 Welcome everyone. I can see the participants just joining the room. So my name is Catherine Cronin from the National Forum for the Enhancement of Teaching and Learning in Higher Education and you're very welcome to today's webinar on creating and sharing open educational resources. We have three wonderful guest speakers who will be speaking in addition to myself today. Gero O'Sullivan from Cork Institute of Technology, Orna Farrell from Dublin City University, and Ian McLaren from National University of Ireland and Goalway. Now I think people are still joining the room but I believe our recording is on and I will go to my next slide here. I'd like to also say before I go on to the next slide, Colin Lowry from the National Forum is the master behind the webinar today so he's here although you won't see him, so thanks very much Colin. This is a second slide in the presentation just to let everyone know that unless otherwise noted, this presentation is licensed CC by, we're going to be talking about all different Creative Commons licenses today. And you'll notice throughout the presentation that there are various resources included in the presentation with other Creative Commons licenses. So this is a good way to let people know that the presentation itself is licensed with a CC by license, but you may notice other licensed content within it. For the sake of all of the people who are here today, you'll note that the default in the chat. I encourage you to use the chat to speak with each other. The default is that you'll be sending a message to all panelists so please feel free to change that at the bottom of your chat window from all panelists to all panelists and attendees. And for those people who are wondering about the recording, the recording will be available tomorrow. It'll be on the National Forum website and it'll be sent to all people who are participating today. Okay, so obviously there's lots of information about OER, but we're really focusing today on creating and sharing OER so there'll be a short OER overview just now and then each of the guest speakers will speak in turn about OER that they have created in previous National Forum funded projects, which is going to be very interesting because the projects are quite different. After their sessions, we'll come back and talk in a little bit more detail about choosing a license. Once we've seen, you know, a few examples of how people have done this. And finally there'll be an opportunity for group Q&A at the end. I'm hoping as well that we'll also have time for a short question and answer sessions after each of the speakers. So you can ask them questions specifically about their projects. OER, this is an image with a Creative Commons license by and share alike by Wikimedia from Germany. Just calling your attention to the license there. Why are we having this webinar today and why is there so much interest? I see at the moment we have 99 participants here already. The reason of course is that, is this, is that all projects that are funded by the National Forum requires that all resources and materials that are developed must be made available as open educational resources, openly licensed and designed with the potential for future adaptation at a local level. And I draw your attention just to that bottom line, particularly because when you're choosing a license, we ask you to think about the fact that people who may use your openly licensed materials may very well want to adapt those materials to suit their own context, their own students, their own course objectives. But there are many, many other reasons for using open educational resources as well. And these are just a few, and particularly in this moment in the time of COVID-19 institutional closures that moved online and remote learning. There's very much that is to be gained from using open resources that other people have created that can easily be adapted for our own context. So there's a lot of online excellent quality material that's out there. So we want to talk about not only finding and using that material, but also contributing to that commons, if you like, as well. So some of the benefits like for students include reduced costs if we're talking about using open textbooks or OER for students for learning, expanded access to learning, where students, for example, may not be currently enrolled or they will still have access to open educational resources. And even after their students, after they've left our institutions, they remain, those resources remain open to them. The third one there, we're using updating and enhancing existing learning materials as a key benefit for us as people who teach. And Forsters, and we can provide many examples of this great partnership and collaboration. We can engage students as well in co-creating learning materials. It isn't just us that can use and adapt teaching and learning resources, but we can engage our students in that process as well. And that brings up the point, obviously, of improving digital skills and digital capabilities through understanding copyright, understanding open licensing, understanding the notion of open. We have a lot of opportunity to diversify the curriculum. For example, if we're using curricula or textbooks that don't include examples that would be relevant for our particular context, we can diversify the curriculum by using OER. We can enhance engagement with cultural heritage collections, which are often available through open licenses. And we can contribute to public knowledge. So yes, it is a requirement of national forum funded projects, but there are many, many other reasons why we're using OER is a very positive thing to do. So David Wiley uses this description of OER that they are teaching and learning resources that you can do these things to you can retain them, keep your own copies, you can reuse them in your own context. You can revise and remix them, adapt them to your own needs, and you can then redistribute them to share with others. And obviously the nature of the license will determine how readily you can do these five hours. But the five hours is one quick way that people describe what OER are all about. A more formal definition by UNESCO is this one, that OER are teaching learning and or research materials in any format or medium they don't have to be digital. That reside in the public domain or under copyright and a release under an open license. And that open license and the terms of that open license is