 So shall we start? Welcome to this open OER dynamic coalition webinar. This is about the fifth one in a series and this one is a very special one because we're looking at capacity building on how to OER and this is of course the most important part about the recommendation because it is the principle from going from theory to practice and it is also one which is much more complicated. It's an element which is much more complicated than it seems at first. Today we have with us a very interesting panel. The first speaker will be Dr. Wayne McIntosh. He's the UNESCO OER chair in New Zealand and he's also a director of the OER Foundation and he's also developed one of the first and most widely known courses on how to OER with OER Foundation and which has served as a model for a number of other resources which are out there. And this will be followed by Dr. Jacques Deng of the University of Mutual Numerique France and Dr. Deng will be providing an overview of the work of the University of Mutual Numerique and also its collaborations with the larger Francophonie and a focus on resources in French. We will be followed by Dr. Daniel Burgos who is the UNESCO OER chair, I'm sorry UNESCO chair in e-learning at the University of Ojas in Madrid and we're very fortunate because he will be talking about an initiative in the Mediterranean and also an initiative in Spanish which is also important. And finally we will be we will have an intervention from Dr. May Ahmed Shamanji who is the director of the regional the regional center for ICT which is a category two in education which is a category two center of UNESCO in Bahrain and she will be speaking of the work of the center in the sub region in the Gulf States and therefore also in what's happening in Arabic. Now as you can see we're looking at the different languages and we're looking at the different perspectives and the reason for this is that it's the while the recommendation talks about the importance of capacity building of course there's also a dimension of multilingualism and accessibility so we're trying to bring together these elements just to let you know UNESCO recently did a mapping of existing OER resources on how to OER and it may seem strange but there are not that many it was very difficult because while there are many OER resources it didn't seem to be that there were a lot of resources on exactly how to make an OER how to license and how to work with OER which is kind of ironic because that is the first step that is needed for people to progress in this field. And while it is important to put in place policies and strategies it's really important to know how to actually use an OER so I think this is the unsung hero this topic is the unsung hero of the OER field and with that I'll stop talking and I'll give the floor to Dr McIntosh. Wayne you have the floor. Kia ora everyone and Zainab thank you very much I bring you warm evening greetings from New Zealand in the deep south of the South Island so with luck I should be able to start a screen share and get things moving so just a couple of contributions from our perspective here at the OER Foundation a good place to start is always to think about why we are here and just to recap there is no form of educational delivery that is more cost effective more scalable or more sustainable than open education so the work that we are collectively doing around the world is important work in terms of widening access to affordable education futures just a little bit about context I work for the OER Foundation which is an independent charitable organization that provides networking and support to education institutions around the world to achieve their strategic objectives using open education approaches and the OER Universitas or the OERU for short is one of our flagship initiatives I should also point out that we support smart philanthropy we have an initiative called the OERU outreach partnership initiative where institutions in the developing world can join our international innovation partnership for free and it's smart philanthropy because the organizations in the industrialized part of the world which contribute membership fees in fact help support this broader network around the world in terms of what we are aiming to do a little history history is important the capacity development course I want to share this evening in fact had its origins a decade ago uh with a little funding support from the UNESCO peer office we initiated a a wiki based course back in the day called open content licensing for educators which was one of the first open courses focused on building capacity in OER and the use of creative commons licensing and we've been through multiple iterations with this course to date we've served over 8 000 learners registered learners from more than 100 countries and it's refreshing to see how this original gift from UNESCO continues giving as we move forward a little about how the OERU works we uh we set out well more than a decade ago and colleagues like Sir John Daniel who was previously the ADG at UNESCO alerted us to the challenge that we were were facing that we had you know more than 100 million learners over the next 20 years that needed who were qualified for places in higher education but either through lack of funds or lack of provision in their own countries would not have the privilege of a tertiary education this challenge of course has been exacerbated by the the COVID pandemic you will all be familiar with some of the reports that have come out of UNESCO we know that at least two-thirds of the poorer countries the low and lower middle income countries have are experiencing substantial cuts to the education budgets and really and now is the time for OER in terms of us working together in stepping forward in helping to address this crisis the way that we work as part of a widening access to open education we assemble open online courses based entirely on open educational resources which means learners don't have to purchase expensive textbooks or register accounts in order to participate