 Well, thanks very much, Vienna. Right, so I'm assuming, I can't actually see it, but I'm assuming recording has started. So hi, everyone, welcome, thanks, Thierry. Welcome to the OpenHead Special Interest Group. We're supported by ALT, the Association for Learning Technology. And as you're probably aware, this is the run-up to the annual ALT conference. We're just running a little pre-conference session. A session actually, which I'm gonna give for a shout-out now, was inspired by Robin de Rosa, who tweeted a little while back and said, how do people get started in Open if they have no institutional support? What should they do if there is no funding, there is no institutional support? So that was the trigger for me to say, well, hang on a minute, there are loads. This is a really wonderful, supported community. So let's demonstrate that in this session today and share. So before we get started on all that sharing, we're going to just, I'm just gonna quickly note, and I know many of you are very familiar with Collaborate anyway, but to feel welcome in any space, you want to know where the controls are. And many of us turned up here and we couldn't see a chat, we couldn't speak to each other. So that's all been put right. Thank you very much to this supportive alt there. So if you want to communicate, you want to talk to each other, please do. That's what we're here for. There's a text chat. Feel free to grab the mic. I will try and leave space for silence so you don't feel that you can't get a word in edgeways. My name's Theresa McKinnon, and I'm a chair of the OpenEd SIG. And we've got Therese Bird here and we've got many great open practitioners joining us from literally all over the world at various times and various time zones. So a rich wealth of people connecting today. So this is our mission statement. This is what we're here for as a SIG. You don't have to be a member of the Association for Learning Technology. Essentially, we are people who believe that education is too important to exclude. In other words, there are so many barriers that make it difficult for people to participate in education. What we try to do is to push back on that and to make sure that we help people access great learning opportunities and that those of us who work in education share our resources in order to help support everybody. And that's obviously become even more important thanks to the pandemic that we've all been through. So our aims really are to support practitioners, learners, anybody involved in education. We've probably already seen our COVID pledge for education that was masterminded not by the SIG itself but is very much supported by the SIG. We're here to help people develop their ideas. We're here to get influencers to influence us and inspire us just as Robin did with her tweet. We want to see sustainable development in education. So ideas that are not just predicated on funding which can be withdrawn at any point. And we're here particularly to influence policy. It's wonderful to see that the US yet again has again endorsed open publication of research. These things really matter and they do make a difference. And we certainly saw that in COVID. So it is important because none of us after what we've been through in terms of the pandemic and also the climate crisis could not be aware of just how important it is for us to work together to find solutions. And that by together I mean across borders, between countries, international, inter-cultural and what we've tried to do is to make sure that we listen to each other and support each other and to reduce inequalities. And obviously that goal number four is particularly relevant to us. Here's just one example. This is from a webinar that was done with OpenEd SIG back in 2017 actually, the Duo for All group. Just one of the major groups that contribute to sharing the importance of openness. But in fact, it's very important for us to understand the challenges that face each other in our world. And then I'm sure many of you will be well aware of the floods in our history. Floods in Pakistan, the fires in the US, in California, but of various huge climate challenges that are facing us all. And it really isn't good enough to just say, I'm okay, thank you. We all need to care about what is happening around the world and to work together. So to find out more about us, there is a link I'll share in the chat in a moment, but obviously you can find us under that umbrella of the Association for Learning Technology where they've provided us with a really nice little community space and the use of that will collaborate to record our webinars and then make them openly available on the Open Education channel of the Association for Learning Technology. So today's session will be recorded. So please be aware of that if you wish not to be recorded, then you might want to take that into account. I'm going to stop my sharing now because I'm absolutely bursting to know, who's here? Let's get into this room, yay. That's great to see that smiling face. Great stuff and to see our participants. Right, so I'm going to just share that link to our community space. So if you haven't found it already, our home page for our community space is coming into the chat right now. And that's where you can find us. And wonderful to see and we have such amazing contributors to Open Education here with us today. This initial tweet that came out from Robin that sort of started this thought process going that we really need to help people, particularly those who are newbies and perhaps facing bigger challenges than ever in terms of getting going and open, perhaps because there's no funding, there's no time allocation. Many of us here have come through those sorts of challenges and I'll point you particularly to people like Sheila and Lorna who I can see is here somewhere who have done great things despite the barriers. Sometimes when we have those constraints, there's certain sort of people who say, I'm going to do it, whatever. And you've got some of those wonderful people here in the room in front of you. Having to overcome