what permits not just no cost access it's not just that they're free. But they can be reused repurposed, adapted and redistributed so you see here again this allusion to the five hours as Wiley calls them. A year ago the National Forum published this very short open licensing toolkit, which just gives four steps to go in and put an open license on any resource that you create. Both the National Forum's resources around open education can be found at this URL, teachingandlearning.ie forward slash open. And really the focus of today's webinar is going to be on understanding those CC license components and and choosing the right license for the resources that you're creating. The way that we do that is through the use of Creative Commons licenses as I said, and these four terms can be mixed and matched. So I'm just going to talk about those briefly and then I'll pass on to our guest speakers. The first one by is attribution and that's one can be likened really to like what we do for academic referencing. And that means that you know I'm going to use this other person's material I'll use it in my own context I might change it around, but I must attribute the creator or the licensor. So SA, NC and ND are a little each adds a restriction. So SA means that you must share with the same license. So it's, it's kind of a commitment to the Commons. NC is only for not primarily intended towards commercial advantage or monetary compensation. So if you use or create an NC licensed you can't charge for access to your resource. And also it may be incompatible with other licenses and ND is used for resources that cannot be adapted or modified in any way not even translated into another language. So we're really not going to focus on ND licenses today because for educational resources. The use of ND is quite rare, because again it doesn't permit revision adaptation translation by the person who's using those resources. So this is a list of all the different licenses that you may choose from least restrictive to most restrictive. I'll go into a little more detail about them later. But CC zero, it alludes to public domain that means you don't even have to provide an attribution CC by just tell give the creator's name, and then you can add different groups of those conditions that I talked about. For educational purposes, we're generally only talking about these four licenses CC by CC by share like CC by non commercial and then CC by NC SA. So a very quick poll before our first speaker on Colin would you mind sharing the poll. And we're going to ask each of you. Except for the speakers. To answer this question for the resource that you're thinking about licensing right now what creative comments license are you planning to use. Okay, very interesting quite, quite a range. Nearly everyone. Okay. In the interest of time I think I might just stop the poll now but that's that thank you all very much. Quite a range and what we're going to do is run another poll at the end and just see maybe how some of these ideas might remain the same or might have changed. Thanks to our, thanks to our guests close the window of the poll now. And I'd like to go on to introduce our first guest speaker. Hello Syllevans the head of department of technology enhanced learning at CIT. And a few years ago developed a resource called tell you for which is open online resources for teaching with technology, obviously something that's very relevant to the sector right now. So I'd like to pass over to you Gerard, and I give you a chance to talk about that. Okay, thanks very much. So I'm going to share my slides. Okay. And check that everybody can see these okay and presenter mode. Yes, it looks great. Spoiling the effect there now by giving you a preview but anyway, here we go. So, you know, I'll start by saying, actually I start by pressing my timer actually, but I'll start by saying that I did very little work actually on this project and I'm really only reporting on what my colleagues did. So a big shout out to Shane Cronin to Dara Coakley and to Roger Garvey, which is alphabetical order only by the way. They're very busy at the moment supporting the Institute in in, I suppose they're remote teaching and learning and assessment efforts but they may be watching the recording subsequently. I've been given some headings to follow and I will largely follow them except just for this bit just made sense for me to talk about the partners first so this project began I think in 2015 ended in 2016 it was led by the Department of Technology and also included University College Cork, DIT, which is now part of Dublin Technological University, UCD and IT Trlee who you may have heard is now merging with us in Cork to form the Monster Technological University. You've heard it here first or maybe you didn't hear it here for us but you're hearing it now anyway. Right, so the project overview, what was the big idea? Well I suppose the starting point was the idea essentially that educators, educationalists, teachers are very low on time. They don't have time to dedicate to improving their use of technology in the classroom to understand what's out there to find even existing open educational resources. While they might be quite given I suppose to following the recommendations of colleagues, they may not be receiving any essentially so putting something together that provided a way for colleagues to make recommendations or offer case studies we felt might be something that was useful. There is I suppose real and perceived issues around the reliability of the technology which can make people reluctant to use it particularly for high stakes contexts. I should say by the way I didn't do these slides either, these are also done by staff, that's why I have such nice slides. And then finally you know there may just be a sort of a personal barrier or negative attitude towards use of technology. So we came up with the idea of creating a platform which would kind of address all of these challenges, the lack of time, the lack of training, the lack of awareness, the lack of recommendation and provide a kind of a whole series of navigable resources that everybody could access that would equip them in a quick and practical way with what they needed to know to get started with a whole variety of different tools and platforms and link these to the real things that we know that they do or need to do. In terms of what OERs we created, essentially we created this website, it's based on Wordpress, but