in university level courses and learners can engage and participate in these courses and and progress through to the point that if they do wish to present themselves for assessment that they can get assessment services towards credible university qualifications so a little bit about the course we are chatting a bit about tonight or in your morning and your part of the world we provide free learning and free certification the the course I originally referred to open content or open licensing for educators is in fact now incorporated as a fully fledged micro course leader 103 you can see their open education copyright and open licensing in a digital world which forms part of a larger microcredential learning in a digital age the quality of OBRU courses is is well founded we were fortunate enough to be conferred the award for excellence in distance education materials by the common wealth of learning so there are no concerns around the quality of our courses we also provide this free and open course on copyright and open licensing a number of certification options we provide digital badges for participation which are available entirely for free as well as administering a competency test in open education and in copyright and creative commons licensing which successful participants can earn a certificate of competency in this field entirely free of charge what is interesting in in terms of the course our entire infrastructure is based on free and open source software our course learning materials are published on a course website we use WordPress rather than a learning management system and that is by design we want to make it easy for any institution in the world to be able to host and replicate this open course at very low cost without the need to implement a learning management system we use a best of breed open source software technologies to support student interaction for learners who are engaging in the course as you can see we have developed what some are terming a next generation digital learning environment using this distributed network of communication technologies that are entirely open source which means that learners do not need to sacrifice their personal data in order to engage in learning through the OERU network we have another course for educators that may be interested in developing online courses using this open infrastructure called digital skills for collaborative OER development which is another open course which is available on this open platform to support UNESCO's recommendation particularly the action area around capacity development so let me just leave it there I mean I think the the work that we're doing is an illustration that while many institutions believe in the value of widening access to learning what is hard to achieve as single institutions becomes achievable working together as a collaborative network and if time allows later on I would be happy to demonstrate an online version of the course materials but let me leave it there for the moment thank you very much Wayne our next speaker is Dr. Deng and he's going to make a link I think in part of his presentation to some of the work that's been the links that've been done between New Zealand and the Francophonie and with that I am a professor Deng's presentation is in French I think so you might want to put on your might want to go to the interpretation which is the globe if you need to have it interpretation and pick English if you would like to hear it in English thank you very much Jack for his use Bonjour à tous et à tous, merci votre accueil je suis Jack Deng et je représente Université numérique de France qui fédère plusieurs universités numériques disciplinaires et je vais revenir sur ces différents points dans ma présentation donc je vais présenter rapidement ce que nous sommes les universités numériques comment nous contribuons à l'utilisation of free educational resources in the University of Paris in France, and to come to the actions that we are conducting in collaboration and in partnership with UNESCO, with ICDHUC, and the different actors of the University of Paris in French, French and Sub-Saharan Africa. The University of French Numery is several numerical universities in the field of management, in the field of technology, of health and sport, science and engineering, of humanity and of the development of the realm. So each of these theoretical universities is represented by a scientific committee that values the resources that are developed by teachers and authors. So we work for the Ministry of Education in the research and innovation of France, which defines our objectives and our strategy, and we align the resources that are produced with the models of the different diplomas, and we develop the representation of French teachers in international institutions, in the services of cooperation and development in the different countries. And we combine the expertise of the different disciplinary fields of these different numerical universities with transversal actions, following the awakening, the sensitization, and all the transversal skills. Finally, we act to disseminate the results, the knowledge, the understanding of free educational resources within the establishments and within our partners in the international cooperation. Our actions take place around several priority areas, the transition between secondary and secondary teaching with the break-up that it represents in the learning methods and in the investment mode of the learning. The success in the lessons, followed by the first three years of lessons that are a challenge in terms of imitation of failure. I already talked about the development of transversal skills, and of course we support this new technology to use the different emerging technologies. Finally, we work together with our capacities, our resources to improve inclusion, digital in France, and also in the different countries members of the French community. Here is a little bit of the panorama of the resources that we have that serve the learners to learn, to train, to prepare the