Sustainable solutions-my digital journey

Reflection 1- Linear or complex learning

I am a teacher and after the pandemic I am a bit sceptic to online learning. The individual learner is left alone on her/his learning journey after facts and context is delivered by the teacher. I have teenagers and besides my own work during the pandemic I have listened to their teachers and tutors trying to make the best possible teaching they can through digital platforms their schools are using. 

I feel terribly worried that they will understand the world linear and simple as the reality is complex and wicked. This is also the message by (Lönngren, & Svanström, 2016) in their discussions on educational design.   In relation to my work as a teacher I find that the most challenging and also most important task to view the world from different perspectives and train learners in a worldview where they understand that their decisions have consequences for others. How is that done digital. How is contrasting perspectives dwelled in a digital environment?

I am on this digital course because I can sense answers to my worries outlined above. When the possibility informal learning, discussions after class, chit chat at the coffee machine or at the bus stop about school work disappear and some people become very lonely, also the world opens up for learners. It is easy to invite other cultures, nationalities or individuals that can comment on school work or presentations. It is a walk of peace for sure, if humans are trained in understanding each other in education. Listening and wanting to understand builds on trust and relation. Therefore, teaching online is something completely different form teaching in class-rooms. It has to include both the content and topic but also the trust-building within the group, which Dobson & Tomkinson (2012) emphasize for students to become real change agents to complex issues in society. The ONL course is built on Problem based learning methodology. I look forward to see if I myself will find the trust and comfort to learn for real in this group where we can share different opinions and learnings and come to common solutions or disagreements that we understand.

Creating sustainable development change agents through problem‐based learning: Designing appropriate student PBL projects. International Journal of Sustainability in Higher Education.

Dobson, H. E., & Tomkinson, C. B. (2012). Creating sustainable development change agents through problem‐based learning: Designing appropriate student PBL projects. International Journal of Sustainability in Higher Education.