 Okay. Hello, everyone. My name is Leo Harman and I'm here with Marina Roberts and we're going to talk about perspectives on pandemic pedagogy and the need for an open pivot. And I guess that you could say that we have come to this as very much as open education researchers who also have day jobs. And so on this slide, which I hope everyone can see, it's a little bit of bios about what these jobs are. And so for me, I'm a digital education advisor at University College London. I'm also a doctoral researcher at the Open University in the UK. So I'm researching open education, but also I'm very much involved in supporting our sort of everyday normal digital pedagogies in a regular sort of research focused higher education institution. And obviously that really means in an organization where suddenly doing everything online that we have been recently was far from normal. And Marina, would you like to say a bit about your background too? My dissertation work in Open Educational Practices in K-12, specifically high school or secondary learning environments. I'm also a learning designer with UBC, so the University of British Columbia helping instructors get their courses online. I'm a Sessional Instructor with the University of Victoria and Calgary. I'm an Educational Specialist as a consultant with Cibera Callisto Project, which looks at open data science and how we can integrate open data into K-12 curriculum. I also teach high school online just one course and I have a mom of three kids in the middle of this pandemic. So let's go to the next slide. Oh, I'm advancing the wrong one. So as we said in the abstract, the proposal for this session was almost unwritten. And that was because for me, my work was just crazy ever since March with just incredibly busy days, like five or six hours of meetings a day and then still trying to do the job outside of those. And that's really continued until now, although I think it's starting now that people are busy teaching. They have a little bit less time to want to have meetings, so that's been better. And one of the things we noticed was that there was really a deluge of advice and discussion around how to do online teaching was happening during this period. And the volume of that was so much that was hard for us to keep up to because we were busy doing the work in the arena. I don't know if you want to talk a bit also about what you were busy with at the beginning and later on. I think at the beginning and specific to opening and open educational resources and to integrate our own learning design into what was happening in our world was very problematic because we had we felt we had to go back to basic and try to explain things from the perspective of the people who experience online learning at even though we in this world for many years and we'll discuss that a little bit more and how our identity almost had to change and we had to rethink the way that we were doing online and field. So we'll go to the next slide discusses a bit more. So these are experiences that maybe some of you have my, there we go, might have experienced yourself for example my whole literally remember reading a single day of something about I'll be spending and then I did see this image and laughed because that's how it felt like everything was in lockdown and overwhelming. For me I three children, I didn't actually lock them up like that, but I do remember the feeling of not being able to get anything done and feeling contained and and as I was key my husband has been very supportive as well at home to help me support with the as it was with another this constant expectation of doing any tasks and as we see in the middle, I'm literally places at once and I was presenting in two conferences at the same time so my son actually took a picture of it because he was impressed that I could do it to other. So, we, we had the photo that was captioned working from home and, and it also kind of made me think of a something that I've seen somewhere which I can no longer source but where somebody was talking about we're not what we're doing now it's not really working from home as it as it once was we're really living at work and and that really resonated with me. And this this expanded into the news so it wasn't only our own environments and we're not superheroes. I'm laughing at the chat. This is our reality we're expected to do everything and that ongoing expectation of being able to do everything well. It has taken a turn for the work in so many ways, but this one was priceless when I saw this on Twitter. Good morning to all the kids under quarantine in Wuhan who defeat app signing the work, buying it with their what our reviews until it got removed. So, while I appreciated that, because I found how students were jumping into this experience and using their digital literacies to change the way we're thinking about online learning. I don't think everyone else appreciated the same way as, as we see in this picture of the, the teacher who scorned YouTubers, and the idea of using videos and now he's doing it all the time and he's to do it himself. And then we have just taken from the paper that you've seen students can suddenly opt out of a letter grade and the idea of assessment is the ideas and perceptions that going out the window. So, do you want to the next bills. So, so when we were thinking about our title, pandemic pedagogy, we, the more that we thought about the more we realized it had, it had kind of more, more meaning to it than we had initially, you know, initially we were just drawn to the pandemic. But, but I thought the, you know, first of all the obvious question that we're wrestling with was how, how to try and teach and learn in the context of the pandemic. But then the second question was actually more emergent. What, what is the pandemic teaching us at the beginning of the of this process we didn't realize that there would be so much to learn and by that I mean, I mean, for everyone in in in society. And then on we would see how the pandemic exposed and magnified inequalities. And we come to understand how fragile our normal is. So, because of this we were starting to think about identities and narratives in the early trend in the early part of the pandemic and then how these started to evolve as it continued. So, one of the ideas that we came up with was to think about these kind of pandemic identities and education in, in terms of these kind of avian metaphors of ostriches, owls and vultures. And if anyone has any thoughts on who might be an ostrich, who might be an owl, who might be a vulture in the context of education during COVID, feel free to drop some thoughts in the chat, because I don't think that it's, you know, necessarily our views on this are are the only take on it. But, but certainly what what we felt was that there were there were these kind of quite quite different perspectives on on what what's going what's going on here and what we what we what we should be getting out of it as it were. Christina saying ostrich those who hoped it would all just go away soon absolutely. There still are lots of