exams. We have resources for videos and MOOCs. All these resources are accessed through a national portal with, I would say, resources validated by a scientific committee, validated by pedagogical engineers, indexed by human standards that will evolve into MLR, and are mined by a standard that allows the whole group of actors to learn. We support these technological developments to then migrate to national MOOC platforms and coordinate exchanges between these different platforms to spread as widely as possible the resources in our different countries. Beyond resources, we also have common diplomas that we are working on. One of the examples in terms of inclusion and the SONAP project that is common today is the design of a university group that represents a 100% online diploma from its free educational sources and which, they have approached from a superior point of view, the learners, who, unfortunately, have been brought back to the course of their studies for different difficulties. They are people who can be prevented, who are at their home, for reasons, for example, medical, who are in places where the universities are not present, but where the collectivities have put together a connected campus, a third of them, and that can also be applied to people who are in detention and who want to prepare their conversion for the release of this environment. So today, we are working a lot with our colleagues, Ali from the CDE, from UNESCO, the virtual universities of the African countries, at the service of the implementation of the UNESCO recovery on free educational resources. And in this context, we have created a group of francophone work that was launched by the French minister, ICDE, our university of course, and various members of South Africa, which I will come back to. So the group was formally launched in March 2020, due to the pandemic, and we have been able to develop our activities since that date. For the members, I have mentioned them, we are in UNESCO, the French National Commission for UNESCO, the International Organization of Francophones, ICDE. With ICDE, the partnership has been three in the same way, where ICDE says, first of all, an anglophone population, an anglophone apprentice, and we bring them a look, a capacity to use with the countries and the actors of the world of francophone. We are already in contact with the partners that we want to participate in this group of work, virtual universities of different countries of Africa. Today, the Senegal, the Mali, the Congo, from another country, also ministers in these different countries, because the articulation between ministers and crucial universities to adopt policies and national strategies that are consistent, and also, we must say, physical universities and partners in the lexical sector. So, we support initiatives that already exist, as initiatives of the Ministry of State of UNESCO, to support the state of Israel, Burkina Faso, Mali, Niger in Senegal. We have contributed resources for the platform of the pedagogical community of the Republic of Congo, and we deploy resources, I said, in partnership with universities, virtual universities. The last mandate is, for example, the University of Kentucky of Dakar. Finally, we will collaborate with ICDE on an investigation that is carried out, which has a cover, you can see it on this map, essentially from English countries. And it is there that the synergy with ICDE is found, since we are going to bring many countries in Greece, in Africa, francophone, in the south of the Sahara. So, with Wayne McIntosh, of OIAR-Universitas, we participated in the adaptation of this course, which gives access to a test of artificial intelligence on copyright and licenses, the NIDA Center course. So, it is a course that was developed by OIAR-Universitas, the University of Otago. And so, the action made at the disposal of the French environment was given by ICDE, OIAR-U and UNESCO. The remarkable introduction made by UNESCO and I want to thank them very warmly. And we participated in the technical review and in the validation of the French environment, with the need to adapt what brings back the intellectual property of copyright in a world as well as legal and civil rights. And with this tool, we want to contribute to the reinforcement of the capacities in the countries of francophone Africa, especially through the action of sensitization to the actors. And it is a step that we want to be able to put at the disposal of other linguistic communities, and especially in Africa, the Lysophany community. So, on June 9, we organized a first French act in virtual mode. It is inscribed in the continuity of a ministerial forum organized by the bureau of UNESCO at the Aqours de l'Azaib and with which, in the context of which, the ministers will give a strong impulsion and we will be charged, in the context of this event, with representatives of the Ministry of Science and Research in this area, to develop action plans for the implementation of the use of these resources in the future. Other workshops will follow in the year, so, in particular, an order in the conference at the Open Action Global, at the Open... at the United Kingdom of Berlin, and we wish to meet face-to-face during a large conference in Africa in 2022. I thank you for your attention and I am available to answer all your questions, your requests and I thank you for your attention. Thank you very much, Jacques, for this intervention and for showing us a link between what is happening in New Zealand and the French language, which is still very impressive and the important work that is put in place by the French language to support the reinforcement of capacity in this very important field. With this, I give the floor to Dr. Daniel Burgos, who is the Chair in eLearning, an international university in Roja, in Spain, and also the Chair in eLearning Spain. Daniel, I think your presentation is in English. Is that correct? As Seneb was commenting, and thank you for being here, all of you, for this gathering together, I am working as a Nesca Chair in