Presentation at the ICDE World Conference on Online Learning, Dublin 2019.

1. An Open Networked Learning Course
and the Emergence of Communities
of Inquiry
Lars Uhlin
Linköping University
Sweden
lars.uhlin@liu.se
World Conference on Online Learning 2019
2019-11-05
Martha
Cleveland-Innes
Athabaska University
Canada
martic@athabascau.ca
Anne Whaits
Educor
South Africa
anne.whaits@educor.co.za
Maria Kvarnström
Karolinska Institutet
Sweden
maria.kvarnstrom@ki.se
Lotta Åbjörnsson
Lund University
Sweden
lotta.abjornsson@ahu.lu.se

2. The ONL organising team:
Alastair Creelman (Lnu), Maria Kvarnström (KI), Jörg Pareigis (Kau), Lars Uhlin (KI, LiU), Lotta Åbjörnsson (Lu)
Open Networked Learning (ONL)
A course, a community, an approach
https://www.opennetworkedlearning.se/opennetworkedlearning@gmail.com @OpenNetLearn

3. Open Networked Learning
• Growing community and collaboration between different institutions since 2014
• International educational competency development for educators
• Multicultural and interdisciplinary arena for learning and exchange of experience in
online/digital learning
• Open, online problem-based and collaborative learning - with support of facilitators
- Learning by doing
• The course equivalent of 2 weeks fulltime studies (80 hrs) during 12 weeks
• From a learning management system to a self-built “learning experience platform”

4. ONL192
community
Karolinska
Institutet
Lund
University
Linnaeus
University
Zurich
Univ. Applied
Sciences
IIE Varsity
College
Open
Learners
Stockholm
University
8
8
8
8
8
8
8
Arcada
Univ. Applied
Sciences
8
Linköping
University
8
8
National
Univ.
Singapore
8
Mälardalen
University
8
Educor
Aalto
University
Karlstad
University
University
Oldenburg
8
8
8

5. The ONL team
organisers
facilitators
● responsible for a PBL group
● “teacher” for learners at a
participating institution
institutional ”teachers”
contacts, one from each institution
co-facilitators
● supports a PBL group
● no formal responsibility
Alastair, Maria, Jörg, Lars and Lotta

6. The ONL192 team
https://www.opennetworkedlearning.se/about-onl/course-team-onl192/

7. Connecting Open learning,
sharing & openness
Design for online &
blended learning
Lessons learnt -
future practice
Learning in communities
- networked collaborative
learning
1 week 2 weeks 2 weeks
2 weeks 2 weeks 1 week
Online participation
& digital literacies
ONL192 topics overview
Getting started
1 week
https://www.opennetworkedlearning.se/onl192-course-overview/
Reflection
week
1 week

8. Getting
started
Connecting Topic 1 Topic 2
Reflection
week
Topic 3 Topic 4 Topic 5
ONL192 activities overview (12 weeks)
Campus
meetings
Connecting
webinar
Webinar
Tweet
chat
Webinar
Tweet
chat
Webinar Final
webinar
P B L g r o u p s
Webinar
Tweet
chat
Drop in
helpdesk
Tweet
chat
L e a r n i n g b l o g s
O N L 1 9 2 c o m m u n i t y s p a c e

9. Learning activities during a 2 week topic
- Topic intro
- Scenario
PBL group
online meeting
PBL group
online meeting
PBL group
online meeting
PBL group
online meeting
Peer
comments/feedback
Sharing a
presentation in
ONL community
Individual reflection
in Learning blog
Individual studies/work
PBL group space – discussion & collaborative documents
ONL192 community space
Webinar Tweet chat

11. Networks, Community and Problem-based
Learning
• All the way back to seminal work of Bloom (1984) regarding mastery
learning and the impact of one-on-one instruction, applied to group
instruction with attention to remedies (Walberg, 1984).
• From grouped-instruction to communities of inquiry (Garrison,
Anderson, & Archer, 2000)
• Scaling up to networks
• Linking to problem-based, resolution-seeking learning

12. Communities of Inquiry

13. CoI Student Survey - ONL192 (mid course)
Social Presence
Cognitive Presence
Teaching Presence
Emotional Presence
N = 27
4,2
4,36 4,44,34,4
4,1 4,04,22
4,41
4,14,2
3,8
4,06

14. PBL and networked learning
“1. Students must be empowered through PBL to choose real
world tasks to demonstrate their knowledge,
2. Students are allowed to choose the modality to represent
that knowledge and participate in designing the tools for
assessing that knowledge and
3. They do so in a supportive online community built through
the sharing of Digital Moments.”
Barber, W., King, S., & Buchanan, S. (2015). Problem based learning and authentic assessment in digital
pedagogy: Embracing the role of collaborative communities. Electronic Journal of E-Learning, 13(2), 59-67.

15. Number of participants certified from ONL
(2014 - spring 2019)
Institutional Open Learners Total
ONL141 20 2 22
ONL151 29 8 37
ONL152 27 5 32
ONL161 29 6 35
ONL162 44 7 51
ONL171 36 12 48
ONL172 58 18 76
ONL181 58 15 73
ONL191 42 15 57
343 88 431
ONL Alumni community
• Facebook group:
200 members
• Alumni at each Institution

16. International representation Open Learners
Europe Outside Europe
Sweden Canada
Denmark USA
Norway Saint Lucia
Finland Brasil
Ireland Australia
UK Georgia
Belgium Singapore
Netherlands Sri Lanka
Poland Thailand
Germany Pakistan
Schwitzerland Russia
Greece Tanzania
Hungary Sudan
Serbia Kenya
Litauania

17. Describe your ONL experience with one word
( from ONL181 participants)

18. Participant ONL191
“Dear ONL Friends, With the journey of two weeks, the
affiliation and the bonding with the ONL community is
building quickly by group meetings, the webinars and the
interactive tools like Zoom, Padlet and the individual chats
with you.
The open networked learning has removed the thousands
kilometers distance of my location (Lahore, Pakistan) from the
locations of all of you. It´s an unforgettable journey of my life
towards knowledge”.

19. @opennetlearn
Open Networked Learning
(ONL201)
24 February - 17 May 2020
Welcome to join!!
https://www.opennetworkedlearning.se/

20. References____________________________
• Barber, W., King, S., & Buchanan, S. (2015). Problem based learning and authentic
assessment in digital pedagogy: Embracing the role of collaborative communities.
Electronic Journal of E-Learning, 13(2), 59-67.
• Bloom, B. S. (1984). The 2-sigma problem: The search for methods of group
instruction as effective as one-to-one tutoring. Educational Researcher, 13(6), 4-
16.
• Cleveland-Innes, M., Ostashewski, N., & Wilton, D. (2017) iMOOCs and learning to
learn online. Community of Inquiry Blog Post. Retrieved from:
http://www.thecommunityofinquiry.org/project5
• Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical thinking, cognitive
presence, and computer conferencing in distance education. American Journal of
Distance Education, 15(1), 7-23.
• Walberg, H.J. (1984). Improving the productivity of America's schools.
Educational Leadership, 41, 8, 19