 Good morning, everybody. Welcome to the 1145 session. My name is James Glopik-Groves-Kleig with College of the Canyons in California. It's my pleasure to convene, facilitate, host this session just to make sure we're all in the right place. This is the 1145 session entitled Cape Town Declaration, Envisioning the Next Decade of Open Education with Nicole Allen and Alec Tarkowski. Just a couple of organizational points. Some of you looking in the hard copy schedule might be expecting two sessions or two topics during this timeframe. That's not the case anymore. Paul Stacey's session will be taking place tomorrow afternoon, I believe. So at 245, thanks, Nicole. In a different room. In a different room. So you don't need to stay here until tomorrow at 245. So if you're looking for that session, please check the online schedule. Also, this session is being live streamed as well as recorded. So please keep that in mind if you're going to make any comments or do Q&A, just keep in mind that it will be recorded and is being streamed. On that note as well, please do use the microphone when you're asking questions or making comments. It will help with the recording and live streaming for the audience as well as people here in the room who might need the mic for accessibility purposes. So without further ado, I'm going to turn this over to Nicole and Alec. Thanks. Hello, everyone. Welcome to our session about the future of open education and discussions that we can have on this topic. Before we go into session, I just wanted to mention that we wanted to have this session quite interactive. If the format of the room doesn't make that easy, we did our best to come up with some ways of getting you into conversations that obviously will not have the kind of conversations you could have. For instance, in a banquet setting, apologies. Having said that, we don't mind that you're spread out around the room. One thing that will be useful for you is to be relatively close to another person because we'll have several conversations that should work between two or three people sitting next to each other. So if you want to participate in this interactive part, you might want to move at this moment just a bit or once we start the interactive part. Anything else we should mention? No, I don't think so. So at this conference last year, we held the first of a series of workshops on the Cape Town Declaration 10-year anniversary. So this process was started last year or two years ago, actually, in 2017, when a group of open education advocates and some of the foundations that convene the first Cape Town Declaration convening realized that the 10-year anniversary was coming up and it was time to sort of take a look back at the Cape Town Declaration and look ahead to the next decade. And those of you who aren't familiar with the Cape Town Declaration, it was sort of one of the foundational documents articulating a vision of the open education movement for the next decade. It was released in early 2008 following a convening in Cape Town during the fall of 2007 with a group of leaders in the open movement who drafted the declaration. And with a number of declarations in the open movement, like the Budapest Open Access Initiative, when anniversaries came around, sometimes when we looked back, it was time to write sort of a new vision or a new version or a new like add-on declaration. But the group that convened in 2007 to have this conversation in Cape Town during the Open Education Global Conference really recognized that the Cape Town Declaration, as it was, set out a vision that was still highly relevant today. So what we ended up doing, the group of people who were there is deciding on setting up the conversation in terms of new directions for the open education movement to recognize that 10 years later the vision is still the same but the specifics of how the movement is evolving and the ways that it's going forward are varied and new. So this is the list of 10 directions that came out of that process. And as I mentioned, Alec and myself and others who were involved in this have been holding workshops at various open education conferences over the last year. Our first one was here last year and it was a great sort of critical discussion looking at these directions and thinking about what's missing and how do we think about the future of open education. And what we're going to do is structure this workshop into sort of two parts. So one is we're going to take a look at these and have some small group conversations about what's here, how it applies in your context and maybe what's missing. And then the second part we're going to talk about next steps in terms of this process and whether we do need a larger movement-wide conversation about the future of open education and collective strategies and how we can facilitate those conversations. So before we move into that, we do want to sort of run through what each of these directions are and just say a little bit about them. And then we can move into some of the discussion questions. So there are 10 of them. Alec and I are going to alternate. So the first one is communicating open and this recognizes that one of the challenges that we often face is how to make people who aren't already engaged in open education or the broader open movement really understand what openness means. There's so many ways it can be confused with free or digital or other related terms and sometimes even now more nefariously conflated by special interests who want to go against the open movement. So how do we better communicate open to new audiences? And the second is empowering the next generation, recognizing that students and early career professionals are the ones that are going to be the leaders of the movement tomorrow and how do we bring them into the open movement? So from the very start, is there forming their sort of practices and future career paths that open is baked into that from the start. So