huge barriers. Therese as well, I know in your context with medical education, openness, presents all sorts of issues and problems that have to be unpacked and supported. So essentially the idea was, and I'm going to send another link into the chat, to start a little document here, a little Google Doc which I've put out with links to resources that all those people facing those challenges have already had to either develop materials to support or maybe blogged about or essentially in the case of Lorna have produced the hugest website and Alan as well with his stories of openness that can inspire and support and help others. So if you're in a position where perhaps you want to support your practitioners and continuing to be open or developing their open practice, if you're in a position where you yourself find that you have got very little in terms of support or knowledge in your institution, then the idea really here is to show you that there are plenty of people who faced those challenges before and who will, I know because of their activity on social media, be more than happy to help and have lots of inspiration. So we've started it off, it is an open document, anything you've got that you think, oh yes, I really should put that in there. And again, I know in some cases like Alan that we could take pages and pages of this document with just the stuff that has been produced and it's the same in Edinburgh as well. Really, the aim is to make sure that people have a starting point and that this can then be shared and captured. That's enough of me talking, I've done nearly 15 minutes, well, I'm gonna shut up. So I'm gonna pass the floor around anybody who wishes to take the mic, you're more than welcome. Please give us an idea of your context and you'll take on this idea for a session and for resources. And I'll shut up. Yeah, I doubt she does. Okay, hi everyone. Well, I've not really got as much to share as other people that are in the room or out there, but I just thought I'd maybe share something with you all, which will be shared more openly next week, but Helen Beatham and I have just done our landscape review around curriculum and learning design across the UK higher education sector. And I thought you might like to know that 64% of the respondents said that they shared their resources openly. So I thought that was a great example of, sorry, just switched my phone off, of open education practice and how people, particularly people in academic development and support roles, learning technologists, learning designers are actually leading the way and exemplifying modeling open education practice and sharing how people can create activities and design. So I just wanted to share that. It's great to hear. And actually Helen Beatham's name, I'm glad you mentioned it because the name escaped me, but it's been my agent's position these days, often names do, but Helen was very much responsible for the open pledge for COVID and the work that she did there. It's such a privilege actually to be in a room with so many people who take open so much to heart and who exemplify by their practice just what open means and live open. But we know as well that a lot of people face huge challenges in opening up their work, perhaps because they are vulnerable or they have family members who are vulnerable, perhaps because the nature of their work is difficult to put out there in the open sphere without sort of repercussions or trolling. And you know, we've all seen those stories and know just how unpleasant that can be. So I think I want to, you know, as well as hearing just how much amazing stuff there is out there. I want to give people perhaps that safe space so that you surround yourself with others who know and who understand the challenges and who can help. So, Lona, I really want to hear from you. Please tell us. Hi, folks. Sorry, I'm multitasking here. I'm having lunch because I'm bouncing from meeting to meeting today. I was just going to pick up on what Sheila was saying because funnily enough, we've actually at Edinburgh, we've just shared some of our learning design resources. So I've put a link in the chat there and that's the resources, the Edinburgh Learning Design Roadmap. And these are resources that have been used in this institution to run two-day learning design workshops with course leaders and curriculum leaders in order to enable them to work through the learning design of their courses. So this is an approach that builds on many other approaches that you'll already be familiar with, such as viewpoints resources, the ABC approach from UCL, some really old work at the Open University did in this area. And this was an approach that was used here in the University of Edinburgh over the past kind of like, I think five years or so. We've now actually moved on to using a slightly different approach where much more focused on the ABC methodology, but we thought it would still be useful to share these kinds of legacy resources in case others wanted to use them. So yeah, so there's some free and open learning design resources. That's wonderful, Lona, thank you. I've just added it to the document. I hope that's okay. I think everything becomes so complex, doesn't it? Making that decision to go out new can seem quite straightforward. And then actually having to deal with and figure out how you manage licenses and whether you can share openly, whether your institution politically wants you to do that. It's complex. So anything that helps people understand and navigate that is really helpful. Brilliant, thank you very much. I'm gonna come to Alan. I'm aware it's very early in the morning, Alan, sorry, something to drop you into this, but are you willing to tell us a little bit, perhaps of the work that you've been doing? Sure, of course, Lona just spoke, she had her hand up. No, thank you. I'm working now with Open Education Global and we're interested in, of course, many of the same things. And I've always been a big fan and gotten so much out of the alt community. And so I would like to institute maybe some ideas of having special interest groups