 Good morning, good afternoon, good day, good night. Depending on which part of the world you are, welcome to webinar four on building capacity. There has been quite a few webinars that started in the morning, and some of them were about building capacity and I attended one of them. So this is a very exciting program that I will be chairing today. All I need you to do is just to relax, and it's good because you're in your own home you don't have to step on stage, and then get the stage fright and then you have to deal with water issues, and everything else. But you can, you can have a glass of water next to you, in case the stage fright, okay. Okay. We are going to kick start our presentation with Kelly and McKenna, and Mary M. They will be speaking to us about empowering girls to pursue STEM in Africa. Our disciplinary OER program, co-branded with UNESCO under a new pilot program, is inspiring students, engaging teachers, and garnering significant stakeholder interest. So colleagues, you have received all the information on how long you should take. So what I will do is I'll just, when the, I think Christina will help me with that. There'll be a bell ringing, isn't it? So when the bell rings, it means now it's the, or it's Allen who's going to assist me with the bell ringing, or Liz. One of you will assist me with ringing the bell, and when the bell rings, you need just to wind up your, your interesting presentation. So without any waste of time, I'll ask Kelly McKenna and Mary, Mary M. Karamagi to kick start this, and make it exciting, exciting, so that we, we look forward to the next and the next and the next. So, while, before they even start, can you please engage with our presenters on chat, and try to chat, to ask questions on the chat box, so that when they can respond. They can respond to those questions during discussion time. Mary Ann and Kelly McKenna, over to you. Thank you so much. We are thrilled to have an opportunity to be here today. And I'm going to go ahead and share my PowerPoint, I will share with everybody that I am going to share videos so if everybody could mute, I would be grateful. Alrighty, let me share my screen here. And Alrighty, so everybody see my screen okay. Hopefully, and so again as shared this we can see it. Okay, wonderful. So again as shared. We are presenting about empowering girls to pursue STEM in Africa. I am Kelly McKenna I am the IEEE Reach Program Manager, and I am here with Mary Ann Karamagi who is the CEO of Silverbolt. So, before I start on the program itself I would like to touch base a little bit on technology and engineering literacy. It is one of the 21st century skills that students need to be responsible citizens. And in order to be a technologically literate citizen a person not only needs to understand what technology is and how it works, but also how it shapes society. But many students actually fall below technological proficiency levels. And while there are numerous STEM OER resources programs out there there are very, very few that actually focus on the social and humanistic context of technology. And so Reach was created. Reach actually stands for raising engineering awareness through the conduit of history. It's an OER program that was designed for middle school and high school teachers and their students basically secondary education. It explores the history of technology and highlights how technology throughout time impacts society, culture, politics, economics, and vice versa. Applicable for in person and obviously remote learning, everything in the program is downloadable, and it is a donor funded program. We actually the goals of the program is that by using historical narratives we can engage all students in the role technology and engineering plays, provide a new lens from which students may view engineering and technology as relevant and important to their lives, and also to offer a new STEM education pathway. The program is also designed to enhance student skills and problem solving critical thinking research and collaboration and obviously to meet the needs of teachers. The program was developed by the IEEE. The IEEE is the world's largest technical professional organization dedicated to advancing technology for the benefit of humanity. And it is an IEEE History Center program and the History Center is comprised of PhD historians of technology so all of the material is vetted. It was developed for social studies, however it is also relevant for STEM so it is a truly interdisciplinary program. And it meets standards both in the United States both through the social studies as well as the next generation science standards, and also the international standards for technology and engineering literacy as defined by the international technology and engineering educators association. So included in the program are inquiry units or lesson plans, primary sources which are original sources of evidence such as an artifact or a document or recording, engaging short videos, hands on activities, and then background information for teachers because we recognize in the different disciplines they may know their discipline but they may not know the knowledge of that specific technologies history. And then we also do provide additional resources that are from our sister educational platform which are those STEM rather than the social and the human context, and it's all available via a reach website. I am actually going to stop sharing and share again, because I'm going to take you all to the reach website. So this is actually hopefully everybody can see my website or the website here. So this is the website, and it includes inquiry units or lesson plans primary sources you can see them all up top if I scroll down here you'll see the area of context that we actually work with everything from agriculture on through to warfare. I am going to show you if you click on inquiry units, you will actually see all of the lesson plans we everything from electronic music on through to the refrigerated railcar drones. And again it ties back to the human context so for example in drones. It's how does drones impact humanity. I'm going to then show you here, and I apologize I'm going to go through fairly quickly in the essence of time. So this is the Sky scrapers unit this here will give you information about the unit. This is the background information that I shared with you and you can download that as a PDF. Then you can also download the actual lesson plan and the lesson plan. Let's see if I can blow this up a little. The lesson plan actually starts with a compelling question which is an overarching question that we anticipate the students to answer. So through the lesson we bet we anticipate they will better be able to articulate this question. So we start with the overarching compelling question and then we have supporting questions that once the students go through that information, they can better articulate. We also provide formative performance tasks, as well as also featured sources so these sources here are the sources that the historians use to actually create the lesson plan so if any teacher wants to delve deeper they can. One of the most important things about this format is actually taking informed action so this brings it back to the students lives today. In this particular unit we asked the students to research the impact of tall structures on contemporary society, and then ask them to actually assess to what extent do the effects of tall buildings positively impact humanity. And then we asked them to take an action and this one create an online campaign or write an article. Then if you scroll down even further you will actually see a staging the question which is information you can share with the students to give them some of the background information. But then if you continue to scroll down you're going to see all these printed documents and they're all done from document one a through C through D through B then it goes document to document one through all the supporting question once document to goes to all supporting questions to. So it was developed so that the teachers can actually pick and choose those printed documents whether it be an excerpt from a book, or an artifact or photograph, they can pick and choose which works best for them in the classroom, and it is extensive. So I am going to go ahead and go back now. So that's the lesson plan, excuse me and if you scroll down even further so from inquiry unit to one of the lesson plans, you scroll down even further you will see that we also have the multimedia and primary sources. If you click on primary sources. These are those documents that I was talking about earlier so for example in the our skyscrapers units we actually take it all the way back to the pyramid. Again, this one here is a patent from Henry Bessemer. If you click on learn more, you will actually then see that this comes from the US patent office you can download this as a PDF, or actually visit the US patent office so it is interactive as well. I'm going to go back again. So these are all of those primary sources. And then also you can click on multimedia, and these are short videos they're all five minutes or less that you can share with your students. And again if you click on learn more, you can actually download these videos and share them, or actually watch it from here. And then the next one is actually the hands on activities. So the hands on activities again same thing. You can click on learn more. We provide a PDF of all the materials that you would need, and also the procedure to go ahead and create the hands on activity so it's a fully interactive. OER program. So I am going to stop sharing my screen again, and I'm going to start again back to the PowerPoint. We actually then created through an MOU member random of understanding with UNESCO. We began this project to work together on projects in Africa and again I'm going to share a video with you right now it's very brief. Hello, all my name is Robani Sigamami, and I am the program specialist working on the UNESCO engineering program. I'm based in the science sector, the natural sciences sector in the division of science policy and capacity building, and UNESCO came upon the raising engineering awareness through the country of history, the reach project, and thought that this was a great project to implement, starting in Africa as a pilot project, working together with the IEEE Africa Council and the UNESCO Regional Office in Uganda, and also with Silverbold and the Smart Girls Foundation to local Ugandan engineers. We started implementing the project. So that'll give you an idea as to how this project with UNESCO came together. And with that, I am going to actually turn it over to Mary Ann Karamagi who was our implementation partner on the ground in Uganda. Thank you Kelly. As Kelly has mentioned, IEEE, this project was a rounded IEEE and UNESCO, and on ground we had Silverbold executing the project. We are not for profit that focuses on encouraging people to take up engineering and innovation as a career. We worked with reach and what we went through heavily was we had to adopt the resources to meet two things, our national curricula, also meet the environments in which we were disseminating the information. So we worked with predominantly girls, these were students in the classroom, this was a controlled environment, but we also reached underserved communities using movable classroom trailer. And upon completion, we had worked with over 70 teachers and approximately 1000 students were impacted. Next slide. So why did we choose reach for implementation because there are a couple of programs out there. We found reach was generally very inclusive. So you cut across all genders, social classes, geographical locations and different levels of education. It is not one of those things that is not one of those things that says you have to have done this to in order to proceed we found anyone whether they've been exposed to engineering or not, they were able to benefit from reach. To reach for us had multiple impact points, this was one of the most important points for us because it's, it looked further than delivering knowledge, it was not about imparting knowledge, rich also had the entrepreneurship. What an entrepreneur would ideally need what an innovator would ideally need which is simply innovation. So when you see how the people in the past did it have the struggles they went through. We had the young learners very, it's like something switched in them. So then, which was for us very flexible in delivery means we could use it in both formal and informal environments as you know, in developing countries sometimes learning has to become extremely informal out of extremely controlled environments so it was very versatile for us for different learning environments, and it was also also very receptive to received very well, because it seemed to talk about how technology was impacting society, culture, politics, economics, and how we turn those social aspects influence technology and this is something when you're talking someone about skyscrapers when you're talking someone about electricity. It's not just what is the topic but it was also showing how we got there so how a problem led to an innovation, and these are things that were very relatable to every learner in the class. Next. So, for implementation, of course when you're introducing a new program you have to try quite a number of approaches to it so we chose three approaches one was called the five one. The second was called the five two and the third was called the two three. So what it, it never shows was for the first one we tried five days of delivering the program or lesson plan, but we're focusing on giving one activity a day now these were we had introduction, an introduction slide to the topic we had the history section of the of the classwork we had the hands on we had formative assessment we had inquiry units, which we closed with entrepreneurship and some group discussions. So what we tried was if we focused on one activity every day, serve for introduction and history which was put on the same day so one day we do hands on how impactful would it be. The second approach was why don't we use two or more activities per day. But then, instead of dealing with larger numbers, we break them up into smaller groups and each give each group a chance to fully explore the knowledge of the information they're receiving. And the third was very short, what we called our hit and run these were two hour sessions where we deliver three activities within two hours, and we found, while the other two were very effective in controlled learning environments, as were former learning environments. The two session, the two hour session was very impactful when we went out to the underserved communities, because it we were able to offer experiential learning which then sparked interest, created awareness and then drove, drove the students to to to explore further this opportunity to join the engineering and innovation fraternity. And what I must add is we closed it off with entrepreneurship because we saw the link for all, but also entrepreneurship was offering a next steps of course as if you're dealing with people who have not been exposed to education they are educated, whatever you're teaching them has to have has to have a