ostriches and Jen, a good point to we originally when we were in metaphors were the bird that does everything and is in every context and we thought of ourselves as chickens at one point and and all sorts of things. We're wondering if you're battering chickens. Or we rain chicken. Okay. So, so one of these, one of the kind of narratives that went along with, we think the ostriches of the situation was, you know, maybe this will all just go away. And, and I think that this this narrative is kind of evolved towards when things go back to normal I'm hearing more of that. Now that now that it hasn't just gone away but it's a sort of a sense that that things will return to you know exactly as they once were. We won't, we won't have to worry about doing this, doing these things anymore, or this this pesky online learning and teaching. And we're noticing this this emphasis on back normal is coming in with with institutional and government policies that we need to be considerate of and and not necessarily be guided by it, which is scary for many of us, especially in leadership positions, but instead recognize that their ostriches are leading the way, which can be very dangerous. And I think that one of the things also that we wanted to mention here is that this this actually is in some ways, although there are although there is some degree of acknowledgement and kind of institutional and fundamental kind of policy level of the fact that this is going on, there is still a bit of an ostrich mentality around like everything that we're doing now is, is a sort of a temporary sort of, you know, band aid solution that will be. But this this also goes along with the frustrating kind of narrative around how doing things online is, is evidently second class and undesirable, which I have to say it's been kind of infuriating, not to see some of the institutions that we work in kind of push back harder against that one. And good point, Helen and I would say the stereotype of ostriches is they actually put their heads in the ground and inaccurate is actually not in fact and so the irony of the stereotypes and and making up stereotypes and following previous notions and previous myths and conceptions is also happening within this time of COVID. So, the next is do we remember this phase. Important narrative of this pandemic has been, you know, you can have something free for five minutes, or you know in some cases maybe it was more like five weeks or even five months but we definitely have a lot of vendors and publishers, you know, going up, sort of claiming that they're on their white horse. And, oh, we'll let you have something free and and actually, you know, this this tended to be sort of, you know, until the 30th of June, or, you know, there's some kind of like not very helpful. There's a lot of time and this support was available for and and meanwhile, of course, people were saying oh this is fantastic we can use this thing. This this will help us get through and then kind of becoming dependent on it. And that that was that was obviously the hope was that people would say why actually we need this now we're going to have to pay for it. Exactly Jennifer. And, and so this was really interestingly that a kind of epilogue of that phase is in the UK at the moment there is a kind of big rebellion going on amongst university librarians and a lot of other staff are signing the the petition as well. Asking for a kind of government investigation into into the pricing of ebooks, which have the cost of which has kind of been going nuts. And, you know, was it's not that they were cheap before but now it seems like there's an opportunity to really, you know, get us while we can't get people into the library. So we're going to go through the next slides a little faster. And talk about this is our moment. And we're seeing readings now of proponent open flexible and distance education. This is the best of times. I'm not really sure where this coming from but not say this is the best of times for me. This is the time for open to come into its own. Well, we'll talk about that a bit more is. Okay, let's go to the next slide Leo. Okay. So we thought, you know, all of these kind of identities are really neglecting the, the reality of the trauma that people are going through and what people are trying to cope with and the fact that maybe what people really needed. During this time was just a bit of sense of connection and care, and that other people are interested in them, and, and, you know, are actually trying to support them to get through this, and that some of those, those things might actually be more significant than specific, you know, learning objectives. Yeah, this is just the example I think I've heard more often than not that. Yeah, that we're building the as as we go. And if we keep going actuality. Next slide. We're overwhelming. And we're hearing this over and over trauma and the well take us week out of the headlines from 12 from higher education community colleges around the world. We go to the slide. And so, so, you know, this is kind of where where we came to the need for the need for an open pivot the need for thinking about sharing learning from others using using what what already exists not trying to reinvent the wheel over and over again. Not saying we need to freshly discover the latest and greatest new x-ray specs, because the last time somebody did it was five years ago and we've forgotten, but instead to to actually learn from the knowledge and the experience that's out there. And this this to achieve this has actually been pretty, pretty challenging. So finally, we see the background examples of all the different ways that we can think about open and online and distributed learning. And again, it becomes overwhelming and we really do need to take the and then take a break. And Leo, if you click to just faded. Faded. Thank you. You faded out the chaos of the masses. So we can vote on a pivot to open learning, which includes humans learning intentionally designing from the beginning, social pods, which are integrated social interaction with this, and including them in creating curriculum, our curriculum and content, balancing the P process with OER with the product, finding those crossings that means using press for a to connect with others and say press like a textbook. So let's, let's start work on one or working with ones that we can have a common thing to talk about with everyone connecting community voting learning ecosystems, supporting the development of digital faculty and students in the courses integrating and into courses and finally open data and the bias and data and the ethics of open just because can do something does not to be doing something and thinking about who has made those decisions and who's in control of those settings and final skills. And I think, I think we are out of time. But thank you all very much. I don't know if we have any time for any last questions. Thank you so much. I put a link to global your global connect page in there so they can continue the conversation there. Thank you. I really much to many things you show.