know each other since they are in the same study program. Also in the bigger courses, the students are generally divided in groups with respect to their program so ...

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...

LTU   Susanne Westman   https://digitallearningprocesses.wordpress.com/blog Andreas Eitzenberger https://ateacherslearning19976634.wordpress.com Olle Hage https://ollesblog752860582.wordpress.com/blog Diana Chroneer https://dianacslearningblog.wordpress.com Björn Hällis https://bjornhallis.wordpress.com/blog Inger Jacobson https://rptinger.wordpress.com     ONL   Kinaz Al Aytouni   Mohit Gupta https://mohitgupta212695195.wordpress.com/ Vigdis Ahnfelt https://sola.kau.se/onl202pbl6vigdis Marcus Stensmyr https://grendelsdad.blogspot.com/ Victor Hugo Souza https://vhosouza.github.io/post/ Stephanie Birkner   ...

https://www.mural.co I haven't tried this out yet but I've checked two videos. It seems nice for brainstorming with several templates. You can even include a timer and vote. You can group objects and export. I've got myself an account so now I can start trying it out. Students could use this in project work and in reflecting in groups. We could also use this to let students introduce themselves.

I have done some testing of Padlet , which we tested in the ONL-course  and also in my university's pedagogical course. The map-tool seems nice for introductions. I could use that in my educational program when I first meet the students so that we can get a feeling for where people come from in Sweden. The Time-line could be used for age but this seems a bit irrelevant in many cases and slightly intrusive. In a subject like history I image that it'd be a great tool. I didn't find the other tools so interesting but I guess they are ways to organise the content a little bit. It's a quite simple collaborative tool but I'm not sure what happens if two people edit the same object at the same time.