• Knowledge Map with Dynamic Dependency

    Topic: The H5P guided journey is a non-linear navigation through the H5P ecosystem, mapping the relationship between content creation and LMS integration with H5P.

    Content Type: H5P Game Map

    Training Objective: To explore multimodal H5P resources within a H5P Game Map interactive activity. Learners will interact with and learn to implement:
    a) Engagement Tools: Audio, Dialogue Cards, and Memory Games.
    b) Assessment Tools: Multiple Choice, Single Choice Sets, and Fill-in-the-Blanks.
    c) Literacy/Context Tools: Text and Drag the Words.

    Audience: Adult Learners and Learning Designers (Seeking self-paced, professional development)

    Example: Nodes create a knowledge graph where new skills can be addad to a cluster without changing background

    Photo by Aldebaran S
    on Unsplash

  • Goal statement 2026

    In 2026, eduToolkit will focus on Agentic AI and the implementation of low-code solutions to automate complex educational and professional workflows.

    We are shifting from generative prompts to agentic workflow multi-agent solutions. By deploying “narrow agents”—AI entities designed for specific, high-precision tasks—we can create autonomous loops that handle research, drafting, assessment, and feedback within a unified ecosystem.

    The integration of low-code platforms ensures that these advanced AI architectures remain accessible to educators and managers, allowing “non-coders” to act as orchestrators of AI swarms. This approach transforms the learning ecology into a high-efficiency environment where human creativity is augmented by specialized digital agents.

  • Goal statement 2025

    In 2025, eduToolkit will focus on data-driven decision making using cluster analysis to optimize organizational structures. By leveraging tools like KNIME, we aim to move beyond traditional hierarchies toward agile, data-informed human resource management.

    The focus is on competence matching and the creation of optimal cross-functional teams. Through unsupervised machine learning (clustering), we can identify hidden synergies between diverse skill sets and micro-credentials within an organization. This allows for the algorithmic formation of teams that are not only balanced in expertise but also optimized for innovation and complex problem-solving.

    The goal is to provide a systematic way to bridge the gap between individual “skills intelligence” and collective “operational performance.”

  • Goal statement 2024

    Banner 2024In 2024 eduToolkit will focus on skills intelligence with microcredentials to provide insights for decision making. The data comes from occupations or sectors that can be used as indicators which feed thematic dashboards and predict future jobs trends.

    Source: https://www.cedefop.europa.eu/en/tools/skills-intelligence

  • Goal statement 2023

    In 2023 eduToolkit will focus on micro-credentials for lifelong learning and employability.

    The new credential ecology (Brown et al., 2021)

    In this credential ecology, micro-credentials are different from other types of credentials since they are unbundled, credit-bearing, and stackable.

    A micro-credential is a proof of the learning outcomes that a learner has acquired following a short learning experience. These learning outcomes have been assessed against transparent standards. (European Commission, 2020, p. 10)

  • Goal statement 2022

    In 2022 eduToolkit will focus on students meta-cognitive strategies to develop capacity for higher level executive function skills.

    The Universal Design for Learning framework promote a student-centred approach with guidelines for how knowledge is internalized when students are provided with options for Executive Functions (CAST 2018).

    Checkpoint 6.2 in the UDL framework address “Support planning and strategy development” to formulate reasonable plans for reaching goals. This is associated to executive functions and promote following activities:

    • Embed prompts to “stop and think” before acting as well as adequate space
    • Embed prompts to “show and explain your work” (e.g., portfolio review, art critiques)
    • Provide checklists and project planning templates for understanding the problem, setting up prioritization, sequences, and schedules of steps
    • Embed coaches or mentors that model think-aloud of the process
    • Provide guides for breaking long-term goals into reachable short-term objectives

  • Goal statement 2021

    Disciplinary DiscernmentIn 2021 eduToolkit will focus on decision-making in ambiguous situations and analyse how competence is transferred when participants increase their level of disciplinary discernment.

    Urban Eriksson defines disciplinary discernment as “noticing something, reflecting on it, and constructing new meaning from a disciplinary perspective” and the learning process involve “what to focus on in a given situation and how to interpret it in an appropriate, disciplinary manner”. From the framework of the autonomy of disciplinary discernment, we believe that professional development is often limited to the first level involving recognition and naming of disciplinary relevant aspects.