eLearning. And this means that we are very much focused into open educational resources also and the practical implementation of this, so you are okay. In this case, I will talk about eGames, online educational games, into formal education. So if you want to know a little more about what I do, what we do on this topic, you can go to our website called transgeniclearning.com. You have the link there, and you can go and see a little more. It's not completely updated. Sorry for that, but I promise to do it by the summer break. Okay, so transgeniclearning.com. If you remember, we talk about open education, and oh yeah, there are a number of ways to approach this, a number of frameworks. Okay, so the first framework is talking about the nine pillars of open education that involves not just content, but other things like technology access licenses and other things, okay. Other people like from the European Commission, the JRC, the Joint Research Center, works with the 10 dimensions of open education. So the point to me is that there are many things. Okay, OER is not just about content, it's about a number of things as we all know, and all of them are very much connected, not just to education, which is one of the main SDGs, at least for me, but also education connected to the other SDGs, because connection, education is basically the backbone for many others, like for instance, work or with health or zero hunger or a number of them, okay, education is the actual backbone through all these SDGs, at least in my opinion, okay. So when we talk about all these, my point is that we take education, we take open education, and we try to make it something apply, something practical, implementable, for instance, through this, this is digital inclusion, that in fact, digital inclusion is social inclusion, because if you are not digitally connected these days, it's like that you are out of this world, okay. So digital inclusion means a lot. So in this case, Medici is a project called mainly for practitioners focused on digital inclusion, aka social inclusion through digital means, okay. If you go to digital inclusion, in fact, I will show you here, the website here, what you can find actually, because my presentation will be very practical, I can show you, what you can find is a number of instruments and tools to find good practices, focus on digital inclusion and open educational resources across Europe. So you can find through this sort of Google map, a site, a number of good practices in the cities and the summary of these practices with direct access to the site in case you want, okay. It's a very practical project relating open education, open access, open technology, and in this case, digital inclusion. We also have other type of cases, for instance, Kiron, maybe you know Kiron, they were with refugees, mainly from Syria and Lebanon, into Europe, so they can actually follow their studies from their countries of origin into Europe with direct recognition linked to French, mainly, and German universities, and all of them through open educational resources. We have also Khan Academy, which is very known, but it's very much used for school teachers to integrate open educational resources into the formal education, which is the main topic of this presentation. And of course, we have FADA, which is a repository in open, with open educational resources in Arabic, mainly used in Middle East, university, like in Palestine, for instance, or in Jordan. And we also have, for sure, I wanted to put here, just a mention to my colleague, Wayne McIntons. Hello, Wayne, how are you doing? Thanks for your presentation about the open educational resource university, which is largely known on a very practical way and project to integrate open educational resources into the formal education for everyone. So there are a number of cases studies that we can use. For instance, in this case, how to integrate OER into formal education. OpenED, UNIR.NET, is a repository, a hub of courses designed and produced by European projects. So you can go to Keystone, Inspiring Science, OpenMed, and out of them, you can retrieve all these courses and enroll for free. You can find it here. This is OpenED, and you have courses in English and in Greek and in Arabic and in French and in Spanish, of course, and you can go in there, register for free and use them as sort of a MOOC. We have around 3000 students right now enrolled. In addition to OpenMed, what we can find is, for instance, this, the Open Policy, UNIR, my university, Universidad Internacional de la Rioja in Spain is the largest university, online university in Spanish in the world. And we develop an Open Policy in Spanish and English to be carried out and implemented by our professors and the institution. You can go to this policy here also and you can find all the definitions, introduction, background priorities that we have settled in our university. Also, thanks to the contribution of many people, because in fact, this was really supported not just internally but also externally by, and this is the internal, all the directors, by directors, departments and everything. So, and the final thing, how to integrate these resources into formal and in this case, working with games. There are two projects called Open Game and Compete Project that work with online educational resources, online educational games as resources into formal education. You have the links there and I can show you briefly. The first one is called Compete, focused on entrepreneurship competencies. Okay. So, you can work mainly with stress with students that work later in the market. And there is a game to follow there and to integrate into the formal syllabus of business schools mainly. This one is called Open Game which work with competencies for university professors that work with open educational resources. Okay. One of the things that we do with Open Game that you can go there and check what we do is a game and in fact, there is a game here that you can play and find through the game a number of resources that you can use into