reason like what next what next so entrepreneurship for us was. Listen, if you if you look at entrepreneurship from these people's angles then you'll notice the things you're going through every day, everyone does go through so again to give them a bit more inspiration. Next. So, the program is also pretty good. We had sustained attendance of 76%. This came at a time when there was the lockdown so schools closed, and many parents were looking for opportunities for the students to study. But it was not for it was not mandatory so students just kept willingly appearing one with another. The next day they come with a friend, some dropped off of course during this time we had a bit of instability. There were elections happening so the. It wasn't really safe but we were quite amazed at how many people came through. We had, of course, because we're targeting female, we did a 75 to 5% racial female to male. And the research showed the research showed the 16.2 point change in knowledge and over 72% of the attendance found every topic presented relevant. So, as a result, the Uganda National Commission for UNESCO IEEE and Silverbolt, we then got an opportunity to present this to over 40 teachers from eight different districts. So it was called a mentorship, and this was mainly to equip science teachers with the tools to improve participation of girls in STEM of course. We had training of education champions now how this came about was there was a new curricula that's being rolled out and rich was being upon exposure to the rich program. The champions who are in charge of this curricula then requested that it is, it is integrated to support the experiential learning and the project is learning that is being rolled out right now. Right now as we speak, the Ministry of Education is considering an expansion of the product of the expansion of the program to fully to fully be merged with the new curricula that's being that's being rolled out so that was pretty good news for us pretty impactful content. Next. So, yeah, thank you so much Mary and this project could not have been possible without Mary and efforts. So, the final results the international collaboration that it is, it's led to greater capacity building pure networking, and truly an opportunity to potentially transform education within Uganda. Mary and said it's also led to some further opportunities so I'm going to share another brief slide with you. Lastly, I would like to say that the OER program because of Mary and research and what she's done on the ground. It has shown that it can in fact be a new STEM pathway, especially for girls. The success of this project being an open education resource, IEEE and UNESCO together with many stakeholders on the ground, like the Ministry of Education in Uganda, the UNESCO National Office in Uganda, the NGOs and many others. So we think that this project can be a great pilot project to implement in other countries. We would like this project to grow in Kenya, in Rwanda, in Zimbabwe, other countries in Africa, and therefore to take this project internationally. So with that we are that concludes our presentation so I'll stop sharing my screen here and we are in fact open for questions. That is a very nice presentation. So we want to know if there are questions from the audience. Yes, yes. Yes, there will be questions from the audience. Thank you so much Mary Ann and Kelly for this very engaging presentation. You finished when we were just getting into it. It shows how exciting it is especially for STEM and women being excluded over the years from the STEM subject and in the continent Mary Ann will tell you that they're not even encouraged to get into that field. And this shows that it's a, it's something that could go beyond Uganda, it could go beyond this pilot stage. And what excites me more than anything is when the government is actually taking it over and trying to integrate it into their policy. Because that's where real thing happens when other people are actually forced to get involved in it. Thank you so much colleagues. Thank you. There are quite a few questions that have been that have been posted for you. Can I read some of them. Yes. What are some of the challenges that you face when developing this project, that's from Olina Zako, then the college to everyone. So challenges you face while developing this project or this initiative. I would share, I'm going to let Mary Ann touch base with regards to it being implemented on the ground but with developing the actual reach OER resources, some of the challenges were really just getting it out there and making people aware of that it's a very unique program. It was designed like I shared early on for the social studies versus for STEM and everybody wanted it for STEM but it really is an interdisciplinary for both because the goal of the program was to get all students interested in STEM or at least into technological literacy. So that was one of the challenges. And, and we are always looking for funding it is a donor funded program. So I will turn it over to Mary Ann to see if she had any on the ground for implementation. Okay, so mainly for implementation our biggest challenge was proving relevance prior to attendance, both from the parent side and the students side so even if the parent had the buying the student was just flat out leasing. It was the education that rather go to a small business so our main challenge was relevance prior to exposure. But that was that that the good thing is when the session started friend or friends started appearing so we really pretty much dealt with who came who came through. The second challenge was with some of our translating or delivering the classes in communities you actually cannot deliver them in English. So if some of the terms that are used in technology and not yet existing in in our local language then we had to get a way around it but that was it was really good because that was a really good challenge for us because I did explain to Kelly one time at some point it was the students who are telling us that then what's like this so you'd use this term then so again it also showed full comprehension by time a student is able to to to contextualize and translate for you then it was showing us full comprehension so those were the two main the two main challenges that were first. Thank you so much there are a lot of comments that are coming through a Verena Roberts from as a K to 12 primary secondary educator. I'm so excited to see such extensive resources to support our students. I'm excited to share this open learning design ideas in Canadian school as well. Thank you. You see the impact that you you are making. They even go beyond and these other and probably your focus was mainly on the developing countries, only to find that it has other so much impact in other places as COVID has taught us because at first we thought that the problems of connectivity and I city, our developing countries problem, but only to find that the whole world has the same problems as well. Now thank you very much for that I'm looking for another question. On the note of gender balance in stem from ego on the note of gender balance in stem you should also check the fostering women to stem mooks initiative more in that regard is available. There was a posted something here a link to that, which is which is quite interesting, because I think I think what you have said Mary and in the beginning women were not people were not interested until a friend called another friend another friend and that's, that's the only way that we could, we could do. We could do it. And the other comment check ways it coming from from Alexander was saying another version of mobile learning reminds me of the library bus initiative. Nice connection with a thread on what the global north can learn from the world, Uganda has been in the forefront of innovative initiatives, which would benefit everyone, instead of imposing programs from the outside. And this is very exciting news as well, that at least people can benefit from the program that is done but the benefit I still think that the state has to come strong. In terms of supporting this program taking it further and encouraging schools to get involved as as Kelly remarked that this is a donor funding. So donors come and go but what they leave behind is what the state should take over and move on with it. Thank you so much. Any other questions. I just want to make a comment in a strong support for the program that they have developed that is a very highly welcome resource in Nigeria here there is a particular tribe, especially in the northern part of Nigeria. Most of their girls, when they are around 13 years old, they are given out in marriage. So they don't have access to education and something like this can be of great assistance, you know to such a category of people so it's a very welcome idea. Thank you very much. Thank you. I think I like the idea of inclusivity which is quite central to open education movement. It's inclusive. It's flexible. It allows them. And I was really excited about this hands on activity. You know when you when you try to get students in an online space, they don't engage. They just simply don't engage. But this program is step by step how to engage in an online space and how to engage in activities. Thank you very much for that. Any other comment. We have just one minute. Thank you for your comments people are excited. Thank you so much. Thank you so so much. And and thank your donors for us that you may have come up with this very interesting initiative. So the second speak. Thank you. Thank you. Thank you so much colleagues for this wonderful wonderful work. The second presenter is Gary Henley. Gary is here, I think, oh yeah, there we go. Gary Henley from mellow skills commons and and again, he will be taking us through please read the abstract from from Gary I don't want to take time reading the abstract and then we end up not having discussions and and all those things so as all the people who are will be able to read the abstract. Gary over to you. Okay, thank you so much very much. I really do appreciate being invited here by we are global. And I just have to say our previous speakers Kelly and Marianne amazing work just amazing work. The creation of relevant curriculum, just and making that OER is just terrific so just thank you for that. My name is Jerry Henley and what I'm here to share with you today is around a free and open resource that's available for you. And let me just pull up the PowerPoint per second and what we'll do is we'll be focusing in on career and technical education that a library of resources that that's available and and what and I'll just say that the COVID has really created when it comes for learning about manufacturing skills construction, agriculture, health care. Many of those environments in which hands on learning became such an important element around career and technical education were really lost when COVID hit all our communities the loss of tools materials, safety equipment, the ability to work in workplace learning and get direct close mentoring to help make the learning relevant for the student becomes really important and then suddenly that the dramatic shift that we had to move online. And then how do you really make this transition easy with when all the other burdens around COVID hit us. So with all the complexities that that are involved here and how can open education resources really help us in all this process. What I've put together here's a little metaphor to help us really think through all the different elements that are going to be important when we're moving in an online way using open education resources. So, you know, to start cooking what's going to be important we need some ingredients right. And so when it comes to education when we can begin to think about where, where's my cupboard where's my supply of all the free and open educational resources. For example, the I triple E reach project had these wonderful integrated resources that then allow someone to bring to that environment to begin to use that and we'll talk about skills comments as that place where you can go to find career and technical education free materials for you to use. Now, ingredients without recipes without what your family and your culture has, because made to bring together these ingredients. It's the know how that people have. And I think that when Marianne was talking about the different ways to bring that I triple E curriculum into the local settings really important to bring that local know how, and how do I really implement those things within open education. We refer to those as open educational practices right the know how of using whatever it is that that you have. Now, without a kitchen without the equipment utensils without the mixing bowl and the stove, right. How do you then prepare that recipe using those ingredients. And so what we'll talk a little bit about today is around open educational services. And I think what I'm going to share with you today is how the skills comments project can bring to you some open educational resources the ingredients you can use in career and technical education. So the practices about how would you implement the teaching and learning in plumbing in in machining things along those lines, and what are the tools that we provide you that are free and open for you to use. So I hope the cooking metaphor is helpful to see how you bring together all the open educational capabilities. So the one show your skills comments, just to give a little background on it. In 2014, the US Department of Labor had just finished expending $1.9 billion. They started in 2010 to over 700 community colleges around the US. To incentivize them and empower them and build their capabilities to bring innovation into career and technical education. And in particular that a number important elements of the way that the program worked. And the first one is around all the materials had to be related to a local industry partner. Well, the relevance of the learning and I think this is an important point that Mary Ann and Kelly were making. It's so critical to make what I'm learning relevant to what's going to be meaningful for our students and employment is really critically important. And the other aspect of all the material had to have a creative commons license that then enabled you to freely have access to it. And that's where they invited us, the Merlot team to build the national and this is really a worldwide repository of these materials. So first, I'm going to show you the skills commons.org. Okay, and what I'm going to show you is kind of what's in the cupboard if you think what are all the ingredients that are out there that are that are available for you to use. Here's the little visualization of what's in the in the cupboard. And so blue is all about manufacturing. We have health care and social assistance, technical services, it and we have educational services, public administration buildings maintenance, mining, agriculture, a whole variety of things and even though agriculture this just looks like a little bit. Education services so they can this this information said there's 338 materials in agriculture. So the way you can explore this as I go out in the picture here, I can go out to machining manufacturing and then into details