Open Access

There is some empty shelves to fill...
There is some empty shelves to fill about Open Access…

Early on in my life I worked a lot with different school magazines, leaflets and so on. From the beginning with a typewriter for the text and Letraset for the headings. I cut and paste pictures and learned, since I couldn´t draw beautiful myself, which pictures can you use and not. In those days the problem was to find suitable pictures. Then in 1985 I got my first computer and was able to cut and paste on the screen and didn´t have to use Letraset any more. There was no Internet as we know it now, but there was an exchange of pictures in computer-users clubs on floppy disks. There you got a lot of pictures you could use. When the laser printer become more at hand, the quality of the pictures (often carton-type) became more important.

In the beginning of the Internet-use the philosophy of everything should be free was very dominant. Even if you wasn´t allowed to use it – you used it anyway because everything on the net should be free. But then when I myself began with homepages there was a growing awareness of what you are allowed to use and not. At that time there were a number of pages on the net with clipart you could use for free.

When I was begun to use PowerPoint-presentations and a computer +projector to my presentations and lectures I had a growing need to get photographs with a bit higher resolution. Sometimes I could take pictures of my own and then scan them to the computer, but they took so much space and memory on the computer and space and memory then was did cost a lot of money. I found a way in buying pictures and after 15 years a still use some of them. There was clipart-CD you could buy with pictures and some photos that were free to use non-commercial and then there was photo-CDs with high-resolution photos – the type you sometimes can see in magazines.

I use pictures in my PowerPoint-presentations and on the Internet. More and more I have come to use my own pictures because it´s so easy to just pick up your Smartphone and take a fairly good picture you can use. Do I use pictures without permission? Off course I do, but more and more unusual nowadays.

The Creative Commons is new to me. I haven´t dug in to this until now and see that there is a big world to learn. But if you want to use then you should share – that is ethics I think. So I have to look into how to share as well of using shared photos.

The field of open access is really growing fast. Another field of open access that interest me is scientific articles. I often read and use open access articles. The problem here is that it often cost a lot of money to publish in open access papers like the BioMed Central.


BioMed Central:

Creative Commons:


The PBL-network

The Nordic PBL-network had its autumn-meeting 13-14th October at Arcada – a multi-professional university of applied sciences in Helsinki. Arcada is one of the larger universities in Finland with Swedish as language at the school.


We where about 30 participants from six different universities in Finland and Sweden and this time there were also several students as participants. The theme for this meeting was the scenario in the PBL process or “utgångspunkten” as they say at Arcada.

A couple of students from Arcada had listed what they believed was a good scenario:

  • It should wake up feelings
  • Topical
  • Clear
  • put your mind to work
  • Visual (picture + sound)
  • But to have a successful scenario the PBL-group also has to work as a group. It´s not enough just to have a good scenario.

An example of a good scenario:

One of the basic rules in working with scenarios in PBL is to stay curious

A scenario should contain just enough of information to create curiosity and get the mind to work. To work with a scenario there must be cooperation in the PBL-group and the scenario must be aligned with other activities in the course and with the examination of the course.

We worked in PBL-groups to create a scenario out of the words: learning, society, surroundings, complicity.

The work of my PBL-group
The work of my PBL-group

And the next day we worked and tested another PBL-groups scenario.


The scenario we had to test was using a lot of notes to create a new scenario that we could discuss.

Out of the scenario we got from another group we created a new scenario with complicity – No complicity on one axis and Learning – No learning on the other and we were beginning to categorize different kind of education

Complicity - No complicity
Complicity – No complicity
The new scenario my PBL-group created

I was curious of Arcadas model on PBL-work


and found it to be interesting.

The road to a good working PBL-group according Arcada

I was impressed by Arcadas model of evaluation in the PBL-group.

Tree people - a way to evaluate to work in the PBL-group. Point to the person who looks like how you are feeling.
Tree people – a way to evaluate to work in the PBL-group. Point to the person who looks like how you are feeling.

The four words that come to finished up this autumn meeting was:

  • Co-operation
  • Meetings
  • Put your mind at work
  • Complicity.

Next meeting in the Nordic PBL-network will be in May 2017.


On route to Helsinki

Sunrise over the Baltic sea on route to Helsinki
Sunrise over the Baltic sea on route to Helsinki

I’m on my way to Helsinki and the Nordic PBL-network meeting. To travel to Helsinki from where I live, you have to leave home at 5 am, drive 40 km to the airport (there is no busses at that hour) and then get aboard the ”fakir-plane” (it´s called so) to Stockholm and a change plane to Helsinki. I just want to share my view of the sunrise over the Baltic sea this morning.

Digital literacy´s

So do I have some digital literacy’s? I don´t know, I´m too busy just to keep up and keep me connected all of the time. It takes some time just to keep track of your relatives and friends on Face book, Messenger, Twitter, Instagram, Flickr, LinkedIn. Then you trying to keep with the news and read perhaps two or three different news channels and then there is weather forecast, and what have the kids had to lunch today at school and have the kids sign in at school and have I synced my smart bracelet – how many steps have I walked today? How about my email in the five different accounts I have. And I just have to check in on eBay to look if there is something I need (or don´t). So it´s nearly a fulltime job just to keep up with the news, the e-mails and connecting to friends and relatives. Above all these you should write something on your blog and on your own homepage. So when shall you actually do some work?