Alec, this is you. Connecting with other open movements tries to acknowledge this idea that in the end there is a broader open movement. So probably for some of you the open education, you come to open education with a focus on education and you might not be working with any connections. I know that for many people in the open education movement connections with let's say open access are important or people work on open data. But there are also some people, I for instance, ultimately I think I approach the open education from the open part and for me these connections are very important. So this direction acknowledges the fact that there's a lot to be gained by interconnecting these movements. And the fourth direction is probably quite obvious. We call it open pedagogy. Some people speak about open educational practices. I think it acknowledges this big shift that has been happening around the conversation on open education. This move away from a focus on resources. And by the way, the interesting thing that it's worth to be aware of is that the original declaration which I think often is remembered as a foundation for a resource-based movement actually had a very strong component that talked about in people, teachers, learners, their capacities, their practices. So exactly this direction. Open education for development recognizing that open education can play a role in supporting economic development and that there are specific ways in which openness exists in developing contexts and helping to understand ways that we can create participatory dialogues with developing contexts around openness and understanding what openness means in those places and thinking about how to connect it to the larger sustainable development coals and development conversations that are happening in international spaces. Beyond the textbook thinking about how do we go beyond focusing on the textbook as the main currency of the resources that we use and even more broadly moving beyond a focus on open educational resources and thinking more about practices as Alex said. This is the moment where you can see that the directions, that the ten directions go in varied directions and not necessarily follow one path because in a way this contradicts the previous direction. It's an acknowledgement that in the end this is still a fundamental work that's being done by a lot of people in this movement. We can say that this is, a lot of people say this is not about pedagogies but still a lot will work on policies that open up publicly funded resources in the US. The core work happening is around this issue in Poland where I come from. This has been our great high-level top-down sort of success. So we acknowledge that this work is still happening. Is that the last? No, it's the last one. This one might feel like an outlier and I think it's in a way maybe one of the stranger sort of directions that were listed here. It's an attempt to connect open education work which is sort of based on voluntary approaches to open with an acknowledgement that our space is also shaped by law and that there are often ongoing copyright reform processes. If you're from Europe you probably heard about the big copyright debate which is probably the regulatory debate on technology in Europe this year but copyright reform process is happening right now also in South Africa, in Australia, in Canada, in different stages. So this was a direction that said we should be paying attention to these regulatory issues as well. And then the last two, data and analytics is a key area and I think even since this was raised as one of the parts of the conversation two years ago, the world has changed with Cambridge Analytica and data just meeting new things in our institutions and data and analytics can be used for good that they can also be exploited and misused in ways that are actually really dangerous for students in institutions. So this is a key area that I think has become even more significant over the past couple of years. And then finally thinking outside the institution, thinking about open education is a way to expand access to educational opportunities beyond traditional schools and universities in addition to the ways that we talk about it is an enabling strategy within our existing institutions. So those are the ten directions. We want to transition now into the discussion portion of this conversation where we're going to we have three rounds of questions. I think we're going to maybe take three minutes, grab a person next to you groups of twos or threes and respond to a series of questions and then share back out any interesting points that are raised in the conversation you have with your partner or partners. Maybe five minutes. So the first question is just find one or two other people introduce yourself and pick one of the directions on this list and say something about how it applies in your context. So that can be a project you're working on, why you think it's important or any other way that you think one of these directions is relevant to where you live and work. Questions before we start? And then for the people listening into the live stream, just to note that we do have a bit here to a Google Doc where you can enter your comments and we'll be watching it and can read it out to the group here. And there's also a YouTube chat you can use to talk with each other but unfortunately we'll not be there because like all good television hosts we've got our hosting to do. Stay tuned for our next season. Okay, if you can hear me, please clap once. If you can hear me, please clap twice. Okay, thanks. Alright, so that's off. I have a question to sharing back any reflections or thoughts about what you discussed with your partner with the whole group. We had an interesting discussion about the meaning of openness and how that shifted over time. Okay, so raise your hand if you'd like to share back. There's like a tentative, oh, you can't raise somebody else's hand. So