and I can click on this and this opens up a library of materials so here are 200 and let's make that a little bigger so people can see a little easier about that. So there's 200 materials here around machining manufacturing, and I can, and just to know what's in skills commons you have all types of things syllabi quality assurance reports tutorials outreach videos presentations simulations full online courses. So for example, a tutorial. Now when you think about how did when you suddenly had a move online. What resources could have been available freely available to help people know how would I do surface grinding truing and dressing a wheel. Skills comments is that online library that you can go to and begin to get those ingredients begin to get those resources. And here is an example I just pre loaded up this video here. That's up on YouTube about surface grinding and simply being able to play this here's almost a four minute video. I want to provide you some illustration to help you prepare for how I would go into using grinding wheels and tools to enable this to occur. So with this, you can begin to go into your cupboard and you can say here's some instruction here's some materials videos, who is it created by what was it supported by it was part of a credit course. So it gives you various informations and again, here's the creative commons license that's available, and it shows how many people have used this recently. Okay, so again, skills commons as a library is a service for you to use free and open so you can get your ingredients and use it for career and technical education. Now, all those resources are not the only thing that you need. So let me just go back to the presentation here for a second. Now, the other aspect here is, well now, how do I put all these things together. In order to create an educational program. I have the ingredients. Now what are some of the recipes when suddenly I had to move online. How could I do these things. So what we're low and skills commons did what we put together was quickly create an OER itself that could be customized for any local or regional area for you to freely use to help you move online. So we, these are OER portals and now I'll just show you those and again these are freely available for you to use. So let me go back to my portal here. And, and then skills commons will just go back up to the top of the website in the area of workforce solutions. Solutions now because people were looking for things right away. We created a variety of resources, one of them was a, as I mentioned this portal that is made out of below content builder which is an authoring tool free and open for you to use. And then we aggregated or curated materials to help say, how do I teach online since I was suddenly I was required to do this. I put these materials quickly together. So here's one by the open the online learning consortium a handbook that might be available. Here is a simple little online course from a junior technical college, little mini lessons about how do you help your students get ready for being to moving online. And again, this is a little simple tool notice I didn't have to pay anything I didn't have to log into anything. All these are available for you to use. We organized together. We also said labs were a real challenge. So we put together and Merlot has a virtual labs portal. So if I'm looking for how do I teach biology, chemistry, engineering, physics, right. So here are all some ways that you can teach physics, bending light around density force and motion all free simulations to help get your students excited about these things. So just wanted to give you that first element is around creating these portals that allow people quickly to design something that was important for them. And then also, how do I help my students learn online. And so we identified a little tutorial that was created by the California Community Colleges that allows again, no cost, no entry registration. How do I help my students get organized. And here's little videos that you can provide your students to help them prepare them online. I'm getting a little bit of a sense of the open educational. These are you can think of these as practices. How do I do this. And when it comes to career and technical education. We also highlighted some materials that would be immediately relevant for someone to use so if I needed to talk about plumbing, and how would I do that, I can simply click on this. It opens up a PDF that gives you step by step guidance. So even though a student isn't in your classroom or working on site. They can begin to develop their understanding on how they might be able to do waterline fitting for example here. So with all these examples, you know, we created the, the OER portal about how to share information and other things along those lines. And then what what we did is we we said, if anyone wants one for their regional area for their individual campus. These are freely available so this is an open educational service tools that are available for people to use so. And these are just some examples. A, an institution in United Arab Emirates we've worked extensively with a historically black colleges and universities. We've worked with the National Skills Development Corporation of India. Madison Technical College in Wisconsin, and we've Southern University we worked with the Georgia Technical Colleges to as well. And, and many others we worked with the Philippines we worked with folks in Egypt and, and, and Iraq. So all of these that that website that you saw, you can easily use that to create your custom version to support teaching and learning online with bringing these resources available for you. Now the last thing I'm going to show you let me just pop back to the PowerPoint real quick, because we just have a few minutes left is not only you have the resources and technology support to help you. But one of the important aspects to is about the mentoring process bringing people together and I think you know when Mary Ann talked about how to engage the girls into the stem educational process. It's the human relationships between people. So one of the things we also have in Skills Commons is a whole area around. How do you really use online materials to help the mentoring process so if you're doing industrial maintenance for example or carpentry. How could I look at safety videos about operating equipment safely online so when I go into the workplace when I'm using those moments where I get that mentoring where I get that support. It would be better prepared to do these things. And so we have all these resources together. And importantly what we also have is, how do you set up apprenticeship programs in different industry sectors. So here's what we're seeing here in the area of HVAC. You'll see, here's a program from Wyoming and here's another one from Mississippi or Washington DC around how to set up programs, building higher education, career education, and industry environments to enable those things to occur. So I hope that the and let me just pop back to the website again and show you one other thing that is important and just to try to connect it with Kelly and Mary Ann's presentation about supporting women, supporting women in, excuse me, supporting women in career and technical education is another very important element that we have within Skills Commons. And one of the things we did for example is in bringing in certain states just showing you working in one state of Ohio. Let me just open it up. Here we go. And, and they had a priority for bringing women into manufacturing. So Skills Commons one of the programs has women and sustainable employment pathways. And right here, here are all free workshop training materials designed to support women in in in manufacturing in energy and utility and public safety. So here are all these free online materials, how to build resumes, interviewing, etc. That are available for you within Skills Commons. So we have both the coming back to the ingredients, the resources for you to use. So here are some guidelines about practices about how you implement them. And then finally, the services that you can actually take these materials use the library itself, and an open educational authoring tools like a builder to create the materials that are just for you to help people move online. So let me stop there. I think I've got under the 20 minutes and provide 10 minutes available for questions comments. And I look forward to continuing to support people's interest in this. I remember to really skills here. Let me just show you one of the things Skills Commons just you know even though it came out of the US Department of Labor. Let me just pop up last minute, I'll just show you to Skills Commons is used. Here we go. So Skills Commons is used around the world. And so, just in the last three months, you can see here are all the countries. And if I go in the last year, every country in the world has used Skills Commons resources. So with that now definitely end. So thank you very much. And I hope this has been helpful for everyone. Thank you. Thank you so much, Gary. You know when you are doing something that is you are passionate about. It's very difficult to to stop. And I know the time is limited. But it was also exciting for us just to listen. And because you started out as out on the dinner table. You started out who is the cook and what they what they do that analogy for me has has really made sense a lot of sense, especially when you try to get people to move into an OER space because they don't understand that area at all. But if you just say to them, you know they are ingredients you can go shopping for this and this and this and come and make soup. And I actually like that that without knowing what you want to cook, you won't be able to cook the right thing. So thank you very much. There's a question from Alexander, who says, do you have statistics on people who adopt those ingredients. For instance, do we have a list of all the local recipes made from those ingredients by learners and teachers. I think this is very critical to get learners and teachers to contribute to the ingredients. Yes, thank you Alexandra. Yes, and, and there's a few ways that that we look at this one is how often people are taking the ingredients out of the cupboards and downloading the materials for themselves. And so here, let me just do a quick share screen again to show you where you can see these things. So, let's go back. There we go. Yeah, and I'll just show you here so this is the number of downloads in the materials. And, and this was before COVID started. And, and this is, this is like March of this year, when, when the vaccine started becoming available. And, and this is like a 40% increase and this is almost 250,000 downloads of those materials. So that's one indication that people are taking the food out. Hello. Okay, the other. Okay. The other one is how they are serving the these these ingredients in their own organization so, and I'll just say so this is something. I worked with the American University at Rush, ala come and, and they, this is their branding this is them, bring it and then using it within their, like links within their learning management system. So, so both at the institutional side, and as at the individual ingredient side, we have that. And the last thing that that I'll show you is around. Let me, let me just show you this is around, hang on, is around our people revising and remixing open education resources right so if they take the ingredients, and they look at a recipe and they say, I want to make my own. So, this is where we are providing examples where one community college took some other ones, and then revised remixed and did all different things with them. And so we try to build some case studies of those examples. So, I hope Alexander I hope that was helpful in illustrating the option. Now I will say, people are good at taking and using, but the challenge in the OER environment is having them take their revised or their their remix materials and sharing it back into the OER library. That's something that I think we have to work on and get better at. And, and it's going to be necessary to keep all the stuff alive. Thank you so much Gary. I'm just going to it's going to be one question and in two minutes we have to be done. So, this one you just have to give us one suggestion for encouraging cost developers in higher education to use more OERs from the repository such as this, and or tips for how to support the faculty in the adoption, adoption of these resources. And also, I will encourage you because a lot of people have asked questions, I will encourage you get it to go into the questions and respond to those questions, and this question comes from Kate Richardson. So you have one minute of fame, and that's it. Okay. Affordability barriers for our students are the biggest issue in California where I've worked for many years 40 over 40% of our students pre COVID, our food insecure meaning they're going hungry. 11% are homeless. And when they can't afford the content to change their lives. Then they get stuck where they are so OER is about enabling empowering your students to reach their potential by giving them access to educational content and the faculty don't believe in their students. And I think they should. I'll say question their purpose behind teaching because teaching is a generous process. Thank you so much. I'm glad that you ended up with that on that note where you said, teaching is a general is a generous process and we need to encourage our learners to to to get into teaching. Now I think my last, not my last, it can be my last presenter. Number three is Elena Zarko. And from lemon college and Suzanne call. Those are the presenters and they will be presenting. I've lost my my space here. Please help me and I lost my space I'm dealing with so many web websites at the same time. Okay. From New York City lemon college and Suzanne call. The topic of their presentation is OER sustainable scale up for quality development as capacity building strategy. Thank you very much thank you over to you Elena and Elena and Suzanne. Thank you so much. And what a great pleasure to for us to present right now after so much of the work that I followed actually with Gary that he has done so I think we'll be able to connect some of the dots from the earlier presentations. So without further ado and knowing that time is a value would like to thank you for being here today with us and we'll take you through our presentation so I will get us started in just one second. Okay, so I think we are ready to go and just double check. Okay, terrific. So what we have today is, we will be focusing now on the topic of sustainable scale up and specifically through faculty development as capacity building strategy. The work that Dr Co and I have done in the last five years has been really focused on faculty development and how we can engage faculty in the process of working with open educational resources, integrating them into their courses with the idea of adopting open educational resources, and increasing the quality of the learning experiences that our students have without decreasing the quality of those experiences so basically reducing costs and improving learning experiences for our students. So a couple of words about some of