we did a bit of hacking with it to get it to work the way that we want. We have 150 micro learning courses up there and you can navigate through them, you can search for them, you can follow prescribed pathways through them. They are categorized I suppose in terms of things like peer learning activities, assessment activities, teacher directed learning activities, student centered learning activities. You might be listening to that saying but sure all of those things will merge and blur in all kinds of ways and they do. So that's the vision middle there. Some more screenshots there. In addition to having all those animations there's reusable slide decks so that they can be content can be used in class. As I mentioned or hinted at the start there's use cases that we continue to collect. The YouTube channel which almost kind of serves as its own kind of standalone representation of the project or way to share the outcomes of the project. Okay in terms of reuse and licensing, I'm just keeping my eye on the time here, so we've been big on open source for a long time really, we're very into the whole ideology and tradition of the thing. So shared using using this license I was asked to sort of explain what we did so it's, it's by NC so it's, it's attribution so people who reuse it must give credit to us essentially and indicate any changes that were made. It's non commercial so it can't be used for commercial purposes but otherwise people are free to copy and redistribute in any medium or format they like and they're free to adopt or remix or transform it. Maybe on second thoughts we might think again about the non commercial bit it might be more restrictive than we have intended it to be. And you know maybe the world has moved on a little bit since we originally chose that that kind of license. How we told everybody about it, well we used our voice we used our networks. The ed tech professionals involved in the partner institutes disseminated it across those institutes and we continued to reach out to people working the ed tech area. The YouTube channel work worked well as a way to kind of direct people to things and a way for people to kind of stumble along things. We promoted it to Twitter, obviously, and it had its own kind of hashtag and we've leveraged other hashtags to try to get people interested in it. Sometimes we tagged in different vendors and and got a retweet or something like that from them. We presented at a range of different conferences all over the world as it happened about it, including a tech here in Ireland and the alt conference over in the UK. I think we, we, we, we helped share it or get it out there essentially so I just moved something off my screen here books. So we looked to find people who share our passion for this peer based way of creating things of value. We appealed to core target audience by providing we think high quality reusable remixable content at the right level of granularity that's something I come back to at the end. And, you know, the big tip would be try to create something that people find useful. They'll become invested and involved in the project and they'll, they'll pass on the word. Lessons learned. I'm not sure how much time I've left. I have another minute or two Catherine. Do I? Great. Okay, so I don't have slides for this because these are these are these are my words. So, I think, you know, there used to be advice given when we used to talk about reusable learning objects. I think some of that still holds true. Think about the granularity of what you're sharing. It's relatively self sufficient. And I would think also try to create things of value and I mean things that maybe are difficult or expensive to kind of produce are based on a very kind of specialist kind of an expertise. One of the things we used to say was the greater the granularity the higher the reusability. Now our stuff is typically about five minutes long. It's not the most granular, but it's certainly on the other end of the continuum to, you know, a very monolithic kind of self referential kind of course that's very hard to take and kind of use in a different kind of context. It's not well for us to invite users to submit to our platform, but you have to be careful and set time aside to to go through everything that was submitted and ensure that there's that there's quality there as I suppose, you know, I would consider I would suggest considering making resources available in a range of different formats. So, you know, standards in particular like SCORM and to a certain extent X API. They emphasize reusability but there's an implicit HTML based kind of bias there, and people might find that as useful to have things in a document in a presentation, or in a video which was our sort of concentration. The ability to create paths through discrete different learning objects I think was something that that served us well and maybe help us balance let's say having things to granular. Excuse me, having things to granular and allowing excuse me for cough and allowing us to be somewhat prescriptive let's say our directive about things. I suppose also maybe consider the potential offered by other public resources and things like YouTube and slide share I think can be very effective as as ways to share as well. And others are going to be of limited use of people don't hear about them so that's the last big tip. Try to get the word out there. I think I'm just about good for time. Thanks. Thanks. That's fantastic actually Carol then answered, you know, certainly the questions that we, you know that we asked in advance of the presentation, we probably have one minute before the next speaker. I'm just wondering if there are any questions from from the participants and I'd be happy to if you want to put them into the chat or use the Q&A feature. A question here what were your reasons to choose CC by NC, and why add or not share alike. Well, the last one is easiest to answer us was we were keen that people would take the stuff and and remix it as much as possible. If there's any wouldn't call it a regret exactly but I might revise. It's the notion, perhaps of making it non commercial. Perhaps that might have a kind of a stifling effect, which we really haven't kind of intended I think we were maybe thinking of mean nasty commercially learning companies, making money out of out of the content that had been shared in a very kind of open I think Catherine, potentially, you know, it could have unintended