Ross McKerlich
Instructional Designer for Technology-Mediated Learning
My key areas of expertise: Instructional design, technology mediated learning, relationship building, emerging education technology, removing barriers for learning, research, online and in-person facilitation, faculty development.
My role within the team: I bring a pedagogical lens to technologies supported by the Learning Technology Team. I build relationships with faculty, staff, and learners. Through the strategic application of technology, we work together to ensure a high-quality learning experience for all learners.
My background: I started my work in post-secondary education in 2012 when I joined the team at Okanagan College as an Education Technology Coordinator where I worked with faculty applying technology to learning. Most recently I worked in the open education and project office team at BCcampus where I supported the BC post-secondary sector in areas of open education, micro-credentials, professional learning and online facilitation skills.
When I’m not working… I enjoy travelling, searching for the perfect hobby and enjoying our natural environment in the Okanagan. I snowboard and ski in the winter and enjoy stand up paddling in the summer.
Research & Publications relevant to work at the CTL:
McKerlich, R., Ives, C., & McGreal, R. (2013). Measuring use and creation of open educational resources in higher education. International Review of Research in Open and Distributed Learning, 14(4), 90-103.
McKerlich, R., Riis, M., Anderson, T., & Eastman, B. (2011). Student perceptions of teaching presence, social presence and cognitive presence in a virtual world. Journal of Online Learning and Teaching, 7(3), 324-336.
Anderson, T., Poellhuber, B., & McKerlich, R. (2010). Self-paced learners meet social software: An exploration of learners’ attitudes, expectations, and experience. Online Journal of Distance Learning Administration, 13(3), 1556-3847.
McKerlich, R., & Anderson, T. (2007). Community of inquiry and learning in immersive environments. Journal of asynchronous learning networks, 11(4).