1. #FDOL131 orientation
11 February 2013
Hello and
welcome to the
#FDOL131
webinar.
Please go to
tools>audio>audio
setup wizard to check
your audio
Flexible, Distance and Online Learning an open course using COOL FISh
http://fdol.wordpress.com/ Twitter: @openfdol #fdol131
4. #FDOL131 organisers
Chrissi Nerantzi Lars Uhlin
Academic Developer Educational Developer
University of Salford, UK Karolinska Institutet, Sweden
FDOL organiser FDOL organiser
PBL facilitator PBL facilitator
5. PBL facilitators
Chrissi Nerantzi Lars Uhlin Maria Kvarnström Shirley Bennett
Academic Developer Educational Developer Educational Developer
University of Salford, Karolinska Institutet, Karolinska Institutet, University of Hull,
UK Sweden Sweden UK
FDOL organiser FDOL organiser
PBL facilitator PBL facilitator PBL facilitator PBL facilitator
7. unit 1
orientation
Rationale: During this important first unit, learners will have
the opportunity to familiarise themselves with the online
learning spaces and make first contacts with peers and
facilitators. Learners will be encouraged to share their
background knowledge, experiences and practices and begin
to build relationships with peers and facilitators in order to be
able to effectively engage in open collaborative activities and
develop learning support networks. Also, participants will
have the opportunity to learn more about Problem-Based
Learning (PBL) which is the pedagogical design used to enable
collaborative peer learning and join specific PBL groups
where appropriate.
Chrissi
8. unit 1: activities
• Google communities discussions
• Getting together in PBL groups
• Autonomous learning opportunities
Chrissi
10. FDOL spaces
• FDOL course space > WordPress
• FDOL unit discussions > Google +
community Follow the FDOL
site at
http://fdol.wordpr
• FDOL on Twitter ess.com/ to
receive email
• FDOL on scoop.it notifications about
the course. This is
• FDOL on diigo your newsletter.
• FDOL facilitated PBL groups in
Google docs
@openfdol#FDOL131 Chrissi
11. learners’ spaces
portfolio, personal learning space?
• link with Twitter > add @openfdol #fdol131 to
the title
on Twitter?
• follow @openfdol
• use hashtag #fdol131
Chrissi
12. PBL in the context of
#FDOL131
facilitated non-facilitated autonomous
PBL groups PBL groups learners
multi-disciplinary self-organised self-directed
cross-institutional self-organised
•core members
•peripheral members
groups might be re-
structured depending on
numbers before unit 3
Certificate of participation for all learners who can evidence engagement throughout
FDOL. signed by the FDOL131 organisers.
Certificate of completion for active and ongoing participation and contribution in the
PBL groups that can be evidenced through the COOL FISh documentation signed by
the FDOL131 organisers. Chrissi
13. What is your current
understanding of
Problem-Based Learning (PBL)?
Chrissi and Lars
14. Problem-Based Learning
(PBL)
• learning based on authentic and complex
scenarios
• enquiry-based learning in teams
• structured approach
• rotating roles
• ‘teacher’ > facilitator (also non-facilitated
teams)
Important! Study the resources and engage in the related
conversations. Lars
18. “Learning together depends on the quality of
relationships of trust and mutual engagement that
members develop with each other, a productive
management of community boundaries, and the
ability of some to take leadership and to play various
roles in moving the inquiry forward.”
Wenger, E., White, E. and Smith J. D. (2009) Digital Habitats. Stewarding
technology for communities, Portland: CPsquare, p. 8
Chrissi
19. #FDOL131
next webinar
unit 2: introduction to FDOL
Prof. Steven Gomez and Dr Alison Le Cornu
25 February 13, 7-8pm(GMT)
Thank you for
joining us today
and see you online
Flexible, Distance and Online Learning an open course using COOL FISh
http://fdol.wordpress.com/ Twitter: @openfdol #fdol131
Notas del editor
Lars: looking at chat box
before we start we can show this map and ask people to add their location
ask learners to write on the board, their role and what they would like to get out of the course
ask participants to capture their knowledge and understanding of PBL on the whiteboard
general introduction to PBL
invite participants to add to whiteboard and take microphone if they want to