your lessons, into your formal education and then also work for achieving these competencies for the... We will just move on to the next one and we'll take Daniel back if he's able to reconnect. We're very fortunate today to have the participation of Dr. Mei Shimandi. She's the director acting of the Regional Center for ICT. It's a category two center of Inesco and it's in Bahrain. Dr. Mei, you have the floor. Okay. I'd like to share with you today the Kingdom of Bahrain Experience and Open Educational Resources. No doubt that Open Educational Resources are one of the most important means that facilitate access to knowledge and create opportunities for learning and education in a cooperative and sharing manner. They open the doors widely for creativity and innovation. So a Ministry of Education vision is to develop a strong and creative education system. In order to achieve this, the Kingdom of Bahrain Government intended to improve the quality of student learning outcomes and empower them digitally by developing teacher performance and increasing community awareness of Open Educational Resources. So Kingdom of Bahrain contributed in writing the second chapter of the Inesco book based on Bahrain's experience in Open Educational Resources and that was in 2016. But earlier before that we started with the support of Inesco with regional workshops which was held in Bahrain in November, I think, yeah, November 2011. So we started the journey early by hand with Inesco and also after that we can go to the challenges versus initiatives, accessibility the Kingdom of Bahrain offered several free educational services. Digital Library Portal which was which is a word winning of the Islamic Educational Scientific and Culture Organization, I says for for Open Educational Resources first edition and it was in 2018. This portal offered free educational resources through providing learning units that have been produced by educators and learners not only the educators, educators and learners which followed certain policies and procedures. And also we have the Ministry of Education website and it is valid and all the Bahraini and non-Bahraini students have access to free public education services including being provided with textbooks, teaching aids and learning units and all these resources are annually updated. If we will talk about the quality guidelines for digital educational content production standards have been issued more than 5,500 educators and learners were trained on standards for digital educational production which enabled and assisted educators and learners to assure quality of their content production and to ensure that their learning units meet their educational goals. Also many workshops and meetings were held for teachers to obtain and improve their skills, knowledge and tools needed to successfully produce their project and achieve their goals. In sharing with others workshops were held to raise the awareness of open education resources and the importance of sharing content. These workshops targeted multiple stakeholders in the Ministry of Education. Also workshops were held and attended in cooperation with UNESCO as I mentioned before materials on OER were posted on portals and social media to help disseminating the concept and culture of OER. Regional meetings were organized to promote the knowledge of open educational resources. Fourthly, license and rights. More than 8,000 educators and learners were trained on how to use creative comments train the trainer. Materials on creative comments also were posted on portals and social media to spread the awareness of creative comments concept and rights. Now we reach our most important part ongoing plans. Improve current capacity building programs. As I mentioned that we started with regional workshops with the support of UNESCO from 2011 and starting from 2015 we had our own workshops. It was it was held to raise the awareness of OER for teachers and students. And in March 2021 a newly customized workshop was held targeting more than 40 education technology specialists. So we changed the targeted and now we are we started already and we are working on developing this training program to implement OER in practice to move from the theory to practice. We are working on it hardly. I hope it will be done within the next few months. Secondly, establish partnership with higher education bodies to popularize open educational resources by coordination to hold a meeting with higher education institutions to introduce the framework for the use of open educational resources. Then from working groups with countries in the region of separate the knowledge of open educational resources. That was based on the recommendation of the Arab ministers of education meeting held in November 2019 in the kingdom of Bahrain which focused on disseminating OER according to the approved standards in the Arab countries through encouraging Arabic digital content production and provided on open platforms for all benefiting from RCICT. So according to that RCICT in cooperation with Alexo arranged a meeting with around 14 Arab countries members in which they exchange knowledge of OER and build five different working groups. These groups are policy and planning team, standards team, capacity building and development team, open educational resources, platform development team and finally partnership enhancement team. And that was really a big job and we are going and working on it right now. Then arrange meetings with webinars arrange meetings and webinars to exchange knowledge and experience on creative comments and it's right. Coordination to hold meetings and workshops on protecting intellectual property rights and creative comments license. So a webinar will be held by end of May. Further develop the existing digital library portal which is an open education resources portal as mentioned previously. In conclusion allow me please to extend to UNESCO stakeholders this fruitful meeting and I would like to particularly thank Ms. Zainab and Ms. Eleni for all the effort and support provided