Month: April 2025

The topic of open learning has challenged me to rethink many assumptions I held around knowledge, ownership, and the role of the educator in a digitally connected world. While I’ve always been comfortable with the idea of sharing research — through open-access publications or public talks — extending that openness to my teaching practice feels more vulnerable and complex.

I recognize that sharing teaching materials, such as slides or assignments, is not just about giving access. It’s about letting others into my process, into my intentions as a teacher, and into my professional self. It can feel risky — what if there are mistakes? What if someone misunderstands or misuses the content? What if what I offer isn’t “good enough”? These are real and human concerns that many educators, including myself, wrestle with.

And yet, the deeper we went into this topic, the more I realized that openness is not about perfection — it’s about connection. Sharing is a gesture of trust, and of belief in collective growth. When I offer something openly, I’m not claiming it’s final or flawless — I’m inviting dialogue, improvement, and co-creation. I’m choosing to see education as a social and collaborative process rather than a one-way transfer of knowledge.

The discussions in our group highlighted the many tensions around open education: institutional limitations, copyright laws, ethical questions, and the ever-present anxiety of losing control over our intellectual work. But at the same time, we kept returning to a central point — the benefits outweigh the risks. Open Educational Resources (OERs), Creative Commons licenses, collaborative platforms — these are tools that allow us to not only share knowledge, but also democratize it. They allow a student in a remote corner of the world to access insights, tools, and practices that they might never encounter otherwise. They allow teachers like me to benefit from the wisdom and creativity of others, especially when time and resources are limited.

What has helped me shift perspective is the idea that sharing doesn’t have to be all or nothing. We can decide what, when, and with whom we share. We can choose a level of openness that feels safe and manageable, and we can always adjust over time. Creative Commons licensing gives us this flexibility — to protect our work while also inviting meaningful reuse.

Perhaps what resonated most with me is the recognition that openness is also a mindset. It’s not only about uploading materials online — it’s about being transparent with our students, about being willing to say “I don’t have all the answers,” and about modeling collaborative and generous academic behavior. If we want our students to learn from one another, to think critically, and to engage deeply, we have to embody those values ourselves.

Moving forward, I want to be more intentional about sharing. I will start with small steps: revising my course materials to ensure clarity and usefulness, adding appropriate licenses, and perhaps sharing selected teaching resources with colleagues and networks. I also want to create space for my students to share — their insights, questions, and even co-create content where possible. Learning should not be a solitary or closed process; it should be open, evolving, and rooted in trust.

Openness, at its core, is an act of generosity. And I believe that as educators, our greatest strength lies not in how much we know, but in how much we’re willing to give.

Engaging with Topic 1 has brought to the surface many thoughts and emotions about my relationship with the digital world — both as an educator and as a private individual. One of the things that struck me the most is how easy it is to feel “behind” or less competent when entering new online environments, especially when surrounded (virtually) by others who seem to navigate them effortlessly. The scenario described in the FISh document resonated deeply with me: the initial hesitation, the fear of judgment, and the discomfort of being “visible” in unfamiliar online spaces are feelings I’ve experienced myself.

Reflecting on my own digital presence, I realize I am both a visitor and a resident, depending on the space and context. I tend to keep my personal digital life relatively private, avoiding frequent posts or oversharing. I value privacy and boundaries. However, professionally, I feel a growing pressure — and also a responsibility — to engage more actively, whether that’s through sharing teaching resources, contributing to academic discussions, or collaborating in online communities.

The distinction between personal and professional online identities is one that I constantly negotiate. Platforms like LinkedIn, ResearchGate, or even institutional LMSs (like Moodle, Canvas, or Teams) feel like “safe” professional spaces where I can contribute and interact with peers. On the other hand, social media such as Facebook or Instagram remain primarily personal — and I am cautious about crossing those lines.

This topic also made me reflect on digital literacies — not just as a technical skillset, but as a broader awareness of how we engage, communicate, and present ourselves in digital environments. For us as educators, the challenge is twofold: we must navigate these literacies ourselves while also supporting our students to do the same. This includes understanding diverse platforms, ensuring inclusive communication, respecting privacy, and building meaningful learning communities online.

I found it particularly interesting how the group reflected on generational assumptions — the idea that younger people are more “digitally fluent” or more eager to share. This is not always the case. In fact, some younger students are very aware of their digital footprint and intentionally limit their exposure. Therefore, as teachers, we cannot assume comfort or competence based on age alone. We must meet learners where they are, offering support and flexibility.

What I take with me from this topic is the importance of authentic digital engagement. Online participation does not have to mean constant activity or visibility — it can also mean mindful presence, thoughtful contributions, and a willingness to listen and learn from others. At the same time, developing digital literacies means not only learning how to use new tools, but also critically understanding the implications of using them — in terms of privacy, power dynamics, and learning potential.

Lastly, I appreciate the encouragement within this course to start small — to reflect “carefully” at first, and gradually build confidence and openness. This gentle approach aligns with how I support my own students: I would never expect full transparency or vulnerability from them immediately. Why should I expect it from myself?

I’m grateful for the opportunity to reflect on these issues within a supportive, international, and interdisciplinary learning community. I look forward to deepening both my technical understanding and my pedagogical strategies as the course progresses.

This is where I will be sharing thoughts, insights, questions, and experiences as I journey through the Open Networked Learning course. I see this space as an opportunity to pause, reflect, and grow — both personally and professionally. I look forward to exploring key concepts such as openness, collaboration, and networked learning, while also learning from others in the ONL community. Let’s see where this shared learning experience takes us!

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