Elfgren's teaching blog

I thought of myself as a digital native but after reading Prensky 2001, I realised that I'm a mix between the old and the new. I've lived with digital content all my life, I generally prefer it to hardware content, but I do not have the social networking, nor the love of videos of the digital natives. This became very clear to me when I chose to read the article, rather than watching the videos as my first way of learning about this. First of all, I do not believe that the students are so fundamentally different today than some 30 years ago. There are two differences that I've seen, both related to reading. The first is the reluctance to read the course literature. Many students prefer to learn by following a tutorial instead of reading the book. The second concerns a laboratory instruction that I’ve worked quite a lot on and that I believe to be quite clear. Recently, however, I’ve had many questions regarding this. At first I thought that the students had simply been too ...

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   ...

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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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.

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 ...

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.