the work that we have done so far. So Dr Co and I have been working together since about 2017. And we'll talk much about the work that we've done, and we're really eager to share with you. We've also written a book about best practices in designing courses with open educational resources chapter number four is available for free to anybody who is interested in learning more. And Dr Co has also written a book about teaching online a practical guide which is in its fourth edition, and that very much pertains to some of the topics that Gary just talked about in terms of learning how to teach online and that overlap between open educational resources and how it can facilitate and help us with teaching online so without further ado I'm going to dive in into our presentation and as I noted, we really do focus on faculty development as a strategy we found that faculty are the key stakeholders of course in addition to many of the support offices that are there to provide assistance, and also of course students but we found that by means of meaningfully and intentionally providing faculty development in the area of open educational resources we could certainly reach our goals faster more efficient, and certainly will be able to help our students be successful in the environment that's accessible and affordable. So, what we have learned in our work pertaining to OER is that faculty need to know what open educational resources are. They need to know how to find them, how to evaluate them, and specifically how to integrate them into a course design plan. And I know that we use the terminology for open educational resources, among those of us who've done quite a bit of work in this area, quite a bit, but I think for those faculty who are starting to work in this area it's really key to start with some of the basics in order to establish that strong foundation for their future work. It is also very important for faculty to have the basic understanding of online delivery of course and course materials, right? What platforms are available, we've looked at a few of them before that with some of the open educational resources there's already a platform for posting course materials, even sometimes engaging with those course materials, but again it is really key for faculty to know what platforms are available besides the ones that we already know of. So, such as learning management systems that are in many cases could be the closed platforms, which could still work for dissemination of course materials, but again, it is really key for faculty to know what the options are in terms of sharing those materials. Also we have learned, as I've noted already so in terms of the basic understanding how to present the content in the various formats open or not open, right? So there are different ways one can do that. There are certainly some advantages to one platform or the other depending to what extent a faculty member might engage students on the platform in term and some of the key considerations for student privacy, etc. The other aspect is that as I noted besides faculty, faculty also need to know and to have the continuing support from some of the key stakeholders. We've talked about instructional designers, IT, of course, librarians and we'll talk about them in a few minutes. They are really key to the success of our work with open educational resources and all of this is needed in order to build out and maintain course materials, OER course materials. So in terms of the institutional support for OER, so this is just some context in terms of what is necessary. So for us, for example at the City University of New York, we have received funding and I'll talk about that in just a second, but in our case at the City University of New York, we currently have a course, an OER course registration attribute and in our case it's zero textbook cost where students can search among a variety of courses and see which courses do not require a textbook, right. So it certainly provides that additional knowledge to students as they make their choices about which courses they will be registering for and also means that faculty who dedicate the time and effort to make their courses zero textbook cost would inform students about that course option. As I noted in terms of funding, we have found that in order for this OER work to really be sustainable, we need to ensure that there is funding for faculty professional development and development of OER courses. We know that oftentimes there's really a lot of competition for faculty time in terms of their scholarship and what's recognized. Thus, you know, providing additional funding that would enable faculty to dedicate their precious time to working with open educational resources is really key. In our case at Lehman College, we also have our library who's done outstanding work and what they have done is actually they've created a library fellowship for development of open educational resources, which I think is really taking it to the whole new level because the creation of open educational resources as we've seen in the first presentation needs to have that additional funding so that we could create really powerful, really strong and high quality open educational resources. Faculty recognition and tenure and promotion processes is really key as well as faculty are often engaged in these activities with open educational resources that compete with the time that is really valuable in order for us to recognize that making sure that they do get the credit for the time and effort they dedicate to the OER work is really key. And of course, showcasing and changing the institutional culture. I know that some of the institutions and organizations recognizing the efforts is really key so that we can highlight the important changes in the culture and also recognize those who really are innovative and really intentional in the work of OER. So one of the things that we'd like to share here I know in the spirit of the session as well. Dr. Ko and I have worked on a faculty development workshop, which is itself an OER so it's free available, adaptable, you know, we invite everyone to make use of the resources that we have shared. And on this website you'll find everything from the course materials to we actually administer our workshop in Blackboard in our learning management system, but we have downloaded the zip file that you could import into your LMS. And in about a couple of weeks we also will be posting an open access Google document with all of the materials that you could bring into any system or platform that you would like to have and our plan is also to make sure that it is posted on Merlot as well. As we know this is one of the key sources for many of the faculty and those of us who are involved in OER world to share and find valuable resources. So we invite you to use this webpage and we'll be sharing that in the chat in a couple of minutes in case you'd like to check that out. So a couple of things that I'd like to share is about the workshop structure and how we approach this faculty development workshop. I'm sure you've attended and you've sent your faculty or you've had seen a variety of various workshops and one key thing that we have found in faculty development. It is really important to have dedicated time, which is not one hour, not two hours, but extended period of time with some sort of a deliverable. So in our case, we have designed this two week facilitated so there's a facilitator in the workshop, fully online asynchronous meaning not live workshop experience on OER. And the way it is structured is actually we have three modules in the workshop and each module is about two to three days. And at the end of each module, there is a discussion. So all of the participants will engage with each other and the presenter of the workshop. And then at the end of the workshop, there's an OER course design plan as the final project. So those faculty that engage in this OER work would then develop and we'll talk more about what it looks like for faculty as they work on this course design plan. They will develop a plan for integrating OER into their teaching. I know that in the first session we looked at some lesson plans. And it would be an idea for a faculty member during this workshop to start developing lesson plans for their course, hopefully for the whole course but at least getting started for two to three weeks of the course. And again at the end of the workshop, participants receive feedback from the facilitators on the final project and also they receive feedback throughout in the discussion so it's a very engaging experience. So Dr. Ko and I have started this work back in 2017. Susan worked at CUNY SPS and then later she joined Lehman College and we continued our work. And so far we have been offering this workshop at Lehman College annually and we now have had 100 faculty who have successfully completed this workshop. In terms of our approach to how we recruit faculty, so there's a general call to all faculty interested in participating and recommended by their departments. And we have two workshop developers so Dr. Ko and I, and in terms of the facilitators, we typically have one or two facilitators, sometimes one lead facilitator and the other facilitators present and available to answer some specific questions. And we always try to involve our OER librarian. I think I might have seen her today in our session. But again, this is a great resource and I think for those of you who have OER librarians, make sure that you utilize their expertise and experience and invite them into your work that you conduct with faculty. So now I'm going to go ahead and pass it on to Dr. Ko to take us through the workshop and some of the specifics. Okay, so hi everybody. I just want to say, of course, this was, this is the way we deliver the workshop. But on the website, you will be able to, you know, use the materials in other ways if you wish you could do this as a shorter kind of workshop, it could be a longer workshop. So, you know, because you can freely use whatever parts you want and adapt them however you like. Just be aware I'm taking you through it the way that we designed it for a particular asynchronous delivery. Okay, so you can see the overview here and the outcomes and this is actually a screenshot directly from our workshop. And so you can see what Elena was saying about being able to define to understand what things are, what are the permissions what are the licenses what kinds of resources are available to them. How do you evaluate it. And finally, the idea is, you know, for those of you who've worked in faculty development you may, you already know that one of the big things is to give faculty a takeaway, right. So when they leave they feel like they're starting something new. And so you create a plan or an outline, some people really end up with quite a well developed plan, even in a short time others are just, maybe they found one OER that's going to work for them and figured out where to put it in their class. The point is they go away and they can continue to work. Next. So module one, again, is the defining. What is OER, you know, a lot of faculty are not really clear about it and one of the things that they do get very confused about is the differences between something that's free on the internet, but in fact is not OER and what is OER and what is copyright and all those things which can be actually quite confusing to a lot of faculty. Okay, so we get them started with just in fact like what do you know about this already and and what is it. Next please. And then in module two we kind of get into the nitty-gritty. Well, how do you find this. How do you find these things. And for some faculty, you know they're teaching a course or in a discipline which is really pretty easy for them to find even a whole textbook. Right, that's completely OER. But for other people, it's very difficult, very difficult. And that is something that faculty struggle with and I think that going into this and working with faculty. It's very important to respect that concern. Right. Faculty want to feel that they are finding something that's going to be a value and meaning for the course. So we go into all the general collections of OER various repositories. We also talk about how could you use Google advanced search to find things. And we have them in fact do a little exercise where they choose one of the repositories OER repositories like could be more low. And they look for using, you know, their search terms they look there and evaluate what they found and they look. They tried Google advanced search to see what they find. And, you know, sometimes you they find something in a repository that they would never find with Google and weirdly enough sometimes something comes up on Google advanced that they couldn't find elsewhere. So I'm a real life, you know, hands on experience with how do I go about finding something in my area. Okay. And I should also say because of the discussion element. They are then going to share in the discussion what they found and any limitations on what they found. And sometimes people in the same teaching the same course or in the same discipline are taking the workshop together which is wonderful. They can compare notes. So that is one of the great things about having an interactive, even though asynchronous, there's, you know, an exchange, frequent exchange between the participants. Okay. Module three, it gets into the evaluating and selecting. And this is something people faculty have to really think about very carefully. And there are many different aspects to this and originally, when Elena and I did this we found a number of different kind of great, you know, evaluation lists that we found online that were pretty good. And over time and working with the faculty we discovered that they weren't comprehensive enough. So we ended up over some time developing our own list, which is an OER you can use it and next I'll show you here. So this is on our website, the workshop website, and it covers some six basic areas. One has to do with well how comprehensive is the content, how much coverage does it provide for the topic or the course. So if you get into, well, what's how reliable is it, and how, how much currency does it have so for example, you know, I deal with Asian literature and translation, and I may find something that was translated, that's free in the public domain but it was translated in the 18th or 19th century. It's just so obscure that my students would not be able to understand that translation. You can also come up with materials which may be out of date, right, it can be that the knowledge is not current. And this is going to happen a lot in any of the sciences, for example, but also in social sciences. And by the way, if something is not current, doesn't have currency, it's outmoded or whatever, you know, there are sometimes you can still use it but you'll have to add your own commentary. You may have to update it, or you may have to say you know this reflects, you know, 19th century attitudes but blah blah blah. So, you know, this is why it's so important to thoroughly evaluate an OER. It's only free, and especially those in the public domain, since public domain is considered under the rubric of OER. How appropriate is it for the course level, you know, is it material