within our work. And great to see so many colleagues that I've known for so many years. And I think what you're doing here is almost more important than the resources and it's just finding your fellow peers out there. And so often people trying to break into this fill loan and overwhelm and I personally think that everybody has to find their drive and reason for doing this. Sometimes it feels like, oh, I need to be doing Open or I should be doing Open. And people have to find that thing that I want to be open. And for me, it's just because I honestly get so much more back in terms of everything I've learned to do and create has come from things that other people have done and modeled. And it just seems easy to make that sort of like the way, I think it's easy, the way we operate. And so, obviously, we hear a lot, especially in coming from North America where I'm located, open textbooks have been a thing but everybody now saying that's fine but we realize we need open pedagogy and practices. And that's quite a bit broader. And so I, my personal favorites are projects where it's just speaking in a podcast with Lorna and for that we're gonna produce soon and just finding out about the projects that students are doing in terms of creating nowhere by themselves and Charlie Farley with them. I'm just so fascinated by the Geosciences outreach program that they're doing there in Edinburgh. And I mean, to me, those are the ones that have such impact for the students are actually doing more than just consuming OER they're creating them themselves. And that's where my interest really is. That's brilliant and create to certainly do and certainly the technologies that you've put in place that help us to do that are most welcome. So we're quite a small thing. We're a very small committee but hopefully what we can provide is a sort of connection between the various open practice that is going on. And I do appreciate as well but it is totally overwhelming to many people. The word open is a very broad, a very open word. One of the things that we really have to do is to help people find, as you say, their reason for open their practice and perhaps explore a little bit at a time. So we have got some links on that document that help just to define the difference between open access, open textbooks, pedagogy and the next person I really need to bring in and she's already been kicked out by collaborate once. Very much connects to what we were just saying. Is Catherine, thank you so much for coming. Can you hear me? Yes, I got knocked out but I'm back again. We overcome everything here. We still get there in the end. Oh, it's just so lovely to hear all these voices and Alan and Lorna and Sheila and you're both lovely to be here with you all. When Alan speaks, I always often think that for so many years I've said, I don't think I've done one presentation without an open image from COGDog in it somewhere. So your collection is vast and wonderful, Alan, of all that you share. So thank you. I think I might just mention this morning I was finishing writing my final report for my Gojian fellowship. So I might just mention that because it was a slightly different direction than some of my other work and what I chose to do was just partner with three community organizations in the area, the general area where I live, just to kind of partner with them because I knew they're sharing knowledge and so often community organizations have so little support to A, do what they do but B, perhaps to think about opening the knowledge that they share with their communities. So the project was just to partner with three organizations to really understand what their aims and challenges were and then explore ideas for sharing. And the reason for the, or kind of the rationale for the project was that it wasn't leading with openness because this community of open practitioners more than many others really understands the important nuance and critical approaches and understanding social justice approaches. So the project, which I called Just Knowledge was guided by, as I put it, three ideals, justice, equity and openness. So really deep discussions with the community partners to see what the knowledge was, whether any risks of sharing it with particular audiences, things about permissions, archiving and licensing and all of that. And I really was led by the data feminism work, the seven principles of data feminism, which I think are just so applicable to so much of our work in open. They are examine power, challenge power, elevate emotion and embodiment, rethink binaries and hierarchies, embrace pluralism, consider context and make labor visible. So it's just been an absolute joy and I've learned so much and even though the fellowship has finished, I'm gonna continue my relationships with these three groups, the Galway Traveler Movement, Greensawd Ireland and Bird Conservation Group. So my aim was that I would work with marginalized communities but they actually all have different community ideals in different ways. So anyway, just wanted to share that and I'll be publishing my report on my blog, hopefully by the end of the week. Wow, that's wonderful. I think the last time we spoke, you were just embarking on that. So yeah, it's great to have an update to know it's gone so well. And isn't it so important as well that we as educators engage with education that comes in different forms? So groups that are working for, as you say, social justice, they're working to support marginalized communities and we don't just think in terms of speaking between HEIs. Exactly, yes. Another great groundbreaking project, Catherine. Thank you so much for telling us about that. Thanks to you, Sam. And do feel free to share the link once the report's published. It'd be lovely to have it on that document. And Teres, go ahead. So when Ellen was speaking and mentioning about students, I can share something. So I run a student group called Medrift, Medical Research into Future Technologies. And we're starting to create 3D printed items, which I often show the skull. But what's really cool is to be able