 I'm delighted to introduce Una Daly and Jenny Haven who are talking about something that I've seen as a thread right through the day which is who are we missing closed open communities over to you too. Thank you very much Frances. Good afternoon everyone I know this is you know really powering through the last part of the day so we very much appreciate your attendance and your attention to us and I know we also have virtual participants who are watching online so hello and welcome to you. Kate's idea this morning that we should make sure that we honor virtual participants is I think really important. Thanks Kate. So my name is Jenny Haven. I have a brand new job just finished my doctoral degree as part of the Gojiya Network and I have a new job as chair of teaching and learning at Cambrian College in Sudbury Ontario Canada. You can look at a map on that it's pretty about five hours north of Toronto if you've ever been to Toronto so I'm in a new winter place but it's also a real opportunity for me to think really carefully and really critically about how I create and invite people into my community so that's kind of the thing that I've been thinking about in my role and I'll let Una introduce herself as well. Thanks Jenny. So I'm Una Daly I'm the director of the Community College Consortium for OER and we're part of the Global Open Ed Consortium but I work primarily with the two-year public colleges in the United States and we have members in 38 states so each institution looks a little different in the way that it implements open education and Jenny and I talked about doing this presentation and we talked about who maybe we aren't attracting in our communities and certainly in my case one really obvious thing is kind of a regional thing and which is that if you look at I don't have a map here but a lot of the work is being done bicoastally and there's less being done regionally in the middle more of that's happening now which is really exciting but it's an opportunity for us to look at not only that particular one but other ones other communities that we might not be thinking about and let me see my little notes here so one of the core values of the open community is access and so Jenny and I felt that you know there's a lot of ways for us to be more open and look at who we're attracting into our communities and I was at a presentation earlier this morning I think I think was Lorna Campbell who said listening to the silence and I thought that was a really insightful way to put it those silences that are occurring who is not coming to the table and are there things we can do to support those other voices um thank you and so one of the we we had great meetings and again it was a very transitional time in my life but I've in the past year or two a lot of presentations at open conferences have talked about inclusion particularly just Mitchell talks about inclusion in a great way um Robin de Rosa has been talking about it and I've heard so much about it today and what I'm starting to hear today is a very pragmatic approach to inclusion okay great it's a it's a wonderful abstract concept um but how as human beings do we start to become more inclusive what does that mean so that's really what got us kind of going in our conversation on our partnership so this is one of my favorite slides from Jess Miller uh Jess Mitchell in her talks um she says diversity is a number inclusion is a process and that's where I want to live for the next 25 minutes or so uh and equity is an outcome so I really kind of like this concept around diversity equity and inclusion uh and where inclusion is a process uh for me as a very pragmatic practitioner that's kind of where I want to live um so both Una and I kind of reflected quite a bit on uh what is our inclusive process if inclusion is a process what does the process start to look like uh in terms of inclusion um and some of the places that uh you know I went in my thinking um was that uh in at Cambrian College I have a small working group I have an instructional designer and instructional developer and a librarian and a few faculty members who are interested in open as a practice and as a concept um to help me share and this is an institution with 5 000 full-time students and uh almost a thousand faculty full time and part time so that's a very small group um I would like to expand that group uh and so but what can I do uh to expand past those who are quite very interested in it to attract and support those who might be also interested in it and a variety of stakeholders so I kind of got on to this idea to do doing and done I'd love to be done but what we want to talk with you today is more about the doing how to so I think first you know the first step is asking the question um of uh who who in our community who is outside of our community that uh we really want to bring in and um I think we need to look at different outreach mechanisms for that and um we may have to go to those communities and find out we may have to start with interviewing people in those communities and finding out what uh what resonates with them I mean there may be existing strategies that we're just ignoring um one area that I'm very interested in is getting more of the workforce people involved in OER at the community colleges that's kind of one of our three major thrusts at community colleges is workforce first two years of university and then remedial ed so we really should have them more actively involved in OER um great and one of the questions I asked myself was um within this small community am I the architect of it am I the builder am I the one who's driving all the things that are happening uh and um yes is the answer and my sense is that is that is very true of many in this community I'm you know I'm kind of the person who's um not only driving things but then also making all the rules about how things work uh without unintentionally choosing communication channels choosing who is invited and who I speak with um so just kind of thinking through uh for myself am I the architect of my community but I you know I invite you to reflect for a moment um are you the architect and think specifically of one community I know we're all members of many communities um but kind of the one that matters to you most to the one that is mostly in your everyday work just think through are you are you the builder should you be sharing power somehow if you are the the real driver uh and what would your community start to look like if you started to share that power um so when we talk about inclusion as a process I'm an instructional designer by by trade although I'm now many different things administrator for the first time in my life um when I think of community inclusion I think is there a design process that I can think through can there again this is very pragmatic hat I like to put on uh and I really love this inclusive design um definition from Jess Mitchell and her Inclusive Design Research Center in Toronto Ontario she does some really amazing work uh in terms of accessibility disability and inclusion so if you just read through that one I think that might help drive some of the little tasks that we're going to ask you to do and again really pragmatic um I would love for you to have worked through a little concept map think through to your own communities and the ways that you might be more personally inclusive of others um and fill out a map and share it with us by twitter if you're interested in doing that but we'll give you a couple of big examples of things that we've worked on as well you're welcome to draw concept map or ideas in your notebook you don't have to use our worksheet but I'm going to skip over Una's map and come back to it so I'll talk about my map for a moment because Una is very generously handing out things so again um this concept of me at the center right I don't always want to be at the center I actually would prefer that others come and be at the center um so that I can do other things and empower and support them as they do things that interest them um but in my case at Cambrian College again I have this small nugget working group but there are so many other stakeholders at Cambrian College that could be involved if they were interested in that it's always an invitation right but students are a particular pain point for