that's only for beginning stages in that field, or is it too advanced. And then how easy is it to access, like can you actually, can you download it and reupload it or do you have to access it on a particular site, then accessibility in terms of being able to be accessible to all learners. So what format is it? So that's a very practical material aspect. How customizable is it? Is it free to use versus completely open? It doesn't have maybe some limitations on the license, do you care? And then finally, something that a lot of faculty in certain fields are very concerned about. Are there any time saving resources or supplementary resources like quiz banks, like project ideas, like additional readings, you know, all kinds of things like this. So when you go to this, you know, list, if you want to use this as a criteria list for yourself or your faculty, just bear in mind, you are able to, you know, add your own criteria as needed. And I always think it's something important to consult with librarians early on in the process, this is what we say to faculty, that a lot of times there are things in the public domain or there are things that seem to be free, but frankly, they're not well labeled as to how you can use them, or even who put them together. And this is where librarians can be so helpful. Okay. So Susan, I believe you're already over the 20 minutes. Yes. Yes. Okay, sorry. Because you only have five minutes. Actually, I'm going to wind it up. Sorry. So this is the final project. It's on the workshop site. This is planning out your course next, and it just shows you they identify the areas that they want to replace old former content with, and what are the licensing conditions because when you're looking for things if you don't jot that down right away it's very easy to forget. Next. So these are some things we've learned. And I'm just going to point out one that's important is faculty don't care about mixing. They don't care if they mix. Oh we are non oh we are free but not oh we are or library subscription, you know, paid for electronic subscriptions they care about whether it's good and whether it's going to be accessible to the students. Okay. So that's the book. And we had a free webinar as well. So when you download these slides they are on the webinar site. And we did a webinar for Rutledge, which is linked to here. Okay, thank you so much. And you're welcome to contact us. I think this is a very much enough questions. And because Susan took. Sorry about that I lost track. You answer the questions. There was no bell where was the bell. Now we are going to ask Verena and Nicole. We are going to speak to us about open voice versus project over to you. Two seconds I'm just going to share my screen I was answering badging questions in the chat, which I'll keep going once we get through this. Hello everyone will get started knowing that everyone's on a schedule today. Welcome to the into the open podcast project which discusses exploring open pedagogies and voices through podcasting. This is a goji and fellowship project. And I am Dr Verena Roberts and Nicole Newtsling will also be presenting with me today. Awesome nice to meet everyone and let's get into this we're going to start off doing a bit of a land acknowledgement. Dr Roberts and I are both actually we've moved around a lot. So we have a few different land acknowledgments. The one I include here is from treaty seven both of us work out of the University of Calgary. So this is our territory that we are very grateful to be a part of part of giving a land acknowledgement in Canada to requires not requires but encourages an action. And so as part of reconciliation, my action is through this project actually bringing in as many perspectives and voices, especially those that are not often heard and in that case in Canada it's often our indigenous populations. So we're really honoring the oral history and oral traditions that have brought us to podcasting for me. So, for you know, do you want to your side. Thank you Nicole I'm just going to read in the spirit of respect reciprocity and truth we honor and acknowledge more can assist us on the traditional treaty seven territory and oral practices of the Blackfoot Confederacy, six, and I pecani, as well as a Zyna Coda and Tsutsina nations. We acknowledge that this territory is home to the Métis nation of Alberta three within the historical Northwest Métis homeland. I also want to acknowledge that I am an uninvited visitor on the Haudenosaunegah Confederacy and Mohawk territory based out of Beaconsfield or Montreal, Quebec. I also want to acknowledge all nations indigenous and non who live work and plan this land who will honor and celebrate this territory. It's also important to recognize that this week is our Canadian truth and reconciliation week of reflection, and our day of reflection is December 30 2021 where all all educational institutions are encouraged to stop what we're doing and think about what's really going on in Canada in terms of truth and reconciliation and how we can best support our indigenous students and peoples across Canada. Okay, so now we get to how this really connects to our podcasting. So I'm Dr. Vrenna Roberts and I am part of the GOGN network and the GOGN network is the global open graduate network. So I completed my doctoral studies and open educational practices and I finished in 2019 I believe now is a bit of while ago, but I'm currently an instructional designer with open learning at the Thompson Rivers University. I focus, or I specialize and lead the ZTC the zero textbook cost project which is so exciting because I live and breathe open. I'm also an adjunct assistant professor with the Workland School of Education University of Calgary. And this is part of my postdoctoral work that, and you'll learn about a little bit about this as a result of working on a graduate course and leading a graduate course. And Nicole Nussling was one of my students. Yeah, so my name is Nicole Nussling. Again, I was one of Dr. Roberts or Vrenna. I never know what to call you anymore. It's kind of transition. I was a student at the Workland School of Education and Educational Technology. I now work as an instructional designer and e-learning specialist for a couple different organizations. And I am kind of the reason I sucked Vrenna into doing podcasting. So why podcasting. It started out actually I was working in the Middle East. Last year during the entire insane it feels like about 100 years ago but the initial shutdown of the because of COVID. And so I had the opportunity to join in on a podcast that I found and got connected through Twitter. With and it was great because in Asia they had locked down a couple months before we had in the Middle East. And we locked down in month or so before South America and North America. So it was a good way I found a really gaining a bunch of knowledge really quickly, changing my practice and being able to influence my practice so I could, could help my students in the best way possible as we transitioned online. And then it allowed me to really I have a lot of I worked in South America for four years before the Middle East. And so I was able to transition all of that knowledge through a podcast to my colleagues that I worked with in South America and they adapted their program. And so I was like there's something to podcasting there's something about being able to transmit knowledge and so rapidly using this medium and so I wanted to explore it further. And bring you on to this way. So this project came about because as I said we're with the goji and network and that with the goji and network we focus on our dissertation work originally and then we think about how it can expand into different ways around the world globally. In this case in particular as again we'll get into a little more detail. But we'll show you how my dissertation connected to teaching a graduate student course, then expanding upon the idea of open education within our university. Then connecting with Nicole so she was able to apply for fellowships and do her own research in open learning, and finally connect with postdoctoral research as a result of the process and actually co designing and creating open educational resources with our students, as well as with instructors. So when we think about open learning design intervention I just want to start with the first version, which came about at the beginning of my dissertation. You'll see my little son on the side and it really focuses on the idea of by God ski. And the fact that when you give a child a stick he sees it or she sees it in their own way and they will play and develop and and use that tool in the way that they think it should be used or they think it could be used. And if we gave each student in our courses that opportunity to to take that learning artifact and develop their digital literacies through in intentional interactions collaborations and connections that we could eventually expand their personal learning networks and develop open learning strategies or open learning connections around the world. The second version after my dissertation evolved into a more kind of structured layer so that we I believe that it's always taking reflections and so that reflective practice became more important, and there were kind of stages to open learning networks. So we have building relationships, co designing these learning pathways that we're talking about building and sharing like making making that learning visible showing evidence of that learning in visible ways. Building a sharing that knowledge with others and building, and that will lead to building personal learning networks. So that was version 2019. And finally, that it added to that is the open learning cycle and you can read more about this but it really the fundamentals are essential conditions of open learning open ed practices and open learner awareness lead to sharing ideas and knowledge with each other. And so finally, as a result of all of this research. Whoops, we missed one. So, so yeah, this is what we were working on when we looked at the courses that I had designed that Nicole was actually in, and we'll see that open learning design model goes from process to product. So process is the emphasis to get to that product which can be an OER or not. And that's through reflection, multiple feedback loops and co design, as we can see here. So we chose to take this model and apply it to our podcast research. So I think what's important to know is I went through this process with Dr. Roberts as my instructor, and we developed an OER a press book. So I've been through the process once, and I just wanted to go I guess subject myself to the process again, but this time with a different medium. So I've been through this, this whole cycle, one entire time and this time I was like hey I want to explore open at a deeper level, but this time through podcasting. So we're going through it again. So I'll go through a bit of a timeline. So we started off by learning. We are very fortunate through Goji and and through Dr. Roberts to be able to connect with some incredibly intelligent individuals. So we started doing a survey just to understand all about the world of podcasting. It was very new to me. I'd been an involved as a guest in one podcast before and that was it. So in the first stage, we had to kind of refine and define our content and focus and decide who to reach out to. This was a hard stage because open, as many of you know has, it's enormous like tackling the whole thing is just somewhat impossible. So, so really refining my questions and what I was curious about and maybe skeptical about in some ways really helped us hone in on on who we're going to talk to. We're currently in the building stage. So we're working on developing the actual content of recorded to podcast so far I've got a third one coming up next week and have finally finished editing which I will talk a bit more about later on so we're in that I'm interviewing and talking to as many people as possible to start to build these actual podcast episodes. And then we'll get to the final production stage and then we'll move into some feedback getting feedback and doing a bit of research on them. So part of it right now in the whole refining and building stage we're realizing once you get going in the world of podcasting you see what's already out there and so we started calling this open voices and we're going to have to rebrand a little bit because apparently someone also also had that idea. So it's, it's kind of a I can feel like I'm completely going back and forth all the time and, and learning each and every day that I go through and try something new. So the next one. There it is. So the intention behind originally doing this part of it was I wanted to bring in other voices in North America you generally just when you start to get into open research as a student there are a couple names that really pop out. But I wanted to hear from other people I've lived overseas and in South America for for four or five years. And so I really wanted to bring in other voices that aren't always heard and the student voice I came in from a student perspective and and you don't hear that a lot of the times especially students that are creating and developing oh we are so I wanted to be able to bring in some more perspective and voice. It's also about developing community I found the goji and community is incredibly supportive, and allows me to be able to explore and, and supports me in doing things like this but I wanted to continue developing that and I thought podcasting would be a good way of connecting with other people and developing it. And then we wanted to look a little bit at open data collection so because everything exists in the open world through podcasting. If it comes to researching and analyzing that data what are what ethics are involved with with openly access content. I'll let you go into co design. However, as we started actually completing the research project, we realized that the co design element was almost the most important element of this whole project. And I'm just realizing that you have a different copy of the slides Nicole. So, I have shares. Yeah, do you mind stopping for a second. Because I just want to really show host disabled while presenting go back Nicole. I'm going to put it you won't see all the links but you'll get it in the, in the, the PowerPoint that we can share. So the number of different ways in which the process of this like this open research process created OERs, or different OERs, for example, that we created an ed tech ethics press book so we created each of the students in the course originally created their own chapter and the instructors and program directors also contributed. This led to a blog that supported future students to help them with we also had a hashtag that tech ethics hashtag. We also had ed tech ethics presentations completed by students and not the instructors that things like the open ed conference. We have a what's called the talent network at the University of Calgary, and it's kind of promoting innovative and different practices across campus. So we had them come and interview us to find out more about how we were connecting with students and promoting open learning and open educational practices. Nicole was able to start an open ed