    The Anatomy of Disciplinary Discernment

    According to the variation theory of learning, becoming competent in a discipline involves simultaneous discernment of critical aspects of a given phenomenon (Fredlund 2012). This requires exposing the participant to different facets or values to reveal patterns of variation as awareness of sameness and differences (Matron and Booth, 1997). The goal for the participant is to be able to know what is important and how to appropriately interpret it for a given context.

  • Goal statement 2020

    In 2020 eduToolkit will focus on ‘The multiliteracies pedagogical approach’ and aspects of Situated Practice, Critical Framing, Overt Instruction, and Transformed Practice. The application in educational data mining creates a peer-to-peer “social knowledge” technology for learning communities.

    The research of Bill Cope and Mary Kalantzis has managed to apply artificial intelligence and big data analytics to e-learning ecologies. This changes the role of the educator, from transmitter of content to passive learners, to designer of a learning ecology.

    Mission statement:

    To develop a classroom practice based on design thinking and change the terminology in line with “Define”, “Ideate” and “Prototype” to promote an e-learning ecology that support innovative teaching and learning

  • Participating in OERu’s “Digital literacies for online learning” [#LiDA101]

    Last month I registered for the course “Digital literacies for online learning”, with the focus on Learning in a Digital Age (#LiDA101). In the beginning we were asked to establish our Personal Learning Environment (PLE). The definiton in the course is:

    “A personal learning environment refers to the range of tools, communities and websites you will use to support your learning and interact with fellow OERu learners”

    As you can see in this picture a PLE use different tools for social media, course learning blog and discussions.

    Tasks – Declare yourself challenge

    1. Create a blog
    2. Complete the “About” page
    3. Peronalize settings (Change your theme, header image, background colours and/or image. Then add at least one widget to your blog)
    4. Create a blogpost (Introduce yourself and reflect on what you would like to achieve by maintaining a blog to support your learning. a)
      Reflect on what you thought of the activity; Was it easy or hard?
      b) Share links to any additional resources you found useful in completing the tasks)

    OERu courses incorporate activities using Mastodon to stay connected with your learning community.

  • Lessons learned – future practice (#HP621A)

    In EDUCAUSE Horizon Report 2019 “Higher Education Edition at a Glance” I saw this chart over key trends accelerating Higher Education technology adoption:

    They write “Institutions of higher education are rethinking how to meet the academic and social needs of all students seeking credentials or degrees. This shift to student-centered learning requires faculty and academic advisors alike to act as guides and facilitators. Approaches to new degree programs, including the rise in new forms of interdisciplinary studies, indicate that institutions are seeking to provide students with experiences that connect disciplines while rethinking how to capitalize on existing resources” (p7) and “A blockchain-based transcript could include information about courses and degrees, certifications, badges and other microcredentials, co-curricular activities, internships and employment, and other competencies and credentials. Such a record could follow students from one institution to another, serving as verifiable evidence of learning and enabling simpler transfer of credits across institutions” (p29) [link]

    Reflection on module 5:

    5.1 What are the most important things that you have learnt through your engagement in this course? Why?

    -I’m still interested how agency and self-evaluation can be combined with shared responsibility and P2P-review. This is to me a good way for training skills in metacognition and using design thinking to improve the results due to new iterations and empathize with and authentic audience.

    5.2 How will your learning influence your practice?

    -The “NMC Horizon Report 2017 Higher Education Edition” mention the Domain of One’s Own project that enable faculty, staff, and students
    to register their own domain name and freely associate it with a hosted university webspace. This is called next-generation digital learning environments (NGDLE) and my own practice is to use DS106 Assignment Bank.

    5.3 What are your thoughts about using technology to enhance learning/teaching in your own context?

    -The idea is that the “Mother blog” harvest the feed from the course participants with hash-tags. They then get categorized as assignments or tutorial that become a resource to other participants. The next level is explored by eduFeedr, where you can associate the assignments to a progress in a course.