from their side and their constructive communication. Thank you. Thank you very much Dr. May. Thank you very much for sharing the important work being done by the RCICT in Bahrain. I would like to just see with Daniel Professor Burgos if you'd like to just take the floor again he got frozen in the end but now he's defrosted. Sorry for that. Thank you so much Zainab. I was frozen I don't know I don't know how but anyway I can just catch up with our last message I don't know exactly where I was frozen but we can do something on that. So I will share the screen now if that's okay with you. Yes please go ahead. That's okay here. Okay one second sharing. Okay I was commenting my presentation was focused on how to integrate OER into formal education and one of the things is about the games. So this thing that you are seeing right now is the home page of the open game project. The open game project is a project focused on building competencies with university professors that work with open educational resources and want to work with this OER into formal education. Okay so through the development of a game a serious game we get that. So this is the website that you can go any time there and this is the game itself. You can find the game very easily and the game is a very simple one cartoon style one where you can go through a number of modules scoring display in this case classes and laboratories classroom and find how the things are there for instance this is the auditorium and you can find a couple of people where suddenly you need to find a number of clues to follow and to find information okay and finally get access to a number of resources and content and a number of analytics about what you have done. So the point is that through this game that is open it's not still released but it will be in one month or so. Through this game you can find a number of resources to build competencies for university professors and this is a way to integrate games as an OER into formal education. There is another game here in compete a compete project that also create a game to manage stress into academic managers and this is again an open educational resource that will be delivered into formal programs university programs maybe mainly into business schools to manage this stress for academic managers. Finally, if I can just to leave my data just in case you want any information further about how this OER focused on online educational games can be integrated into formal academic programs. Thank you so much and my apologies again for the technical glitch. Thank you so much, Daniel and thank you to all the panelists. I think we've had a tour of the world and the languages to some degree and we've been very fortunate we've seen that in fact there are courses on licensing and developing and using reusing OER and there is also a link made in many contexts to open education which takes into account the openness of many different aspects of the educational process and of course there is the links to ensuring that there is advocacy to different stakeholders to understand better the value of OER to the educational sphere especially in today's current context in which as Dr. Burgos pointed out digital inclusion is social inclusion. We have a number of questions and we'll just go through them we have some time we might go over by three minutes or so but we'll go quickly through the questions the first question was to Dr. Wayne McIntosh OER Foundation is the course still available the OERU course swing is it? Oh yes the course is openly available for free registration any person in the world can join at any time to participate and we're happy to speak with any organizations that want to extend capacity development it's a free gift that we're sharing with the world and our mission is to help people learn how to do OER so yes it is totally available Wayne perhaps you'd like to put the link into the chat and into the question and answer so people can go if they want to find out more would that be okay? Sure I'm happy to do that I'll do it right away okay the next question was an exchange between Djibouti and UVN I think it was resolved it was and so if it's okay we'll skip over it the next one is also from Djibouti read it out loud for the interpreters how to encourage the teachers to create the rules and share them on a platform so can I just go through the panelists maybe start with Jacques would you like to say anything? Thank you Zennette I think there are several elements we need to have a part of the technological infrastructure and support of the authorities and the legal framework as we mentioned with the Ida 103 course then the most important is actually to convince each of the panelists we can have wide approaches the individualized approaches in my institution of origin it's true that we had taken the habit of treating each of the panelists as an author, an artist and to put ourselves in the position and to see these concerns to be able to integrate the use and resources of the free head in his course, in his activities in his program, in his education and research so it's important to take into account the needs of the authors, of the teachers while having a framework technical, technological, economic that makes it easier rather than inhibiting their willingness to create resources Thank you Jacques Daniel, would you like to add anything? Perhaps there's a technical problem here Dr. May, would you like to add anything? Oh Daniel's back, sorry Daniel? No, thank you Miss Zanev Okay Daniel, are you there? Okay, Wayne, would you like to add anything? No, I don't have anything to add at this stage, thank you Okay, let's move on to the next Daniel, would you like to add anything? Yes, sorry, I think that the translation was messing up with the audio I think that the fight here is about the right balance between the licenses in addition to what Jacques was just saying which is right away and I think it's very right on that I think that the actual fight is how to integrate all the different types of licenses, okay so the OER can be