fellowship, which I thought was really interesting because I had the open ed fellowship and now she had the open ed fellowship. We were able to apply for this goal. From that fellowship to create blogs, and within those blogs we are curating and collecting multiple resources to share all of this content that we're learning all, all these different resources about podcasting around the world. And finally we have an open webinar series that we've been asked to do at the University Calgary which is open to the world as well, where we're promoting we are but we're also expanding upon it and using and exploring open educational practices equity and education, UDL and us kind of borrowing or adapting from the Mandela University that open ed influencers. So a big shout out to Dino Fransman and the work that his amazing team is doing. Basically the never ending project or the never ending story is what co design has started. So keep going. So what started out as voices really around the world turned into a change of voices and directions specifically to a skeptical version of what is open all about from a student perspective. Keep going. Oh, sorry, I'll take this one. So what we did was we looked at the online survey you'll we just put the results right here that while we made have thought that we wanted voices from different countries in particular maybe doing some podcasts in different languages, what we did go to and community and really the community that completed the online survey wanted were student perspectives, they wanted to hear not from the, the people who might be passionate and devoted to open education or as I was told who drink the Kool-Aid those who drink the Kool-Aid. People wanted to hear from those who aren't drinking the Kool-Aid, but would like to learn a bit about it and to find out what's going on within the community and open education and how they can can figure out if this is something for them. So go ahead, Nicole. Yeah, so taking that kind of critical approach and from a student or a former student I guess at this point in time for me. These are kind of the episode themes that have emerged so we started with the beginnings we thought it'd be important to situate ourselves and kind of explain who we are and why we're doing this I pulled in Heather van Struen as well who's another. She was a former student in the course that I often reflected with as we were building an OER so I pulled her and she's got a great voice as well so she's good for radio. We're going to do one on sharing is caring with Alan I do believe Alan's in this meeting right now. I'm really curious about the concept of sharing I do think to a certain extent from a student perspective as well sharing is a bit of a privilege. I'm not always in that position to share everything I make because I do have to pay the bills. So it's kind of I'm really excited to talk to Alan about the concept of sharing. I've talked to Helen DeWard about navigating digital networks so just what it means to be digitally literate in the open educational world. If you click on the links here the episodes are actually uploaded. We haven't posted them anywhere else yet but you can have access to them here. I'm excited to talk to Dr. Cronin Catherine Cronin Cronin and hopefully get down to Uruguay where I used to live and talk to a few people down in the south about open for whom again it's all about equity. I've lived in different places in the world and and I can see the power in being able to use and access. Oh we are but when I'm working in in Uruguay for example, I'm getting content that's Canadian or North American usually specific and it doesn't always work for where I'm I'm teaching or where I matter or my students and my kids so I'm really curious about about designing to include the global south and include those voices. Together together I wanted to talk to Dr. Bar Brown and Joel Templeman is another student who is involved in the OER process, just about the idea of combining brain power and building knowledge through connections, particularly through Twitter we did a lot of that work in our when we developed our OER so I'm very curious about working together with others in networks. And then I do want to do at least one episode on reflecting on how it's changed my mind, or maybe hasn't, or how I want to continue working and where I situate myself within open communication. And then I'll do a little just quick if you're looking at podcasting. I'm learning a lot of lessons I am not an expert in this at all, but some of the tech tools we're using. I'm using Zencaster to do all of the interviews and recording. The reason behind that is you can download separate files so all of the voices are separate it makes it a little bit easier for editing. So I'm going to download bump in the road when it comes to Zencaster but I'm getting it figured out. It's also a free tool unless you want to do some post production within it then it charges you but outside of that it is free. I'm also using audacity to edit again I'm slowly getting faster at this it's a free open source audio editing platform. Again I'm trying to use as much open source and free as possible. In audio clips I'm realizing storytelling is really adding other audio besides just my voice in there. And so I'm pulling a lot of audio clips from Free Sound and Sound Bible which are both open source areas where you can get a bit of audio. So lessons learned, recording high quality audio is important I'm already seeing this as a digital literacy skill for myself. I live really remotely in BC and so oftentimes I have audio issues just based on my Wi Fi connection which I can't do much about but I'm working on. And then editing takes 100 times longer than you think it will. Again I'm getting faster as I learned some skills and and I'm getting better but it does take an incredibly long time so we've got two episodes down. Hopefully three more by the end of October and then we shall brand and release to the world. So I'm just going to bring that up. Do you want to summer up. So just to summarize, I think what we're really focusing on here is to build open learning is not just to, to look for those OERs and adapt them but it's to make them and create them and consider co design, especially with your students. So then the students and the instructors, learn together. Thank you and I think, Nicole, any last notes. I think that's it if we've got any questions I got lots going on in the chat that I'm trying to. We can read the chat. I might go through some of those or let. Yeah. Thank you so much Verena and Nicole, and this was very, very interesting. And we're coming up with a different point and I like the idea that it was about students because we do forget about students when we are busy with doing our work. And, and that's the truth we think that this is something very good that we are doing and students will just come in and do it. And when they don't do it we don't understand why they're not doing it. But I really really like your focus on your own on students. And the other thing that you talked about was open for whom. Because yes, if we are not careful, we'll find ourselves in the same situation that we're in those that have resources will continue to to give the resources out. And again, I know in developing context they talk about colonialization of knowledge. And, and maybe we need to guard against that if we want to be inclusive because it was central to open education is intrusivity. So if it's inclusive then we need to talk about that. There's someone who asked the question, I think regarding the transcripts. What it gives, do you make transcripts available for all podcasts at the time of release. I think this is a very good idea if you haven't thought about it, because then you have to think about students with hearing impairment. So students who are coming from other contexts where they may not they may not hear your voice properly. So they need to go through it and, and listen, so that they can be able to understand what you're trying to to say. So that's from Kerry gifts. What do you what do you say about that. Well, I think the really important aspect here is accessibility isn't only about what we're talking about access like UDL or universal design for learning to support all students and accessing the content. Accessibility is also about having the infrastructure and support for all students to have access to what we're talking about so even as we were creating the podcast for example yes we we have created transcripts and we figured out how to best support our students in that way. We've also tried to figure out how to best make trans or make podcasts with different digital tools so that they're actually open and accessible to all. So that whole idea of open for whom has always been in our thoughts. And I think that's why we started with our indigenous acknowledgement because in Canada. Many of our indigenous students do not have the infrastructure and access and access to learning that some of our urban students might have. So there's different aspects of open for whom in different ways there's the social justice perspective there's equality. For voices but accessibility has become a really interesting topic as we've been researching and completing this project would you agree, Nicole or your voice is important. Yeah absolutely it was from the beginning we really wanted to or I definitely wanted to include even other languages. I think that I'm realizing as we go just how enormous it is especially for two people to do. I'd love to have we have the transcriptions done in English. I'd love to be able to sit down and translate them, like even just that right there opens, but I'm limited because I mean I speak some Spanish a little bit of German and and some that's still even with that just limits me. So it's also in a way, looking at how it can maybe sit with go Jen and expand and grow so you can bring those other voices in that are maybe at a better place to access other people. Like right now I welcome I have nobody yet because I don't have those connections and now hopefully I do from Africa, but hearing what's going on in Uganda, like that to me is what I want to amplify because we don't always hear that. We're all up here in the great great far far north. So just being able to reach out through these contacts and through these conferences are great. But I think with podcasting you blow that open to the next level. It's not just like I have to pay and be able to go to a conference now as a student or if I'm curious about open I can, I can listen to that online and I'm free to go to the go to a conference or wherever this gets hosted and hear about this project in Uganda and that gets me really excited. I don't have to go to a conference for that. Good. Thank you very much, Nicole. And a lot of questions here that are not even questions, suggestions, and then a number of suggestions on how to make transcripts from from audio, you know, but still, I think all of them are saying editing is a labor of love. I think it'll be interesting to see that progression because the first couple are rough. I'm not going to lie. So hopefully you see my skills improve. I think it's important to mention the intentional open learning design as well so everything we've done. We have tried to intentionally make it so it can be adaptable transcripts anything that's created because we we want to think about how hard it is. Like that's why we're taking the time to do this because we realize it is very time consuming to actually make open education resources. However, when when the students made them themselves, then they started to understand what is copyright. Why is it even important. It had no meaning to them until they actually used and created and had were expected to add those kind of or considered they didn't always add them those kinds of licenses. And what tools to use, like all those questions. Yeah, as I see them all in here. It's hugely time consuming. It's not free labor of this whole labor of love. And that I think too as a student just getting involved in this too is is a question I have about the sustainability one area we did touch on was the whole idea of reciprocity so when you start out I think you you're really happy to take you're like awesome these resources are here I can use them. But then I think it's another stage to be able to create them yourself and and put that time energy and effort in and again I go back to it. In some ways doing that and sharing if you're not sponsored or you don't have a fellowship like I'm very fortunate go Jen is helping, but I can't necessarily afford to do that so it's the sustainability of it really is interesting to me because I do want to see this continue and go I've benefited immensely from from OER and from OEP but it's how do you keep that going. And it's not all about the take it's about how you give back, which is just as important and I think that that's what we emphasize with our open educational practices. Alexandra actually says, and related to the discussion of transcription it's useful to remember that much work or open education work is invisible labor, often less glamorous and more effective than say science. Yeah. That's a very interesting point and and maybe my belief is in line with this until we go back to education for teaching and learning because education is, you know, gradually moved away from teaching and learning. There's nothing wrong with research, but but again, you need to put emphasis on certain things when the legs are not equal, then there's a there's a problem there when the mission legs are not equal there's a problem there. So people who tend to focus on something that they're going to benefit from and I think, even other other other speakers other presenters refer to that, that if people are, if you benefit from something, then you're likely to go that route, and then live out to this because this is very interesting but when you get stuff stuff always say, well, and I have, you know, I have to do research in order for me to be promoted in order for me to get this. So again, if these things are not added into reward system of universities will keep on having problems and a few people who are doing it with passion. I think though that too is why bringing students in was so powerful. So me being a part of that entire creation process and co designing an OER. It's not just on the instructor then are on one individual who's working at the university, they're then teaching me how to be able to do that. And so if that becomes an interest area I now have some of those skills and an understanding of open or even a copyright or creative Commons. I haven't done that before. So going through the process I learned those skills as a student and now if I choose to which I have, I can continue and apply that in in different areas and I think that keeps going it's not just the idea that opens important. But it's again we're talking about capacity building I now feel as this, like I have the capacity and understanding to be able to go, Okay, I want to push this podcasting project, or I want to push it in this area, let's give it a give it a shot or give it a try. I think that's what it comes down to with capacity building for us it that co design was enormous because you're affecting now you have 50 students and and say half of them go