to make scans and their 3D image scans and to share them on the SketchFab site. So that's just sharing that. And now, just over the summer, our group joined together with another group called MedRace. And it's the students who are kind of working for racial justice in medicine. And every student has some kind of encounter with whether it be a patient who makes a racist comment and says, I don't want you to be my doctor, or things like this. And we actually have training for that to how to deal with that, how to deal with microaggressions, even macroaggressions. And so active bystander training is the training that MedRace does. Well, this summer we joined together with MedRift and we created some 360 degree videos where you can see the whole scenario and then you're there in that situation and you're hearing or you're experiencing or it's happening to you, this microaggression. And what would I do? And how would I help my colleague who's standing next to me, something like that? So they're not really for prime time yet, but I went ahead and I'm just showing you, this is our rough draft. And if you watch that on Chrome or on a handheld device with the YouTube app, you'll be able to scroll through and you'll get the 360 feeling of it. So I don't wanna go through and try to launch it on here because it's kind of hard, but there you go. So that just hot off the press. And I have to say the students are, they're the ones, they're living it and they're feeling it. And so they, they're the ones who wanted to get in there and they wrote the scripts, they did everything. So that's where the energy is. That's wonderful. And we so get your energy to us, that's brilliant. And the medical context is one of the trickiest and I think it's hugely challenging. So great to see the work that you're doing there as well with encouraging students to get involved and live the challenges. If I can just quickly recall listening to Robin de Rosa many, many years ago now, because I was sat in my office at work, talking about students' experience of not being able to afford textbooks and just weeping as I listened to her account because it was so moving. And, you know, if anything, I think we're feeling that even more now that the cost of living, the price of actually doing whatever you want to do in terms of study means that people face huge challenges. So the work that you're all doing is just more important than ever. Perhaps you could just pass it on there to Alan. Thank you to Rosa, that would be wonderful. Marvelous. Right, I know Francis is here with us and if anybody is an expert in dealing with the various power struggles and demands of being at intersections, Francis is. And I'm so pleased to see Francis that the quilt is being shared at the old C conference. I'm sorry, I'm not physically going to be there but it's lovely to hear that. Francis, are you able to join us on your mic or would you like to? Yep. Wonderful. How are you? So long time since I've heard your voice, it's lovely to hear you. I'm a bit crooked today. And I'm going to have to go in a little while. I'm not going to take long anyway. When I was watching you in Start and the principles that you talked about, it struck me and I've just put something in the chat that there's a really interesting nexus, I think, between openness and sustainability which is particularly relevant to all of us after the time we've been through over the last few years. I mean, it really brought it home to me during COVID and I've always been interested in sustainability. And it seems to me that the bit of openness that's sort of persuading, nobody in this room obviously, but persuading people to be open in order for others to profit or benefit from it is something to be really worried about. And so when we're encouraging people to be open, how do we deal with the issues that might damage the sustainability, that they might get overwrought, pass themselves, just end up giving away too, and I don't mean giving away too much. I think it's more about your time and the point that Lorna made earlier about visibility of labour I think is really important, but the other part is something that we've all realised since 2020 is the importance of self-care. So really, I haven't got new resources, but if I find some I'll share them. But if anybody had any resources on things like that, I think that would be also very useful. So I'll leave you to it now then. That's lovely, and as ever, it's a really important point that needs to be made. I know, because I wrote a little bit myself on sustainability of education with a colleague in Australia, and our focus really was not just on empowering people to be open, but also on making sure that they reap the benefits of their openness themselves. Everybody benefits, obviously, if you work in the open to an extent that there's always the possibility that your impact will be greater than perhaps an unusual circle, but so important to balance this self-care and wellness. And in some ways, when people say, well, actually, there's no institutional support, I think in some ways that's kind of a relief because then you're answerable only to yourself. You're not being whipped into doing things that you're not comfortable with. Lona, please go ahead, sorry. Yeah, it was just to pick up on the point that Francis made about digital labour and the ethics of the open space, and it's something that's been about a hobby horse for a while, is how can we sort of reconcile the labour that we've put into the open space that is often invisible and unacknowledged, and how we all contribute to the open community because we're committed to it. We feel it's important, we believe in it, but at the same time, we do have to be aware of our labour. And I think this is particularly an issue within the higher education sector and at the moment, given the ongoing industrial dispute. And it is very difficult to sort of encourage people to be open if they are already working under desperately precarious circumstances. But regarding the ethics of openness as well, Creative Commons actually had a working group in