actually integrated with the proprietary resources and their true financial sustainability model they are just to survive everyone so the point to me is that there is no choice it's not just a binary board either where you can select either or you can go to one corner of the other we need to find a common agreement and this is the actual key for a real implementation in my any addition to the others, okay but to me the license is the actual key to open the box, thank you Okay, thank you The next question is seems to be to Wayne McIntosh from Paul West you're both a coal alumnus so at Wayne McIntosh could you at Ginesco help to connect with possible sponsors for such microskills courses I think you're Paul you're referring to the legal courses AIM, IMHO could should be to support the most essential SDGs to help elevate alleviate poverty Wayne, go ahead it's AIM that you Yeah, it's a challenging question and I think it's a challenge that we need to start tackling my own sense around this is if we all work openly and transparently together we've got a better chance at finding solutions to these challenges and certainly from outside at the OVR Foundation we have an open willingness to collaborate with anyone that wants to address these challenges using open solutions so my short response is yes let's keep the ways to make open education futures happen Thank you would any of the other panelists like to add anything Okay, the next question is from Haiti Monsieur Errard Narcisse Ministry of Education in Haiti would like to be part of this initiative that would be wonderful and if you like Monsieur Narcisse I will put you in touch with some resources in French and get back to you very shortly Fauzi Baroud who's the UNESCO OVR Chair in Lebanon asks how about the OVR Commons website are you sharing your resources on the Bahrain hub and Dr May how can we collaborate between what we are doing in Lebanon and the work happening in Bahrain Dr May the floor is yours and so is the question actually we need to take an more over wide idea about what's going in Lebanon but what we are having we don't have a Bahraini hub we have a digital library portal and this portal it has the you know the the products of it all by the educators and learners so it is educational portal actually but also in RCICT we are working on a portal but it is a specialist portal in education in technology in formation technology it will be considered of the researchers in this field and it will be all open access now we are working on it I think it will be available or valid by 2022 okay thank you very much but I can leave my email and our colleague from Lebanon can contact me and we can see what we can do further after this meeting together okay you can send him a message through the chat or I can I'll keep my email in the chat and my contact number so he can contact me okay so we have one last question it's from our colleague Erode Narciss does OER also provide support for connectivity expansion I'm not sure exactly if I understand what's meant by the question does anybody want to address the question Wayne do you have any inputs and like yourself I'm not entirely sure what the what is intended by the question but I mean clearly one of the biggest challenges in many parts of the developing world is affordable and reliable access to internet connectivity and you know this is a challenge we are facing in many parts of the world but increasingly there are alternatives for more affordable access using you know mobile connections and the like and there are interesting developments in being able to provide technological solutions for downloading local websites that individuals will be able to access using wireless without incurring data charges but I'm not sure if that's the question related to the affordability and costs of internet connectivity but it's a complex challenge but again working together we can move forward in finding solutions Daniel would you like to add anything oh yes just a couple of things in addition to what Wayne just commented when we talk about developing world which is very true please don't forget the rural areas of the developed world okay so we have in Europe and many places where connectivity is still an issue so it's it's a worldwide issue it's a challenge for everyone so some places have a very good connectivity and some places haven't and many of these places are inside the large developed countries so rural connectivity is really a challenge and one solution for that is my second comment is that we need to work on some models that don't require connectivity all the time so you can have to work with asynchronous models we call it online merge offline learning context so at the end and you get connected whenever you come but you don't have to be 24-7 because this is not possible for so many people in developing countries and also in rural areas with low connectivity regions in developed countries thank you thank you thank you very much Jack Dr. May would you like to add anything no thank you thank you okay okay okay all right thank you we are four minutes over time we'd like to thank everyone for all of your inputs for your time and thank you to the panelists for their presentations I think in conclusion we can see that in fact how to OER is much more complicated than it seems but it is a very important issue that has many different facets that really need to be continually developed and part of the discussion with that we'd like to conclude this webinar and we'd like to thank you again for coming and we look forward to seeing you at the next webinar which will be held in June we'll announce the dates a little bit later through the through our updates which are sent by email and I have put into the chat the link for you to register for more updates on the OER Dynamic Coalition and the different webinars and activities and the next one will be on issues related to policy so thank you very much to everybody and I'm wishing you a very wonderful day or evening or whatever time it is where you are and I'll push it thank you bye-bye