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- Participant-led synchronous sessions had a welcoming and encouraging function.
- A padlet ahead of the webinar was a part of setting up system and accessing.

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- Tweetchat allowed for socializing with facilitators and other participants to a certain extent.
- The activity flow on the online platform and synchronous meeting also had this function.

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- Both synchronous meetings and asynchronous work in the FISh document served information exchange.
- The Padlet ahead of the webinar, and the webinar itself served the same purpose.
- The webpage of topic 2 offered information about relevant sources, but did not allow for the *exchange* of information.

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- This step was perhaps realised during the individual asynchronous work (getting acquainted with the sources and working in FISh), and - to some extent - also during the synchronous meetings.
- Blog posts served the same purpose - of clarifying and passing on the individually constructed knowledge.

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- Own and others' development was supported by sharing sources and thoughts in the FISh document, and with all other groups in the course.
- Commenting on other blog posts and responding to comments received from others also served this purpose.

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Learning in communities – networked collaborative learning

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Learning in communities – networked collaborative learning

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Access and motivation
-Our group was very interested in this topic and found that this topic was in many ways what this whole course was about!
-We soon concluded that there are four concepts within this topic that we want to stress: Motivation, curiosity, sense of community and relationships on learning communities.

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-Our group meetings on Zoom were a big part in this topic, since a lot of knowledge and experiences were shared during them.
The video presentations and materials for this topic were excellent and created a great base for our discussions.
-The activity flow and the FISh document were actively used also for online socialization

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-The video lectures and other materials for this topic were excellent and were a great platform for our group work
-Within our group, information was exchanged both by asynchronous and synchronous work
-We discussed during our synchronized meetings about how we wanted to present this topic to the bigger ONL community

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Knowledge construction was conducted during our asynchronous and synchronous work in the group. We met twice every week and shared our thoughts on the topic so far. During the time we worked on the topic, we learned more about it together and due to the fact that we all collaborated and contributed.

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During this stage we all have a common understanding of the topic and how we as educators can proceed in our work with this new knowledge. Learning in communities can be a challenge, but when the group connects and finds a common way of exchanging ideas it can truly affect the level of motivation for the individual. Learning as a part of a community online is the way pedagogy and didactics is many times conducted today, and this has been a great learning experience regarding just that!

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I think that the access and motivation part could be more developed in Topic 2. It could help, if, for instance, we got a non-course related simple problem/puzzle to solve to strengthen our commitment and motivation.

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Online Participation and Digital Literacies

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Online Participation and Digital Literacies

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Access and motivation
- Easy access to the platform, processes and systems;
- Motivating students by being welcoming and encouraging constantly;
Topic 1 was our first contact with the ONL191 course and two words represent well this moment: empathy and collaboration;

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- Team building - Establishing personal identity and then working in groups;
- Creating a microcommunity through active and interactive learning and teaching;
Do you really know the students? Who I am as an individual in the digital age? What caracterizes my journey so far?

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- Learners engagement in mutual exchange of information - "Plan your learning design around the learning outcomes, your pedagogical objectives and interactions between the group";
- A formal cooperation occurs and each student can support others people goals when they work together;

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Online participation and digital literacies (Digital Literacy Framework ...

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Online participation and digital literacies (Digital Literacy Framework ...: Online participation and digital literacies , Digital literacy vs. digital competence?, , , , , Striving for universal design in learninghttps://www.youtube.com/watch?v=bVdPNWMGyZY&frags=pl%2Cwn,

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- The interaction become much more collaborative;
- "Group activities with more complex contributions";
- "Students can be contributors not just consumers of knowledge" (Critical, Judging, Evaluating);
What is the difference between be skillsets residents or visitors using cultural, creative, constructive and communicative digital literacies?

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- "Students are comfortable collaborating and cooperating";
- "Students are more responsible for their own learning and that of the group"; Reflection, Evaluation, Critiquing;
In this occasion there is a feeling that allow to us become as a mindset digital literacy resident or visitor with the characteristics of someone confident, cognitive, critical and civic.

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As on each Topic, we started with an introduction to the activities for all participants where we had an introducing video, material to read, a scenario and links to Tweetchat. The topic was presented by the ONL designers and led by our facilitators. At this stage the facilitators activities just to be higher than the participants activities.

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The socialization takes part synchronous and asynchronous when we meet on our PBL group Activity page, FISH document, Minutes, Padlet and blogs, as well as synchronous on the Tweetchat, our Zoom-group meetings and on the webinar. Here it looks like the level of activities of both the facilitators and the participants is almost the same.

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The information exchange beguines with the presentation of the topic by the ONL designers, followed by participants active searching on the topic case, reading and discussing the material on our group Zoom meetings, on the Padlet and on the webinar with the whole community. Here at some moments the activities of the ONL designers and the invited guest appears to be higher than the participant specially on the webinars.  But on in other moments like on the chat or on the group discussion the participants seem to be more active.

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After reading the recommended articles, watching the webinar, making some research, and share some links on the subject. The crucial moment for the construction of knowledge begins when we start discussing the material, when we start looking for answers and discussing how to work together and make our presentations for the BPN-work and our blogs, as well as the comments on each blog, which always give extra insight on our learning. Here the level of activities of the participants is higher compared to the facilitators activities.

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The development for us as learners happened when we create, explain and publish our work. With the wise comments of other participants and feedback of the facilitators and ONL leaders we get even more understandings on the subject. We then can reflect in our new acquired knowledge and complement it whit our own experiences. We are now ready to apply that knowledge in or teachings and learning activities and take the next step on our learning. The level of activities of the participants at this moment is at its higher level compared to the facilitators level of activities.

In few words we can say that the process of constructing knowledge is the best way of learning.

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Salmon proposed a 5-Stage model of Teaching and Learning Online 

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Salmon proposed a 5-Stage model of Teaching and Learning Online 

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https://www.gillysalmon.com/five-stage-model.html