this area last year, which was led by Josie Fraser, who many of us will know. I had some involvement in that as well, and they actually produced, or we produced a paper on the ethics of open sharing, which is quite a short paper, but it covers quite a lot of the more problematic aspects of sharing things openly. I'll dig out the link and I'll share it in the chat there. So I'll go do that for you now. Thank you, Lorna, that's wonderful. And I think I did see some of that going through Twitter a while back, and it's just great to know that people are focusing on those sort of aspects because our labour is important, and it needs to be acknowledged. And I think we tried to do it in a very small way really, but we did try through the OpenEd SIG to recognise some of the openness and the open work that's being done through issuing some open badges. It's a small token, but it's sort of recognising between ourselves within the community, the work that we're all doing. One of the most difficult things is always about convening OpenEd SIG meetings. It's everybody's so busy, they're all so busy working. And it's hard to ask people to do more, and they're already working so hard. Sheila, go ahead. Oh, just kind of following on from what Lorna was saying and what Frances raised. And this is probably a bit selfish and a bit naive, but I think one of the things about openness in communities like this is actually particularly in times like we're living through just now, which let's face it, it's pretty crap just now, that actually just in this half an hour, I've been smiling because I can see and I can hear people that I know. And I think there's a bit of joy that we can get from open education and open educational practice. And I know that I don't want to be all motherhood and apple pie about it, but I think there is something about that, that there is something positive about openness as well, which I think is why people make time to come to things like this as well, Theresa. So it's how we kind of harness that and make sure that we can keep supporting each other too. Thank you, thanks so much for saying that. I think, I mean, it's all about the human at the end of the day, as Alan mentioned earlier really, that the success of these communities comes down to the fact that you are here and that we can talk to each other, we can see each other and somehow that helps us to keep going all the time. Rich, I can see Rich is here with us. And I know you haven't put your hand up, Rich, but I want to make sure that you know that we've seen you. And if you would like to put your mic on and tell us, talk to us about something, something you're doing or something, resources that you need or whatever it is, please, please do. Yeah, sure. Yeah, I can hear everybody. I'm Rich Goodman from Loughborough University. Yeah, I'm one of these people who's kind of on the edges of this thing, because it's a personal passion, but it's definitely not an institutional passion. So yeah, it's a kind of, I always just like to kind of keep myself involved and just kind of listen to stuff and make sure I know there's just things that are going on and just try and keep up with various things happening in the community. But yeah, it's just not something I have for any professional time for, because there's just no time for it. And again, the last couple of years, that's worked out any possible time that there ever was. So just being able to do something small or creative or something like that. But yeah, so it's just a personal passion that I just like to keep involved with, hearing about what's been going on and keeping up with things really. Well, that's great. And thank you for saying that. And thank you for joining us today. We will certainly be looking out for you and making sure that we acknowledge anything that you could find helpful. I mean, looking around the room, I know Lorna has been very successful in actually establishing institutional policy directions that support, that support openness, if that is, a hill you wish to climb, but I'm not suggesting it's not a great way to get well and to be strong and fit. It doesn't quite do the cardiovascular stuff that you'd like, really. Yeah, I stick with the physical hills at the minute. But you're very, very welcome. And thank you. And yes, and I see you're involved as well with supporting Lorna on the social media coverage too. So thank you for that. We hope you'll get behind tweeting this session today and make people aware of the OERC. We are always, as always, looking for more committee members and we're also looking for more members in general. So we have a just mail list. You'll find all the details on the community website. So yeah, please do feel free to connect and join with us there. And yeah, you're very welcome. And should anybody mention to you that they'd really like to get involved in Open, please send them our way. Once I've picked myself up off the floor, off the floor, then I'd do that. Actually, yes, yes, thank you. That would be brilliant. So I'm not going to, I'm just looking around for hands up and things. I'm not going to be for a long session beyond everybody having a chance to speak. I'm so grateful to you all for coming. And I'm so grateful too that it's put a smile on your face, Sheila, because I know that will influence the next wonderful creative piece of work that you're gonna come out with too. So I look out for that on Instagram. Thank you all so much for coming. Thank you for being such wonderful, open folk. And yes, by all means, do pop more in the chat and I'll make sure things are transferred onto our document as well. And yeah, have a great time. Those of you who are going to Manchester, look out for my little buttons that are sewn on to my, my one and only ever attempt to sew is captured on the FEMED tech quilt. So yeah, please do have a great time and do tweet about it or just note through social media so that we can all feel that we're part of that. And I'm sure there'll be great keynotes and great presentations going on. Thank you all so much for coming. I really appreciate your time.