consequences so that might be the only change that maybe that's something that might come up later. That's terrific and we'll actually kind of come back to that at the end of this presentation about some of the incompatibilities between some of the licenses so that's that's terrifically helpful. Thanks, Carol. That was great. Okay. Just going to advance the slide here to our next speaker. Next speaker is Dr. Orna Farrell, program chair of DCU connected humanities at DCU and recent and quite a well known project already open teach, which is CPD for open online educators. So Orna, I might hand over to you. Catherine thanks for that introduction. And yeah, you can pop my slide up there for me that'll be great. It's going back and forth. So yeah, today I'm going to I suppose speak a little bit about the open teach story. And so if for those of you don't know about open teach, it's Well, and I might ask you just to back up with the slides there. Going forwards instead of backwards. Well, I'll just talk then slide. And so the project is for forum funded. It's just finished. So there's still a few things we haven't done yet. So I'll be honest about that. And so the aim was to create professional development for online educators but particularly we were thinking about our own cohort of online teachers who are part time. They often have other jobs. They are living all over the place as well. So it had to be very flexible so flexible was kind of key. And openness was was was very much at the heart of the project. So in terms of our philosophy, the unit I actually work in is called open education. And we ourselves are very interested in open pedagogy open textbooks. So it's an area of interest in terms of research, but also even in terms of our publishing habits we tried to publish open access. So this all kind of fed into this this ethos in the course, which itself is also open. So we the kind of land product was an open course, delivered on an open platform Moodle and open to anyone and everyone. And we got a huge uptake with 450 people take the first run of the course, and a waiting list of the same number had to have to stop taking people because I needed a couple of days to do some Moodle setup. So, I suppose the timing of the course very much coincided with the pandemic so there suddenly was, you know, a little from going from a little bit of interest to huge interest. So the the details of the website and the Twitter handle are there you can see a hashtag is actually part of the name of the project so Twitter was very much in our minds, thinking of that and the hashtag has been used very widely from people sharing their experiences of the course to sharing resources in the area of online teaching so it's for performed a number of interesting functions and I've done a little bit of analysis of the Twitter data as well. So Catherine I don't want to ask me questions I think we're going to interview. I should have mentioned when we start that, or now myself decided that we would just have kind of an informal chat rather than, than using a lot of slides, because around these key questions, you used a buy and see license. And obviously that was a fairly recent decision because this is, this is a more recent decision will say then Geraldo project. So I'm just wondering what kind of conversation you had in the project team about, you know how you came to decide to use that license. Well I'll be perfectly honest Catherine, one of our project team members. Catherine E. Shay came to the same webinar last year. And following that, we had a discussion but we also looked through some of the creative commons literature and use the license kind of wizard, and also consulted with some colleagues who are strong in this area like Eamon Costello and concluded that that was the best. Just to pick up on Geraldo's point earlier, yeah we didn't want the commercial bit because that sounded a bit dirty. And we wanted the openness and the sharing but not necessarily it for it for someone to be making cash out of it. And in terms of licensing, did you use any openly licensed content in OpenTeach? Some, we mainly made our own content but we did make use of some video content and some resources from other institutes and remixed we did. And we tried to attribute in the correct way as well. But we did create a lot of our own content which is published on our website, mainly a WordPress site and then all the, with the YouTube channel. And again, actually very interesting creating the YouTube channel you have to be very careful about uploading videos that you actually in the YouTube part get them CC by because the default seems to be not CC by. And I suppose the last kind of prod project we have in terms it's not actually an official output for the forum but we'd like to create an open textbook with press books. So I'm just playing around with that at the moment. And I think it's a nice way of sharing the course you can embed H5P you can embed most content types there. And again, create a nice open access resource, but the course itself is also available for anyone who wants a copy. There's a forum on our website and we'll give you a complete copy of the Moodle course as well. But most of the content from the course is actually on the website at a large large part. That's really helpful. Yeah, I saw your note about that because sometimes it's, you know, it's difficult for people to adapt if it's not if it's shared in a closed format but you have a statement on the website that says to share the editable format. So in terms of lessons learned around open, obviously you had a team that knew quite a bit about open already, as you said, through this process of both using open resources and creating this as an open resource. You know, are there any key lessons learned that you'd like to share. I have to say, out of the people in a team I probably like I've always liked the philosophy of openness, but I think some of the nitty gritty of the licensing and the sharing and some of the language is quite complex. So I found it took me a little while to get my head around it. But I think the key lesson I suppose is get a bit of advice about the licensing. I actually found the CC buy website and their tools very good. Very straightforward. And just watch out for things like that on YouTube where they're trying to default to into other licenses. And use your network I mean I put I put something out on Twitter a while ago about when I was trying to explore open