we have in the back and then here. I just had a rant there about open publishing. As I said I'm an editor of an open source journal and as I said what other job would I actually get a bricklayer in and then the bricklayer has to pay me to let him work on me. We get people to write. So the whole copyright and access and one thing I started to learn was copyright doesn't really mean an awful lot. It's actually the licensing and I think there's an awful lot of us. We're so caught up and we're just talking there about the catties to keynote speakers and we're so desperate for tenure and promotion and funding. So we have to publish in the tier one journals that is read by three men and it's Doug and then that publisher then charges my own university for my students to access that paper. Rant over. Hi, we were talking about connecting with other open movements and I could think of open hardware and open software and we were talking about open science but I'm curious to know what other open movements might be that you're talking about connecting with. Well first of all does anybody in the audience talk about this and want to share? Okay. I think the most obvious connections are with open access because a lot of the work is done in higher education institutions and we even had the meeting yesterday where we felt a strategy for promoting institutional policies or approaches to open education could be to piggyback on work already successful work with open access more broadly open science, open data understood both as open research data and more broadly for instance government data, it can be an educational research. Then for instance in the media movement a lot of people look at connections between education resources and cultural heritage resources and work done by cultural heritage institutions and it's good that you mentioned open source and open software because I actually think it's not discussed enough. I'm happy there are talks today and tomorrow about this but this connection is not made enough but maybe someone feels like something's missing in that list. I would add open government to the list. So we talked a little bit about both data and analytics in the opening up publicly funded resources and how they're kind of tight together. So we're a publicly funded, we're a CUNY, we're a publicly funded initiative and so a lot of that requires data to report back and so I think we're a little as an institution also a little leery about learning analytics and what is relationship to open pedagogy really is like if we're boxing everything into platforms that are running data and building proprietary frameworks about how to do adaptive learning is that really an open pedagogical strategy but also try to be very clear about what kind of data are we actually collecting on students who are in these platforms just because you have the data is it something that you should be using and sharing in a lot of ways and then what kind of stories and what's your approach to open data I'm by training a social scientist so the way we approach data is about storytelling right and so there's a lot of different stories you can tell like if your data says something not necessarily positive about what your OER initiative is or what OER really is is that something that you want to share out to getting your opening up publicly funded resources right and so there's a lot of questions I think that we have about this that haven't really been worked out we're not really discussing it because we're introducing our universities to each other but some one topic I always find sort of slips along the way is the topic of accessibility which can close up a lot of things and I just looked at this textbook framework that was presented in the other building and when I hear that they have this really really great offer there to create your own textbooks but for the accessibility there's a checklist and I hope that people follow it I think that is closing too many doors I think that's actually missing with a lot of things and of course the open source topic is the next issue if we don't look at accessibility in open source it's not really open it's open to those who have the budget to buy the license it's open to those who have command of the census that are preferred by that media I mean the next thing that's coming is augmented reality how are we going to deal with that with accessibility I think it's important because then only then we can roll it out I remember a few years back open was the thing to provide education to the world and actually it isn't because it's still providing to those who have the perfect bandwidth and I'm talking about anywhere in the world the west of Ireland a little while ago was not too great with bandwidth I don't know it's like now so I'm not talking necessarily only outside Europe so I think that's a big topic for open that we look a little bit at how open is it really or is it just free so one more comment I'd really appreciate the sort of critical observations or critical questions and we had sort of a medic question about this list very very helpful list but this sort of sparked our questioning about you know who was in the room who wasn't in the room whose voices were there whose voices weren't there you know it's a helpful list but why this list okay that's a really important question and is a great transition to move into the next section where we'll be talking about looking at this list of what is missing and whose voices are missing from the conversation so thank you for that the voices are the next right so this round two now we do too so totally agree I think you know with anything like this if you look at the list of signatories on the original Cape Town declaration like you know you can see how some decisions are made by smaller groups of people and you know as with anything that's going to happen there was a consultative process around this but I think as we're talking about next steps in this in this