Parallel Session 13.2 - “The Ripple Effect: Reflecting Upon and Developing an Open Learning Identity Through the Pandemic and Beyond”
“The Ripple Effect: Reflecting Upon and Developing an Open Learning Identity Through the Pandemic and Beyond”
Verena Roberts, Thompson Rivers University
At the beginning of the pandemic, I had just completed my dissertation research which considered the potential of open educational practices in high school contexts. I was excited to go back into K-12 to help support my perceived need for open and online learning during the time of remote access learning. However, I quickly learned that the open learning design intervention (OLDI) principles and findings from my research (Roberts, 2019) had more prospects in Higher Education than in K-12 contexts. As I transitioned through short-term contract positions, I am now a contract Instructional Designer at TRU (Thompson Rivers University) supporting the ZTC Associate Science diploma pathway. My reflective writing and open learning experiences in open pandemic pedagogy (Havemann & Roberts, 2021), open participatory practices including blogging (DeWaard & Roberts, 2021), collaborative picture books (Roberts et. al, 2020), twitter (Brown & Roberts, 2022) and podcasts (Roberts & Neutzling, 2022) and open learning design (Roberts, 2021; Brown et. al, 2021) has inspired my future open research opportunities (Roberts et al., 2022). This talk will tell the story of how the pandemic experiences helped me envision the potential of the Ripple Effect which encouraged me to balance my open learning designer identity with my professional reality. Participants will be encouraged to consider their open learning journeys and how to be an open learning advocate in spirit and as a calling.