out into the world and and now understand how to create and contribute. You're helping with that that cycle. I agree with you that you can't focus on the tenure behind this for me. So for me the goal that this is an example of of sustainable, like a learning ecosystem in open, and the impact is that others will be able to share and it won't all be on me at my university, for example, and I think that I've seen that around the world and modify that approach, but I do agree that it doesn't exactly benefit me I'm still an adjunct professor I'm still a session. Those those kind of rewards aren't there for me yet, but I am a teacher first. So, nothing makes me happy or even teary right now having Nicole, you know be here with me, and knowing that she's sharing the love of open learning for others and so I have to prioritize. And that's more important because sharing is education and sharing is caring. And we are in education because we're in a sharing. That's we have to be at every reason. It's about sharing. Otherwise, we wouldn't be here if we were not about sharing. Exactly. So Alan has a nice comment here. He says when I took media classes the one student said they worried about the most. They worried about the most was audio I suspect it was that common thread of hearing our own voice until they learned about editing audit audio can be like text copy paste and the art of layer and sounds to create some soundscape background sounds effects audio. So all those things and you will read that but I thought it was quite interesting. All your stories to storytelling is under appreciated for what it takes to create a rich experience and I'm thinking of oral cultures cultures that are really embedded in oral cultures storytelling. It's one area where people actually come go go go with understand the story better when Jerry was speaking here she said he started with the analogy of a cook. So it was a story that he told but that story was telling us about what is what the services are all those things that I needed. So thank you so so much colleagues. My my clock is. Thank you so much but please go today and add what you can add. And then our last speaker for a day. And for me, it is eight o'clock at night. And maybe for many other people other people is in the morning. But our last speaker who's standing between me and my bedtime is a Brian McGerey and Christina Riemann Murphy, who will be talking about building stakeholder capacity for all the reviews and creation through a multi tiered system wide faculty development plan for open education at Penn State University. Over to you Brian and Christina. Thank you. And we will not go too long so that you can get to bed. My name is Christina Riemann Murphy, and I'm the Sally W Kellan librarian for learning innovations and I'm a reference and instruction librarian at Penn State University at the Abingdon campus which is outside of Philadelphia and Pennsylvania. Hi, I'm Brian McGerey I'm the learning design and open education engagement librarian at Penn State University. So we'd like to begin by acknowledging that the lands we are presenting separately on we're on opposite sides of the state of Pennsylvania. We're from the traditional territories at the Shawnee and money Lenape peoples. However, Penn State University is a land grant institution, and thus its campuses are located across the entirety of Pennsylvania, and on the homelands of many tribes, and we acknowledge and honor the traditional caretakers of these lands and strive to understand and model a responsible stewardship stewardship. And we want to thank you for staying staying on till the end of this session to listen to us talk about how at Penn State for building stakeholder capacity for OER use and creation through a multi tiered system wide faculty development plan for open education. I think we probably all know or many of us know that faculty development around OER is complex and multifaceted. And I am just here to share how we are building capacity for that, when it comes to faculty development around OER. So we're going to share our context and our goals, and then the five steps we took during this process. I want to give a shout out to Jeff Galant who's here. Jeff Galant I'm sorry who is from Fort of learning Georgia who was our mentor for the spark leadership program where we primarily have the support to do this work at Penn State libraries. I also hope you're going to leave with so one possible model for how to do this at your institution, along with a resource to do that. And if you're tweeting please use the hashtag only global and you can tag our handles which are up on that screen. So just to give you the context, Penn States open and affordable educational resources working group is currently undertaking a strategic planning process for OER services and support. We have a number of early OER initiatives, going back actually, probably almost 20 years now at Penn State, led by various disciplinary units that were the results of early efforts to improve distance education. When that was a new thing, right, but the value of open and affordable educational resources to both distance and residential students quickly became apparent. And I think we all know that it even more emphasize when we were all temporarily distant. These little affordability models run out of university libraries and our teaching and learning with technology unit led to a more direct support for funding and faculty development for adopting, adopting and creating OER through a number of different grant grant funded funded models. And so after several years of these standalone programs, these individual focused faculty development programs and these grant funded models, the working group really wanted to take lessons learn from all these experiences and combine them. With ideas on based on open education initiatives happening elsewhere in order for us to develop long term strategic support for our stakeholders at Penn State. Across all of the campuses, which I think we have I always go back depends on the you count, you have something like anywhere from 22 to 24 campuses plus World Campus. So as fellows in the spark open education leadership program. We structured our collaborative capstone to support this work. And our overall goal was to create a plan for scalable faculty engagement for both us and the faculty and various professional development initiatives that would help us continue to support individual faculty, while also developing some more collaborative open education programs that span our units and our campuses and our locations. So Brian and I are also part of a small faculty development working group composed of individuals from university libraries and teaching and learning with technologies who were the most heavily involved in revisioning Penn State's open education initiative initiatives. And that group is working on a plan that ultimately the print plan that Brian and I worked on that covers the following five goals. This is what we decided very on. Our five goals cover first of all faculty intake and onboarding. How do we bring them in and how do we move them through the faculty development they need in a way that makes sense and helps us keep track of them. And that was scalable for us to right now a lot of it was individually happening through email. Or people were part of a program, but there's no larger model that was our one goal, streamline some intake and onboarding. Our second goal was to design and develop a scaffolded approach that supports all different types of OER labor adapting authoring creating, but also that introduces open pedagogical open pedagogical practices and centers diversity equity and inclusion. Our fourth goal was that we really needed a robust communication outreach plan, thinking like wondering if we needed to create a network of people involved in this. In order to meet any of these goals we also had a fourth goal which is to upscale additional instructional designers and librarians from across all of the colleges and campuses who can support this additional faculty development. Right now we have a few people who this is their position but we don't have a whole OER team that's designated as a team. So we're looking forward to taking advantage of huge number of people that we have at Penn State. And finally of course assessment is always important. We wanted to develop a strategic approach to assessment, because what we were doing was minimal to determine various impact course cost savings is always an impact, but student learning as well is something that's really important to us as we start this process. We accomplished our scope. We completed a review of strategic plans at Penn State which is always a good place to start right to look at your own documentation. In order to make sure that our efforts that we were about to undertake across these 10 months would clearly align with institutional priorities. And ultimately which would help us make the case for the resources necessary to ensure long term viability of our efforts. We determined areas and those are the ones that you can see on the right side of the slide here. Areas of the strategic plans which explicitly either called out OER or other terminology and goals that related to our planning efforts like affordability so that many most of them did not say OER, but a number of them talked about the affordability and the cost of the Penn State education. Many of them mentioned access, teaching and learning. Pedagogy, sustainability in terms of sustainable educational plans. And so then we went through and we reviewed it and coded strategic plans for all 22 campuses. But there was also a strategic plan for one Penn State 2025, which is the university's goal moving forward, and university libraries also has its own strategic plan. And then we created this beautiful chart that mapped the plans to the components that we coded, which I will show you now. No need to like get close. It's a lot on a very small text. But just to give you an idea of what we did, those are all the units and campuses on the left that we looked at their strategic plan and then across the right are those instances that we were looking for that affordability access teaching all those things. So we were trying to score, you know, how good any campuses or units strategic plan was that was what we were looking for. We were more looking for how often are these things appearing across all the campuses at Penn State. And so the big ones that came up were affordability and cost was often mentioned. So if you're doing this at your campus, you know, an OER isn't in anybody's strategic plans that affordability can be a good way right to get at some of these things. And of course was very highly mentioned learning and student engagement was very high, as well as innovation, right and OER can often be seen as innovative, or talked about as innovative, and then finally collaboration was really important because that was one of our goals. How could we make this happen across more Penn State campuses and how can more units work together to advance these efforts. So once we did that, we conducted a SWOT analysis. Maybe we should have done the SWOT analysis first but this is just the order that we did it. We realized that we probably needed to get a handle on what we were doing and what was working. What were our strengths if you're not familiar with the SWOT analysis it comes from the business world. S stands for strengths, W stands for weaknesses, O stands for opportunities and T stands for threats, which always feels harsh, but there are threats. So we did a SWOT analysis, we're both the state of OER at Penn State. And we also did a separate one for our existing faculty development program. So I just highlighted some of the things here right we have administrative support in terms of successes, we're aligning with strategic plans that's great. We have an open liaison program for librarians, so we already have a small network. And we have support for faculty development, which is great, and they have gone well. Our weaknesses as I mentioned before we don't have a lack of dedicated OER unit or we don't have a dedicated OER unit. We need additional human resources to scale up. And as you mentioned in the previous presentation, and I love that resource that you all mentioned the doers. I think collaborative work about promotion and tenure. OER work is not currently recognized in promotion and tenure at Penn State. One of the more opportunities, however, is that Penn State's 2025 strategic plan does use the word OER, which is great, right, that was awesome for us. There's donor interest in OER, which is always important. And the existing faculty development materials that we've multiple units have created are easily adaptable, they can do things with them. Some of our threats that we saw for Penn State is that subscription textbook models continue to be popular for faculty personnel turnover, right, our human resources can always potentially be a threat. I guess you could put, I never want to say that COVID was an opportunity, right, but it certainly showed the importance of OER, some people have mentioned. And then finally, you know, contingent faculty are not a threat, but a threat to an OER program is that contingent faculty are often the most ardent participants, but they're also the most at risk, right, which impacts sustainability. Once we did our SWAT analysis, I'm going to turn it over to Brian for our next step. Great. So to kind of help us look for some further areas to improve our efforts at Penn State, we also gathered information about open education faculty development happening at our peer institutions. And so this part of the process for us included both like looking at the scholarly literature on this topic, but also looking at institutional websites to learn more about the initiatives happening at those institutions. And so in order to kind of have a realistic scope for what we were doing, we decided to limit our website reviews to just institutions that were members of the Big Ten Academic Alliance, which is a consortium that Penn State belongs to. And it's what administrators at our institution often point to as kind of our peer group for comparison purposes. So that means a lot to them. And we also looked at websites with a few additional relevant peers that is sort of in our regional area. In addition to that, you know, we were looking for any kinds of noteworthy programs that we came across, you know, through our professional network. So maybe things that we saw on a listserv or that we heard about at a conference like OE Global, you know, lots of sorts of informal means of learning about programs that folks are doing. And so then from all of that information gathering, we were able to come up with kind of a category is category. Why can I say not say that word today categorization of all of these different kinds of initiatives. So, whether that's, you know, workshops, faculty learning circles, asynchronous courses, digital badges, lots of different things like that. So we kind of took all of these things categorize them and documented any ones that seemed particularly noteworthy or, you know, things that we might be able to implement in our own context. So a few of the things that we came up with that we'd like to implement beyond the things that we're already