project making sure that the process is inclusive and globally representative is really really important in fact it's existential for the process okay so round two we're going to go back into groups the question is looking at this list what direction would you add or another way to phrase that is what is missing feel free to interpret the question that way as well so five-ish minutes okay everyone if you can hear me clap once if you can hear me clap twice partly or rarely goes to three claps that means the room is really rowdy back to you who would like to share what you discussed what direction did you pick straight in the back then here we had a discussion and we said open technology open educational technology should be added because then we have covered what I just mentioned that people no matter where can actually adapt and work with it and we can also make sure the accessibility is given would you remove anything we had a discussion about mindset having a mindset for openness and it interconnects with some of the points up there but we thought that it was important enough to have its own bullet point because of the struggles that we're having in our institutions convincing people that open is important sharing open resources open practices and the lack of a mindset to be open that exists in our institution so openness mindset for openness and that's different than communicating open because it's not just about helping them understand what it is it's making them care so culture change might be another term there and then here we actually kind of went I don't know there's been kind of meta or institutional and thinking that the time may be right for unique for doing this is you look at all of these things one of the things that is common in a lot of these things is that they rely on network structures and network behavior and stuff like that we think we need to add to this open governance of how does all of the how do all these movements become governed how do we lead this stuff because we need to be careful that we don't replicate what are in effect authoritative hierarchical structures in how we do this you know like we're already seeing mainstreaming for example in some states for example where a state coordinator of open whatever open textbooks or whatever is being hired well it'd be very easy to begin well then they're going to need control they're going to need direction and for you know we're actually what we need is networked governance where we bring everyone in and go beyond just consultative process because consultative process is still there is the authority in charge they're allowing you to have input and as one of my colleagues at my school says I'm tired of having input I want to be at the damn table when the decisions made all right so here and then so our point to speak to some of these and particularly your point about mindset here that we encapsulated as reframing the institution and so there was a real sense here that there was you know the kind of environment around universities was so volatile which was the word we chose at lunchtime at break time but also a real need to think about what is the purpose and the value of the university given the fact that boundaries can be porous and are porous and who is making the decisions and where the vision is coming from and so what there is a real lack of is really good arguments about why to do this that are couched in the terms that will respond to the different people who need to hear these arguments so going upwards about whether you know what the value is that's been retained in the university if you're giving away some of the content and going downwards you know how you can do this without having to go through a massive home of extra work in order to make some of your content open so and need to kind of understand what the purpose of the organization is and to have arguments ready that speak to different constituent communities wonderful so another one more up there oh sorry can you run the mic up there oh sorry here yes go for it so the thing I'm a big copyright geek so I was looking at the copyright reform for education and I think an additional dimension of this is not just reform but reform is a very difficult process and there are large well funded lobbies that are against the sort of reform around anything to do with copyright law and there is a certain level of latent flexibility in the law fair dealing fair use which I think and the work that I'm interested in around copyright literacy raising awareness of copyright to know that you can make risk based decisions which I think people need to be able to make themselves around what they do and that they are part and parcel of making something open that you can't always be 100% sure that what you're doing is totally risk free and that people should there's a fear around copyright and that might be a limiting factor in the wake up and creation of OER and that should be more than just the reform of the system but working within the system according to the rules they stand so we talked I think largely about how a lot of these sort of intersect with the word that a lot of us don't really understand what exactly it means was sustainability right and like what are we talking about we're trying to maintain this as a movement maintain this as activity and so one of the things that came up for us was technology but also is labor right you know I think there's a lot of talk about this that you know really kind of revolves around just assuming that people are going to do the work and maybe not get compensated for it do it at a volunteer level and so some of this comes in to tenure promotion if we're in an academic institution some of this just really comes about are we sustainability I think Charlie said is that funding a precarious position for one year or is it actually funding it into your institution and valuing that labor as something that really builds value for everyone involved