    5.4 What are you going to do as a result of your involvement in ONL? Why?

    -I have managed to recreate the community feeling of P2PU in Canvas Network, where the other participants use a rubric to evaluate other members. Since the reward of an Open Badge is transparent, the rest of the community can question the quality of the evaluation.

    5.5 What suggestions do you have (activities and/or in general) for development of eLearning in your own teaching or context?

    -I like the idea in The state of digital education , where institutions providing the qualification are held responsible for all work done by staff, volunteers and subcontractors, wherever in the world they are. This bridge for a new accreditation system, where the how in learning is more open.

    References to Learning Resources:

    NMC Horizon Report 2017 Higher Education Edition

    The state of digital education (Malta EU 2017). Report from European Commission conference

Latest Posts

Blog

  • Knowledge Map with Dynamic Dependency

    Topic: The H5P guided journey is a non-linear navigation through the H5P ecosystem, mapping the relationship between content creation and LMS integration with H5P. Content Type: H5P Game Map Training Objective: To explore multimodal H5P resources within a H5P Game Map interactive activity. Learners will interact with and learn to implement: a) Engagement Tools: Audio,…

  • Goal statement 2026

    In 2026, eduToolkit will focus on Agentic AI and the implementation of low-code solutions to automate complex educational and professional workflows. We are shifting from generative prompts to agentic workflow multi-agent solutions. By deploying “narrow agents”—AI entities designed for specific, high-precision tasks—we can create autonomous loops that handle research, drafting, assessment, and feedback within a…

  • Goal statement 2025

    In 2025, eduToolkit will focus on data-driven decision making using cluster analysis to optimize organizational structures. By leveraging tools like KNIME, we aim to move beyond traditional hierarchies toward agile, data-informed human resource management. The focus is on competence matching and the creation of optimal cross-functional teams. Through unsupervised machine learning (clustering), we can identify…

  • Goal statement 2024

    In 2024 eduToolkit will focus on skills intelligence with microcredentials to provide insights for decision making. The data comes from occupations or sectors that can be used as indicators which feed thematic dashboards and predict future jobs trends. Source: https://www.cedefop.europa.eu/en/tools/skills-intelligence

  • Goal statement 2023

    In 2023 eduToolkit will focus on micro-credentials for lifelong learning and employability. In this credential ecology, micro-credentials are different from other types of credentials since they are unbundled, credit-bearing, and stackable. A micro-credential is a proof of the learning outcomes that a learner has acquired following a short learning experience. These learning outcomes have been…

  • Goal statement 2022

    In 2022 eduToolkit will focus on students meta-cognitive strategies to develop capacity for higher level executive function skills. The Universal Design for Learning framework promote a student-centred approach with guidelines for how knowledge is internalized when students are provided with options for Executive Functions (CAST 2018). Checkpoint 6.2 in the UDL framework address “Support planning…

  • Goal statement 2021

    In 2021 eduToolkit will focus on decision-making in ambiguous situations and analyse how competence is transferred when participants increase their level of disciplinary discernment. Urban Eriksson defines disciplinary discernment as “noticing something, reflecting on it, and constructing new meaning from a disciplinary perspective” and the learning process involve “what to focus on in a given…

  • Goal statement 2020

    In 2020 eduToolkit will focus on ‘The multiliteracies pedagogical approach’ and aspects of Situated Practice, Critical Framing, Overt Instruction, and Transformed Practice. The application in educational data mining creates a peer-to-peer “social knowledge” technology for learning communities. The research of Bill Cope and Mary Kalantzis has managed to apply artificial intelligence and big data analytics…

  • Participating in OERu’s “Digital literacies for online learning” [#LiDA101]

    Last month I registered for the course “Digital literacies for online learning”, with the focus on Learning in a Digital Age (#LiDA101). In the beginning we were asked to establish our Personal Learning Environment (PLE). The definiton in the course is: “A personal learning environment refers to the range of tools, communities and websites you…

  • Lessons learned – future practice (#HP621A)

    In EDUCAUSE Horizon Report 2019 “Higher Education Edition at a Glance” I saw this chart over key trends accelerating Higher Education technology adoption: They write “Institutions of higher education are rethinking how to meet the academic and social needs of all students seeking credentials or degrees. This shift to student-centered learning requires faculty and academic…