I believe that to some people it´s important to make a difference between professional and private use of the Internet. But I don´t know if that is so important to me. I don´t think it´s possible to have your private and professional life separated, I think they all mix up on the Internet. For an example, if you Google on my name first you find some pages at my work at Blekinge Institute of Technology, then there is some pages with my home address, some pictures of me (and some that is defiantly not me), me in the PBL network, some announcement about birth of my children, ONL162, some report I have written, my PhD-thesis, some bachelor-thesis I have supervised, some conference I have attended and so on. A mix between private and professional life and that´s how it is on the Internet.

A Google on my name can look like this – a mix of private and professional

No, I don´t think it´s a good idea to have private contact with students, but I think it´s impossible to image that you can keep your private life away from your professional.

So do I have some digital literacy’s? Well not in the way that my children (now 6-9 years of age) will have since they have and will grow up with the Internet in a way I haven´t. I got my first computer in 1985 and I got my first peek at Internet in 1992-1993, but I didn´t quite understand the Internet then. I became a frequent Internet-user in 1996 and during my first years I even had some short course on how to search and use the Internet for teachers and researches when I was a PhD-student.

If you look at the “theory” of  “visitors and residents” on the Internet explained by White et al (2011) I see it as you constantly move from visitor to resident as well between personal and institutional (professional) on the Internet, there is no visible borders in between. I do think that your private and professional life influence and interact with each other in the real life, so why shouldn´t also do so on the Internet.

From David White et al.


White, D. & Le Cornu, A. (2011) Visitors and residents: A new typology for online engagement. First Monday, 16(9).

David White: Visitors and residents (part 1)

David White: Visitors and residents – Credibility (part 2)

Some thoughts about PBL-groups

When I began to work as a senior lecturer ten years age many, but not all, students had their own laptops in the classroom during our PBL-group meetings at campus, but some had their notes on paper. A couple of years later most of the students had laptops and it was rather tight around the table. Then some years ago it started to change, instead of a laptop the students had all their notes available on a Smartphone. Today most students bring only their Smartphone to the PBL-group meetings at campus, rest of the students bring their own laptop. It´s more seldom you see a student with only a piece of paper. Yesterday I had a re-exam. I diced to do it with short multiple-choice questions on just one piece of paper and one of the students says – Oh I haven’t got a pen – I never use paper to write any more, and put away her laptop.

Since I have worked with Problem Based Learning for ten years now and I´m responsible to educate new PBL-tutors at our Institution, I believe I´m an experienced PBL-tutor. But I have up until ONL162 only worked with at campus. Well we do use a learning platform (It´s Learning) to communicate with our students at campus but it is not quite the same as a whole internet-based course. To take the PBL-group in to the Internet is indeed a challenge as Savin-Baden et al (2006) points out. When I first heard about the ONL-course a couple of years ago, I was both sceptical but curious  and now here I am  trying to learn more about how to create and maintain a whole course on the Internet and about the useful tools to do so.


Savin-Baden, M. & Wilkie, K. (2006) The challenge of using problem-based learning online. In: Problem-based learning online. Maidenhead: Open University Press.

The PBL-bus in Karlskrona

I´m confused

I am really confused, for an example, take the messages in my mailbox concerning ONL162 on the first days of the course and the days just before. There was so many of them. I have counted to over 90 messages during one week (from 21 to 28 of September) and on the day of the course start (26th of September) 37 messages. It took my some days to figure out I have to have a system in my mailbox to handle all of these messages. In the first week of the course I´ve got over 80 messages in my mailbox connected to ONL162 and in the flood of messages I missed that some of them was personal to me just because there was too many of them. I had to open and read all of them to find out which was you saying “hallo here I am” and which was actually trying to ask me something. There has to be a better system for this.

I´m confused about all the different pages you have to read. There is the ONL162 homepage where there is so much of information you have to read about the course then there is the pages in Google+ concerning course start up, introduction and the topics. Then there are the PBL-group pages in Google+ and the documents in Google Drive. Then there is all of the participant’s blogs. No I haven’t mention Twitter yet.

So there is much information in different kind of program that you have to sign in to. It´s not easy to get an overview of the course at start. And this is how I look at my digital literacy’s as well – there is so much at so many different pages and program that is very difficult to find your way.

Most visitors get confused when they come into my office
Most visitors get confused when they come into my office


Just back from a two and half-our lecture – introduction to writing a bachelor thesis – and I wonder – did the students get anything of what I said? Well I am a senior lecturer so I lecture…. Well I did get some applause when I finished the lecture – I don´t always get applause. When I do get applause – do they like it or are they just pleased with the fact that I have finished talking?

My good luck troll
Mitt Lykketrold (My goodlucktroll)