I would just also add sustainability of the long-duration as well so not just you know over the next horizon but just more in terms of preservation as well librarians okay so I think we'll probably stop there I had a conversation during the break one that I think is glaringly missing is something about equity and inclusiveness of resources there's power in having the words written on the list and you know obviously those were conversations had in deciding on this list but it felt to sort of let's make sure equity is reflected in all of them in the write ups of all of them do reflect equity but it's not on the list and I think it should be my opinion okay so last group discussion I think we'll probably make this one a little bit shorter but want to take some time to think about who is missing from the broader open education conversation who should be included and you know what are some of the ways that we can include those voices so some of these already came out in the answers that you've given so far but talk a little bit about who's missing and maybe the other way to frame this question is if you were designing such a process if you were told okay so we want to collectively define directions how would you go about who would decide maybe it's about getting certain groups and getting a certain balance maybe it's about the process great three ish minutes alright Alec is not going to do the clappy thing but please give your attention back up to the front we have what six, seven minutes left do a quick share from this conversation and then we're going to wrap up with a few words about next steps so who would like to share your response to this question well in an old academic tradition let me answer the question by asking a question a conversation the question came up if you're asking who should be involved in the conversation what's the question you want to ask and for different applications of different areas you would have a different community there is no real global answer I think that's a very important observation it takes work to define the questions and find how to include people in those conversations and it's not all going to be the same here sorry I can't okay thank you so I just thought about examples and the first one we talked about just a moment ago was including students because I'm a student and they're oftentimes overlooked but when you just asked your counter question I thought about another counter question so who should be included then why don't we ask who should not be included so is there anyone whom we shouldn't include in this conversation and there was just a thought in the blink of an eye that I just had thank you for that so one thing we discussed was dissenting voices people who disagree with openness surely they need to be part of that conversation and that conversation may in fact shape how you consider openness so why are the reasons behind taking a proprietary approach to something and understanding in some context that's rational and maybe there's room for both just doing that to keep him fit it goes a bit in this direction we're always talking about academics and trainers and teachers and the students what about all these people who learn outside institutions in formal learning I remember we had this series of OER camps in Germany and I offered a workshop on how to include non pedagogues and I had ten teachers sitting in there who were almost shouting at me how could I dare to say that someone who has no training was actually allowed to do this and I think they need to be included because learning is not just formal learning thank you these are all great suggestions so recognizing that we only have a couple of minutes left I think we're gonna wrap up noting that this is a Google doc here if you had an idea that you didn't share I tried to capture a lot of the ideas please feel free to go in there and stick notes and add your name to the list we wanna wrap up by just sort of sharing some reflections on the workshops that we've held at conferences over the past year I think what we've learned is that the ten themes are a useful framework for having these conversations you know they are broadly applicable they're not perfect but I think the conversations about what's missing are often the most interesting ones and are important and we think there is a need for a broader conversation about the future of open education that encourages us to think bigger and think critically and think about how new directions can you know be applied across our communities so what we're gonna do now is think about sort of what's what are the next steps in this process do we need a Cape Town plus 11 plus 12 plus whatever and what does that look like and I think this last question that we discussed is a really important part of that what voices need to be part of the conversation and how do we structure a conversation that is inclusive and participatory and so in a way we feel this discussion has wrapped up a certain arc a certain cycle we won't be organizing more discussions that event about the ten directions for Cape Town declaration we're thinking a lot how to move forward and in a way closing this process is a commitment to opening a new one and the questions we're asking are sort of structural so how do we have a better conversation how do we create a situation where on one hand we are able to collectively define you can call it directions or values or strategy you name it but we reach some agreement but we also feel it's not a small group speaking on behalf of a large community that we're missing some voices and so on so this is a conversation we've started between the two of us if any of you are interested in this discussion or in a sort of improved process of this sort looking forward but in a lot more diverse and equitable way we're inviting you to join us you can find us here at this event or on the internet you can, thanks for coming thank you very much enjoy the rest of the day