doing are a social justice grant program. So having, you know, monetary support for we are projects that are really aimed at encouraging the creation of we are that promote diversity equity inclusion and accessibility. Also having a cohort based fellowship program centered around pedagogy, which is a big area of interest for Christina and I. Also a high impact grant program that that's targeting more sort of at the departmental or program level, you know, with a massive institution like Penn State, in order to be able to make a really big kind of impact. You know, we want to try to aim for some of those larger level approaches. So in asynchronous online course for Penn State's World Faculty or World Campus Faculty Development that would be focused specifically on open education, and also a series of digital badges covering different aspects of open education so that faculty or other folks who are just in OER at Penn State, whether that's, you know, folks within libraries or instructional designers and so forth, ways for them to learn about open education. And so, you know, it's not enough to just have us come up with these initiatives that we think are worthwhile. It's also important to identify the things that faculty are saying that they need, or that they have demonstrated that they need through our different initiatives that we've already done. So we looked back at our existing initiatives and saw common themes that come up in terms of what faculty need for professional development or support with adopting, adapting, creating OER. We also want to do sort of a more formal creating faculty personas to help us further in our development of a train the trainer model that we're trying to put together for disciplinary faculty and faculty within the university libraries. And we're also going to do some further information gathering about the kinds of faculty development approaches that our faculty are most interested in, you know, whether that's synchronous versus asynchronous or individual versus cohort or, you know, badging and other types of micro credentialing. And so using the information that we gathered throughout all of these different stages that we've talked about thus far, we were able to generate a map of various faculty development programs, both ones that we would be continuing that we're already doing and new ones that we've come up with. And, you know, trying to figure out what are the things that we would like to move forward with Penn State. And so the map that we came up with identifies the logistical characteristics of all of these different programs, as well as the human technical and financial resources that would be involved in making each of those happen. And it also indicates where those different programs would be aligned with the different faculty development working groups five goals that Christina mentioned earlier, and with the faculty needs as well that we've identified throughout the process. And this map also discusses the next steps that we have, you know, specifically looking at concerns related to scalability and also potential timelines for implementing each of these, as we're trying to figure out, you know, where to prioritize our efforts initially and, you know, in the future. And so on this slide, you'll see just a snippet of what our program map actually looks like. As I mentioned, we broke things down by logistical characteristics and the people funding the infrastructure that it needs to be carried out. We also mapped each one of these initiatives to our faculty development goals. And we've begun figuring out what the next steps are going to be and putting together a timeline for all of that. This process is still in progress and our group is, you know, looking more closely at specifically the initiatives to prioritize for this fall and for the spring semester. And so going back to the five goals that Christina mentioned earlier on. Here are some specific ways that we're moving forward with each of those goals in light of the work that we've described today in this presentation. In terms of the intake and onboarding of faculty, we're sunsetting the Penn State OER listserv that we've been using, and instead we're moving over to integrating an OER focused queue within LibAnswers, the virtual reference system that we use at our library. And typically, this platform, we're just using it within the university libraries, but because of the fact that we have colleagues external to the libraries who are really key collaborators in all of this work, we're adding them in as well. And this will really help us to much more easily kind of manage and triage questions and consultation requests from faculty so that we're making sure that not only, you know, are these questions being addressed, but also making sure that the right people are being brought into these conversations. And as I mentioned, you know, we're prioritizing initiatives that we want to move forward with. And so this includes revising our existing faculty development so that our colleagues can replicate it, you know, which would help us to make it more scalable. We also want to pilot some faculty development around open pedagogy, as I mentioned, and we're also more explicitly building DEI into all of our faculty development initiatives. In terms of communication and outreach, we have a student intern who is helping us to develop a student facing marketing and awareness plan. You know, we've already done a lot in terms of faculty awareness and marketing, but that's a piece of it that we need to do a bit more work on. We're also building a communication and outreach network of faculty who are already doing we are things at Penn State, and bringing in more faculty who are who are interested in getting involved in this kind of work. In terms of upscaling, you know, we also want to upscale our colleagues so that we can spread the labor out and make things more scalable. So we're creating a network of OER leads that will include librarians and instructional designers in particular. We'll be doing a variety of different professional development programs to really help build their expertise and their capacity to replicate some of the work that Christina and I and some of our other colleagues already been doing. In terms of assessment, there's a few things that are important that we're doing. One, we're trying to create a more comprehensive way of calculating cost savings at Penn State so that all the different initiatives that we're doing, we're getting a number that is a bit less kind of dodgy. Also, one of our colleagues created an automated way of collecting faculty course material and the accompanying pricing data that goes with that, so that we can have a clear sense of who's using open and affordable materials at Penn State and the cost savings associated with that we're yet in a situation where we have course marking happening at Penn State so it's been a bit more laborious to try to get a handle on that that information but this automated bot that he came up with is going to help us a lot with that. Also, we're looking to study the potential learning impact on Penn State students from these though we are so that will give us, you know, an aspect of this that isn't just focused on cost savings which of course is important I'm not trying to downplay that but we also really want to, you know, look at the learning impact that this has on students. And so if you'd like to replicate the process that we implemented, you can use this openly licensed faculty development program planning guide that we created, which is one of our capstone projects for the Spark Open Education Leadership Program. We'll be presenting about our other capstone actually the open pedagogy project roadmap on Wednesday. During webinar 13 on inclusive and equitable we are it's in the same time slot is the session today so if you're interested in checking that out. I'm glad to see you there as well but there's a brief link there to the faculty development program planning guide. It's openly licensed so feel free to use it as as feature purposes, and that's all we have for today so thank you for attending. Thank you so much. Thank you very much. They are quite a number, not questions I think they're mostly comments, and there was a comment on your last name Christian, and you responded to it nicely. If I can tell you about but if I can just give you my maiden name you'll never even start with it so it's fine. Brian, can you make sure you put the right I put the right link in there I put the video link in there but I don't know if the other link is the SharePoint much longer link is a better one to put in there so. Okay, yeah, sure. Thanks. Yeah, and someone who I think let me just get who talked about teaching itself is only vaguely. It's only vaguely recognizing a lot of promotion and tenure processes. And that is true everywhere and and that's that's that's a problem but I think, while, while she that the person has written this. I want to raise something that I thought was very interesting in your presentation. Even when you're dealing with faculty that you have a social justice grant program, which I think for me, it stands out. And it's something that maybe probably universities can look at because the social justice mandate is looking at issues of accessibility and inclusivity, you know, all those it's principles are based on accessibility are based on inclusivity are based on equitability, which is I think the most important part, because we tend to think that if every if we put material online, everybody has equal access to it. But you are talking about how to build that to to a point where everyone has equitable access. I like that. And can you talk a little bit about it. And what does it mean, in terms of tenure. Yeah, so I mean that's both of those areas I'd say we have work to do at Penn State right so we really looked at the models out there that we thought we're doing a great job that was part of our benchmarking where we could be doing better. Penn State currently has a repository for OER but that tells you the earth and mental sciences college because that's where a lot of the we are started that's becoming the Penn State repository, and a central tenant of that is, it has to be accessible. It's important that it's going to go through everything will go through reviews and is there we looked at the BCC open campus right like a lot of us talked about how we love their repository it's simple but you can here's how you can edit it here so you can download here's you know all these different formats that you can get it. And it's also transparent that it's gone through an accessibility checklist or some items haven't yet right so there's a transparency around that too. Yeah, those are things that we're keeping in mind for us. So, to make things equitable because we, you know, parts of Penn State are. There's so many campuses, a lot of them aren't areas with pretty bad broadband access. And so that's, you know, you don't necessarily think it but we do have to make sure that anything we're creating can meet the needs of all of our students. But of course that also helps so many other students anybody else that might be using the source as well. Brian, did you want to mention the promotion and tenure. I don't know. Just the promotion and tenure question I'd say that's an area we have work to do to it. Absolutely yeah I mean and it really varies so much from one unit to another, in terms of, because different colleges, you know, even the university libraries, they all have their own criteria. That they've established for promotion and tenure. And so to try to get all of those different units to agree to some sort of credit for OER work, I think is probably going to take a bit more of a top down kind of effort to make that happen. And that's that's certainly something that that our university wide OER working group is working on but yeah there's there's so long way to go. Yeah, some small things we've done for the grant that I run at my campus. We provide all the faculty that participate a letter, right so that they can include that letter in their dossier or their promotion and tenure materials. We're also we're working on an across the camp across the campuses and OER champions award to again give some recognition you know create a thing that you can put in your, your review right that I wanted to work this things like that to just kind of elevate it but that's where the strategic plan becomes important to you know like super not fun reading strategic plans but they are important. I think even for Brian and I we were on that strategic planning process and like you see the importance of getting these OER stuff in there so if you're in a position to influence those kinds of institutional documents. They do they do help right because that's where the faculty then looked to what should I be doing and that's where administrators look to to guide you and so I think those things are helpful for also promotion and tenure but that other resource that doers. I can't work collaborative is such a great resource and we found that really helpful so whoever put that link in there thank you. Thank you very much and I well I can ask more about the social for your scalable approach because I think it was it's really wonderful to to deal with so many campuses and still try to reach the faculty development in an equitable way because the problem is that some who are in remote places never get support, you know those that have access to connectivity and all those things will be able to get a support but those that are really in remote spaces will not be able to get support. But since we are left with very little time one minute to be precise and all all that is left of me is to thank you from the bottom of my heart. This has been a very, very interesting session, if I have to say that it was interesting, we learned so many new things from students perspective to developing strategies for faculty to to ensuring that even people, young people in developing context are encouraged to get into the same. So there are so many issues that that we were dealing with, we even went into the cooking analogy that was unbelievable that was absolutely absolutely. And if if I may, can I use it Gary and then I will, and then you give me the license for it that's fine. If it's acceptable because I think that for me was brought on in terms of what is and just to explain to people in layman's time because that has been a difficulty. That has been a difficulty. So, and we have heard about faculty development. We've heard about OER courses, but thank you so much. The last the last need is the door is our, you don't do I only is is our repertoire. So please send him all the information that you have so that you can be able to put this glowing report that I can see is happening. Thank you again colleagues and have a lovely lovely day for those who are in America and Canada and, and I can tell you this day is a beautiful day because I'm going to an end of it. But rest assured, whatever that is left, you are going to have a great day. I've already had a great day already. Thank you so much colleagues. Thank you. Thank you. So thank you, everyone. Thank you very much. Yeah, really appreciate you. We hope we keep in touch together. I will keep communicating and sharing ideas together. Thank you.