textbooks. You know, did anyone have any suggestions or recommendations, and I got lots and lots of really good answers. And I ended up getting into a rebus who are a community in Canada, interested in open text into into a special scheme they're running for the pandemic, getting a free press books EDU license and getting their support so that was fantastic so I think use the network would be my key piece of advice. If that's super that's very good advice. I'm just looking at the Q amp a here and again another question from John Stowe about why did you opt not to use a share like license essay. Gosh, I actually, I don't really know is this the answer sorry Catherine. As I said, I should know more about this licensing. I think I think that the consensus and the team was that CC by was the way to go. Maybe we should have had more dialogue about other options. Well that's the purpose of today and you know, I've, you know, all of you and myself included and many of our participants have been involved in licensing for for some time. But you know, I'm still learning all the time. So, you know, you just let you learn by doing this. And that's why we wanted to get your, your take. It's a terrific resource so thank you very much for sharing and talking about it. There's, there's some good resources being shared in the chat and I might just ask Colin if you would mind sharing the link. Again, from the beginning, there's a bitly link to this, the presentation and some resources because you mentioned rebus. Yeah, it's fantastic. Yeah, I shared some resources from rebus and from Creative Commons and others in that document and press book itself as a fantastic resource to but the only thing is if you go for the the kind of free version you cannot embed h5p. And this was a, which was a problem because some of our content is in h5p and I really love and I in a really nice way. Which is also a lovely open access resource or tool as well h5p and integrates really nicely with moodle as well. Yeah, so you bring up a great point there's so many considerations when it comes to choosing a license and this is really important so. Thank you so much once again. I might click over to my slides once again and introduce our final speaker. Dr Ian McLaren Ian is head of kelts at the National University of Ireland and go away. I was at any way going for 18 years so I know Ian quite well and in delight that you can join us today and you're going to talk about all aboard. So I will hand over to you all put up your slide here. And as with Orna, we've invited Ian just to talk about this and I might just ask a few questions and then we'll open it up to the group for questions. Thanks Ian. Thanks very much. Nice to see you all here. Yeah, I mean basically the all aboard project, which started quite some time ago. The aim of all aboard was to try and produce self study materials that students or staff in higher education could use to improve their confidence in using digital technologies, whether they're for teaching or for learning. So we saw that our main audience was either students or staff, and we tried to write the materials in a way that could be used by both groups. Came on the idea fairly early on in the project of trying to make sense of the digital landscape if you want to put it that way. And we came up with this this metro map, which I've seen a million times now but it really helped us in the project in trying to make sense of all the different kinds of skills and knowledge that people need to have in order to flourish in the digital age if you want to put it that way. And so the metro map there was was a really powerful metaphor both for the project team and for other people that we worked with. We had lots of interest in the project, just because of the metro map metaphor itself, and a number of people contacted us to want to translate it into other languages. So the map really just has a number of lines that correspond to different ways in which you might think about teaching or learning. The bulk of the kind of open materials was really in the online lessons. So in many of those metro stations, we actually created a page similar to the one that we can see here on this slide. So this is one of our stations or one of our lessons it's called tools for learning that's just a random example I picked. And if you go to the page on the website, then you can click there where it says interactive lesson in the graphic at the top right hand, and it will take you on an interactive lesson. So we produced these using different platform different sorry software so mainly articulate rise but also articulate storyline and large part. And from the very outset, we wanted these to be open and shareable as possible. So not only do we make the interactive lessons there available but we also provide scorn packages that anyone can download and edit or put into their own learning management system or do whatever they want with. And part of the project to was was connecting this to a badging platform so we also felt that if people work through the lessons and did little quizzes and interactions, then they should be awarded a digital badge and recognition of their achievement. So most of our lessons are connected to digital badges which are, as I say, produced on the basis of completing the lesson. So the project team was a collaboration between people in any way go way UCD, you well, and Mary I. But we were very much in agreement at the beginning that what we wanted to do was have a kind of fairly neutral brand that anybody could use, and to kind of hide in a way the institutional branding and logos and all that sort of thing. And that means into the, the, the acknowledgments sections of all of our lessons, but pull back a little bit because we wanted people to understand that we were doing this for the wider educational community. And it wasn't just a project with this particular consortium, because we've had experience in the past where quite often institutions will produce open materials, but they'll plaster them with their institutional logos. And we know that that sometimes puts people off using them. So we thought, look, let's just forget about that. Make sure everybody's absolutely acknowledged, of course, but come up with a kind of graphical style and a design that isn't tied to any of our particular institutions. So we thought that was quite an important aspect of it too. And in terms of the licenses is a really good question to explore what's the