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For example, Bennett's (2014) research around digital practitioners shows that they are proactively engaging in professional development while others find it challenging to make the transition, and work illustrates how open development opportunities can lead to engagement by less digitally confident practitioners who are keen to enhance their practice. Teaching with Team Projects in Higher Education 44 The learner and facilitator perspectives and reflections are brought together and recommendations are made to how working in open online teams in the context of col-laborative learning can be enhanced further. Through the reflective conversation deeper insight is gained into how working and learning in different teams within the open online FDOL course was lived. Ideas are shared on how learning and facilitation was organ-ised and experienced. Conclusions are drawn from the variation of the experience presenting two lived perspectives. Personal reflections are interwoven into the conversation and frame three thematic areas: people, media, and experience. The course acted as an informal Continuing Professional Development (CPD) opportunity and attracted in total eighty HE practitioners from the UK, Sweden, and other countries around the world. FDOL was offered to teachers in Higher Education (HE) from around the world from February to May 2013.
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