As a final individual task, all participants in the
ONL-course have to revisit their learning processes. I decided to make it too,
because it has been a great learning experience, again. This time as a
co-facilitator.

I think among important things I have learnt this time one is
about group working, and another about myself.

First, I believe group work is one of the most rewarding ways of learning new
things. However, it is crucial that you are set to accept its terms and that
ways of cooperation and collaboration are both time consuming and produces
relationships involving clear (and unclear) expectations on your efforts. I am pretty good at
seeing a bigger picture in educational projects (and other projects) and I
seldom get worried about reaching learning goals, I usually just adjust my
efforts to make ends meet. In educational group work I am convinced that the
learning journey is far more interesting than the final presentation from it. I
learn from adding to the common, allowing myself to change in the group’s work
and from getting what I have added scrutinised by others. So, in my view, how
to present the results from a learning project depends on how to best
illustrate the learning process that has occurred. There is no perfect mould for
that, rather we need to know what we want said, and then find ways of
doing that in a convincing way. As an example; I would argue that journal
articles are a poor way of presenting research, compilation dissertations are
even worse, as the format expectations violate the very essence of a research
effort. In sum; without knowing what we want to say, there is no way we can
know how to say it. Thus, it is crucial that all and everyone in a group add
work in various ways and fairly promptly; be it in meetings, in writing or in supporting in a presentation
phase.

ONL is somewhat about tools to present things, to learn new things about
techniques available, but it is also about building support structures to make
learning the focus for the efforts. Facilitating means to make the participants
learning processes profitable to them by making them seen and supported, questioned
and praised. I think the PBL-8 has been an incredible group to be part of. The
mix of personalities, backgrounds and educational abilities has made every step
of the way very enjoyable.

However, second, about myself, I love discussion and do not dare confusion,
thus I may very well allow more of that than what is advisable in an ONL
PBL-group. As said above, I personally just devote more effort to balance that,
but in regard of facilitating a group through a very tight schedule, I could have held back now and then and requested from myself to provide
clear and accurate advice to the group to move forward. I do not mean to allow
for a mere, or more of, product focus (for sure not and if I have to choose between process and product, the former is always prioritised), but rather to make the group better aware of the time constraints
designed into the course. I
have, in other words, learnt that my neglect to worry about reaching deadlines
should not spill over onto those for which I am part of the scaffolding.

How will
your learning influence your practice? I am not really sure. I think I need to
sit back for a while and give it a proper thought. It is not that easy to
change one’s personality, it is probably easier to change where it plays out.

What are
your thoughts about using technology to enhance learning/teaching in your own
context? I am already convinced about the bright sides of tools to enhance
learning. I think the major challenge is not in technique itself, but in
education as such. There will be battles for quite some time, but then it has
just happened. What we see as revolutionary today will be either dead or as natural
as anything in a teaching context. To make education for all, and for those
involved in it, something that is not the same as an assembly line, silos,
pre-thought steps, perfect models and manuals …., but something else is
important to me. I am a John Dewey fan. He made education a question of
democracy. I believe in techniques that can help pedagogics support such a
standpoint.

What are you
going to do as a result of your involvement in ONL? I am already developing
several ideas to be able to support my colleagues in their efforts of providing
good education. I think I
would like to intensify that.

Finally,
what a great experience it has been for me personally to, first, be given the
opportunity to co-facilitate in ONL, second, having a great companion in my group facilitator Victoria from which I have learnt a lot and, third, to meet such a great group (PBL 8) of
colleagues (that is what we are beyond ONL, aren’t we?).

Cheers, I am buying a new fridge :-))