most appropriate license. And we've got slightly complicated answer and I'm sorry about that. And in that, our main license that we use was just as we've seen before at BY NC. In some of the lessons we've had to use different licenses. And that's because one of the things that we really wanted to do in the project was to show people that it's great to remix. You know that there is lots of useful material out there and you don't have to reinvent things, but we've often found in projects that people are still a little bit reluctant to use other people's work as well, even if it's licensed. So we did actually take materials from other providers under their license considerations. And if they had another license, we had to correspond to that. So for example, if some of them put share like for those lessons using that material, we had to use share like. Does that make sense? So when you're using the licenses, you do have to pay attention, not just to the materials that you are yourself producing, but the materials that you might be using as part of the content. And that's one of the more subtle and tricky things. You need to make sure that your product is allowed, a derivative is allowed from the other sources. And also, if you share like, it must be shared like. So if you go through the site, you'll find our lessons and our materials, and there will be a few of them that will have slightly different licenses. And that's the rationale for it. That's really interesting, Ian. That's a key lesson learned, you know, understanding the compatibilities with a different license, thinking not only of how you want your work to go out there, but how you can share work that others have done once you've remixed it and reused it. Do you, because it is all openly licensed and you've shared it so widely, do you, what knowledge do you have about how and where the all aboard resources have been reused? Yeah, I mean, I guess we've had lots of, I heard lots of interesting stories people have contacted us and told us how they're using them. I mean, obviously we can do statistics on the website and so forth and get an idea. But what we wanted to do was make sure this was as flexible and open as possible. So we didn't want to create a website where people, the first thing they had to do was register. We said, no, we'll just let people go straight to the resources and they can do what they want with them. Now, of course, that means you don't have a big record of all the people. But we just thought that was too much of a barrier. We just wanted to make it freely available. But we do know the materials have been used in lots of different places. People have used them as is and many have adapted them. People have written to as masks for some guidance and support and asking for permissions when they didn't need to ask, but it was nice of them to do so. And we've seen the idea and the Metro map really spread. I mentioned it was translated into a number of different languages in other countries. It's also the case with some of the lessons as well. Some of the lessons have been embedded within universities induction process orientation, you know, early training for new students initiatives. So we seem to seem that we can also track and ascends from the badges. You have to click to say whether you want to receive the badge or not. And that is a form of, you know, acknowledgement and so we can see the badges have spread quite widely. And we've also been invited to give presentations. And I remember once being really surprised, but delighted that we got invited to speak at the ministerial summit of the OECD in Cancun. I found it very difficult to resist the temptation to go there. And that's in the days when we could travel, but that was an amazing experience. And that's where we got invited to talk about our approach to digital skills, talk about the Metro map and talk about the lessons on digital badging. And it received a very different audience to the one that we would normally be dealing with, which would be academics, I suppose, in other universities. And we've also spoken in a number of other fora as well that we've been invited to, including some employers associations, we got an invitation to the German employers federation to talk as well about this idea of micro lessons and micro credentials. So it's been it's been really pleasant surprise to see how widespread the uptake has been. Oh, sorry about that. Yeah, I'll just wait with the slides for a second. And it's very jumpy today. Yeah, I just wanted to say that that notion is a little bit in the chat just about that notion of trying to avoid institutional branding, you know, it facilitates reuse if you don't do that and we actually do use the all aboard project as an example in the form open licensing toolkit of, of how to attribute to a project name, and then on your about tab, you have the institution names and even some individuals names you know who are instrumental and putting that work together so you know it is possible to credit all of people who are involved, but have the actual attribution go to the project name, and you have been very visible on Twitter and that I still often see it you know shared shared quite a bit on Twitter. There's another question in the chat here about from in as about what technology to use to build the website or website and the all aboard website is just we're just using WordPress there I think I mentioned in an earlier comment that we just use Divi as the kind of tool for layout there's lots of these kind of tools you can get but it's it's the actual website itself is just a WordPress site. The lessons themselves as they were made using a variety of different tools because we had people contributing as a project went on. So, but mainly we use articulate storyline at first, and then started using articulate rise, and also one or two using nobly. So if anybody knows those tools, those were the tools for the actual lessons themselves. So these we use open badge platform, open batch factory sorry as our batch platform. Any final questions for Ian before we go on and I'm just going to add this. The link to a bit Lee page which has links to all of the projects that are that have been mentioned this morning, as well as some additional resources from Creative Commons and open licensing. Okay. All right, Ian I want to thank you very much there will, I just want to wrap up with a few points and then we'll open it to kind of a more wide ranging Q&A, not