me I'm new at the institution I actually don't teach right now and so I don't have a lot of access to the students I shouldn't be sending them emails they're not my students I can talk with student government but our student government at Cambrian College is very new to open as well it's a very brand new concept to them they don't fully understand possibly the importance of it for them or maybe it isn't important to them maybe mental health issues are more important to them and so on we had an opportunity in open education week this past year we we hosted a variety of events and had an opportunity to talk with academic advisors and student tutors and staff tutors who had never really heard of open either so that was a really great strategic plan for talking about openness at my institution and it was kind of born in this conversation that you and I were having like how can we be more inclusive HR is also an interesting so human resources our support staff who are not really treated as academics are also very unaware of open educational resources but very interested in for their own personal learning I'm going to go back to your map good now my professional looking map up there and I think it's kind of fun because Jeni took very much of a functional approach which is institutional based and I'm at a nonprofit consortium and so I looked at it more as kind of this circle of influence and so in the middle is is kind of our very small staff and we have an executive council which is pretty much volunteer but it's a small group five or six people who helped me with the running and planning of the consortium primarily they volunteer and I very gladly accept their assistance with that we do a lot of other surveys and so forth and outreach to members but that the executive council is kind of the decision maker then we have our members and within the consortium and I normally would divide this up between active and not so active members a lot of the outreach week activities that we do feature our members because they are practitioners experts in this field and they share with others and then we have the bigger community who participate in all of these events we make almost all of our events available to any educator who is in who's interested in open ed but they're not members in the sense that they're not surveyed at the end of the year they also don't pay membership fees which are relatively small and then we also like to embrace the entire open ed community so just a kind of a different approach to looking at who your community is so as you if you have a worksheet and you want to work on your worksheet work in your notebook for those who are virtual I had tweeted out and if you're on twitter links the same link that's above to the worksheets just to kind of get a frames a frame of space but considering these these questions as you start to kind of draw your map who is in your community and what do you mean by in it's always an interesting concept to me who's in who's out what do you mean by in so if you can think on that and it's meant to be a group activity particularly if it might be a great opportunity to meet the person next to you although people are pretty spread out were there any people who didn't get the paper and would like it okay so we have two okay and would you mind sharing with them if you're sitting next to somebody who has one thanks so much thanks so who is uninvited excluded and not in not considered and that can be intentional or unintentional usually it's unintentional so it's just giving more reflection and more attention to your practice and then what actions might you take to start to reduce who's excluded or who is who is who feels more invited or whom you think who you think might be might benefit from this they might not agree with you and that's always a great conversation opens not really for me I have that conversation a lot with faculty members I can tell you but also with students because they don't you know they're not fully aware of it or or reversed in it so just think about those questions and I'm going to come back to them and on the flip side is also a series of a kind of worksheet to work through if you have a community if you're the architect or a member of a community that has a pretty strong central practice what kinds of things do you do and how do you communicate with each other how do you communicate with external stakeholders or external people to the community and what might you do to change that inclusion so I'm going to leave this one up while you work and we're going to come back just with five minutes to go so not a lot of time for questions but again it would be really valuable for us if you were interested to do so to take a picture of your map and to just tweet out a little bit or use whatever social media you like to talk a little bit about your thoughts about this very pragmatic approach to inclusion pull your attention back this way if we can for the last few minutes and we'd like to hear if anyone would like to share insights just raise your hand and um Jenny is going to oh and we have a young man here who's going to take him I'm going to take that generous off of me all right we saw a lot of engaged conversation maybe you were talking about your plans for the evening never okay no problem all right now it's the real community building over to you louise no not really but we had a very interesting discussion about how we feel about being an architect of a community and actually in our own kind of notions of how we participate in communities as well and maybe we feel maybe more part of a community are on the periphery I'm going to hand over to louise because she was far more eloquent than I was and well first of all I think one of the things we discussed about the diagram was the idea that well for the first start I don't feel like I'm the center of any diagram really and I'm quite happy floating along the periphery but but also that the circles were satellite groups then individuals and as an experiment we tried putting in actually a network at the center which is the fema tech network plug plug and but you know we we were looking at that and thinking about then as ourselves the next step out from that were actually individuals and then within that the individuals bring their networks with them so it's it's that kind of that kind of intersection and then in relation to what I could have paraphrased what you were saying Sheila about what you were talking about that your your work involves creating spaces and and getting back to that idea of the architect that that actually instead of the architect building the structure it's it's the space around the structure or within the structure that actually were we're facilitating those spaces to happen for other people to be in rather than to be some sort of determinator of of of what's happening in the space or or indeed the shape of the space itself great thanks very much that's a really good conversation but it does bring to mind because a friend asked me I had the famed tech stickers and he's a man and he said am I allowed to have a famed tech sticker so that's kind of an interesting idea of of how do people feel in that community um that they can be part I said of course that was my first answer so hopefully that's the right answer does anyone else have a kind of an observation about their conversation wonderful oh Francis she's she's gonna have five minutes that means you have to speak though because you raised your hand okay for me thanks Francis there is no requirement to to share or to have a comment but if you're interested in in thinking through it reflecting more and and filling things in and sharing it I was who do we'd love to see how thoughts are going on this front um we can end a bit early and again just because I put a lot of work into my slide and I thought that was pretty good one um Shannon did a super job on the slides I honestly am never you know the kind of person that says that kind of thing um so what we're at the invitation to take away is to make space and that's I really love that concept now of making space um in all kinds of ways extend into invitations open up your practices um so that more people feel welcomed valued involved and empowered as part of um or leaders of your communities thank you very much thank you everyone