necessarily about the individual projects but just about licensing and reuse and so on. But I want to thank you all it's really, it really illuminates this to talk about actual projects and actual decisions about reuse and sharing so thank you all very much. Okay. Let's try that slide advancing again. Maybe it's my touch pad. Okay. The, to wrap up I just want to make a few points and maybe, you know, allude back to some of what get rid of an orna and Ian we're saying and thinking about licensing this is the image that I shared before kind of going from least restrictive to most restrictive license. So as you can see from what everyone mentioned, the National Forum uses a CC by license for what we share. It's kind of as a national body publicly funded. That's our commitment to do that. And the three projects that were shared this morning used a CC by NC license. The bodies use different licenses so a lot of the kind of public cultural heritage, some examples their rights museum Paris Museum, Smithsonian Hunt Museum in Limerick. The welcome trust use mostly public domain licenses and this is, there's, you know, almost every week if you pay attention to this kind of thing you read about another museum in another location that's committed to sharing their collections be at like a public domain license or CC by license. And this gives us as as those who teach and those who learn a huge trove of information that we can use in our own teaching and learning materials. So it's good to be aware of that. Wikipedia and Wikimedia use CC by share a like license and again, this is Wikipedia and Wikimedia is commitment to the Commons. Another name for the share like license is copy left in response to copyright. So anything that's shared on Wikipedia, or that's used on Wikipedia must be available under a less restrictive license. So Wikipedia for example can't use anything that's NC licensed. But again, and anything that you use from Wikipedia must be shared alike. I could have added many other things here. The European Union committed to making all of its publications and reports available using CC zero CC by license that just happened in 2019. And I linked all of these. So if you look at the slides, you, these links are to the pages where you can find out more information about how these different bodies, you know, communicated their reasons for choosing various licenses. And again, I can add many more things here, but the yellow box really contains the licenses that are most often used for teaching and learning resources and those are really what what we wanted to focus on today. So, particularly for people who are thinking about licensing something. Now, these are just some things to consider and you know, many of them have already been mentioned by our guest speakers this morning. But the key thing is to think of yourself as a creator and think of yourself also as a potential of user user of the resources that you're putting out there. So as a creator, think about the content of your resource. What is the level is it is it a very is it something that might be applicable to many people? Or are there some sensitivities around the content which might make you choose a more restrictive license, for example, think about the granularity as Gerroth said so smaller more granular resources are much more much more easily adopted and used within resources that people are creating, you know, for their students or for their learning communities, things like infographics assignments images and so on. But perhaps it's something larger like a textbook or a course in which case you may choose another license. You can of course, as Ian said, also think about licensing a collection of resources that are licensed differently within that to facilitate sharing. Media is a text image video sound animations or other text is is it's advisable really to share usually under CC by license just to make it as easy as possible for people to reuse. And the other media might you might choose to, to license or share differently and think about the digital formats, as I think has already been mentioned, but think of yourself also as a potential user of the resources that you're creating. So are you going to permit modification translation and remix the definition of we are says that that that is required so that's why we don't advise use of non derivatives license because it doesn't permit any of those things. We permit commercial use if someone were to charge for resource that had some of your materials in it. So you require others to share like and a fourth bullet that I can add there and will be in the resource that we publish based on all of this is think about the compatibility issues between licenses. So a choice of a license, as I've already been mentioned, may preclude other people from using your creation. So what I'm going to do is share two charts that are remixes of creative commons charts that we've created for the purposes of of sharing open educational resources within higher education in Ireland. This is reviewed by Genron Wetzler, who was our guest speaker for the webinar last year, and by some other colleagues. And as I said, all of the materials and information shared in today's webinar is going to be in a new resource published in June, which will be a follow on to our open licensing toolkit. So two charts here. The first is compatibility between licenses. If you want to include something in your OER that you're creating without modifying translating or remixing it. So let's think if you look down the column right in the middle there that says CC by NC at the top, you know, we talk we, we, we heard explanations from three CC by NC projects this morning. So one of those projects, you can use open resources licensed in any, in any of the other licenses, if you don't change them whatsoever. So I could use a CC by SA photograph in my CC by NC collection, only if I don't touch that photograph at all. I don't alter it. I don't crop it. I don't change it in any way. You can see the red boxes there kind of using the traffic light system and see licensed material. So now think of your NC licensed material going out in the world. So look at the row. It's a CC by NC. Who can use your CC by NC material in their collections. Well, if it was a public domain licensed collection, column one column two CC by collection column three CC by share like collection, they could not use your material. Even in a collection where they weren't altering it in any way, because you've chosen the CC by NC license. So this is the notion of license compatibility that we need to be aware of. The second chart is a little more complex and this is asking the question of, you know, can I include this OER in my own if I want to alter it in some way if I want to remix it. So again, traffic light system greens. Yes, red is no and yellow is, you know, yes, maybe if you, you know, only under some circumstances. So look at the bottom two rows. And those are the ND licenses and D means no derivative. So if you're creating something and you want to remix material, you cannot remix any material with an ND license. So those are out. First of all, and the two great columns on the right, we're not advising you to create ND licenses. It can be by an exception basis, but we're not talking about it this morning. So let's think about the National Forum. For example, we create our resources using CC by. So look at the second column there. What material could I use in the CC by publication or even this presentation this morning, which is lessons CC by I can use and remix public domain. We are I can remix CC by licensed OER CC by SA CC by NC CC by NC SA those three yellow boxes. I can remix those materials. But only if I then use the more restrictive license where the arrow is pointing. So, and then I would say I can't use no derivative material. As I'm just looking at needs comment there and see doesn't have to be anti commercial. Absolutely the the actual definition of NC is not primarily intended or directed towards commercial advantage or monetary compensation. So, so really, really great point there and Eve. So, if I just flip back to the previous charts using the, the National Forum example. I can use a photograph licensed CC by SA in my CC by material. If I don't change it. But if I want to remix it. I really can't do that. I'd have to use the more restrictive license and I think Ian's explanation of why they licensed some of the all aboard lessons differently was precisely because of this. So, I mean, the, these charts. I provide the attributions full attributions for where I got the information from these charts in the notes for this session which I've shared on the bitly link. These charts are best used if you're sitting down and really kind of pouring over them, but I just wanted to bring up a few examples that there are many things to think about when we're creating resources, not for openly licensing. Just in the normal course of our teaching, we would think, you know, obviously of our students are, you know, the learning community where we are and what the normal practices and and design our materials for our students. When we assign an open license, we're asking you to think a little bit more broadly. So who might use these materials elsewhere in the Irish higher education community or beyond. And what could I do to facilitate that reuse. And that's really, you know, kind of the set of considerations that we invite you to think about it is complicated. I've pointed to a lot of documents which which provide more information. The CC licensing or sorry the open licensing toolkit is available for you and as I said, we'll have a follow on publication by the end of June. I'm going to just do one more poll and then we have kind of about six minutes left for for questions. So Colin, would you mind just sharing the poll again. CC by CC by SA CC by NC CC by NC SA other if you're thinking of doing collection like Ian talked about you could put that under other and just see what people are thinking about. Okay, very interesting. The range of teaching and learning resources certainly amongst the saddle projects, let alone any any other resources that I might not be aware of is enormous in terms of discipline in terms of the, you know, the type of content in terms of the audience. So we recognize that different licenses may be required. So obviously there's information in the in the open licensing toolkit is the information provided today. I just want to say on behalf of the National Forum that we're, we're happy to be to have a dialogue or conversation, you know, if you have questions about licensing your particular resource. But for the moment, I think I might just open up for questions and I haven't been able to keep an eye on the chat completely. But I'll look at the Q&A and the chat and Orna. And then myself will be happy to answer any questions people may have. Yeah, Gabriel, if you're asking if potential users might still be put off by NC. You were responding to something in the chat there. We were having a bit of a discussion in the chat there so in and new Brennan had some had some great clarifications there I think around the non commercial but I was wondering. You know, wouldn't see still potentially put off certain uses of your content so that was something I was referring to earlier so I guess originally maybe when we, you know decided to put that on our license. We were perhaps thinking of, you know, big fat corporations making making money off the sweat of our brows but I think it could have a stifling effect. At the same time and it isn't necessarily the stifling effect that it might have on on commercial companies even you can think of. You know, non governmental organizations, for example, or I suppose just about anyone who works in that kind of blurry bit, let's say between public sector and private, which which a lot of us to, by the way. Indeed, and I think this notion about the license incompatibility I just sharing that chart there again is just shows an example of how the NC license can sometimes have unintended consequences and that's the way, you know a lot of open advocates talk about it that money people focus on the non commercial piece but it has other consequences as well. And I did go read your point there, Neve. It's important point to be made that the creative commons license doesn't change anything about the rights to copyright and I included a great article by Owen Odell in the resources for today about, you know, using using copyrighted material for Irish online education. So creative commons doesn't change that it's a layer on top of that. And of course you can ask permission so creative commons is really just trying to facilitate the most frictionless sharing possible. So another is another question here. I understand some people are leaving. In the case of the all board project Michael Costello asks, did the digital badges proved to be a popular incentive for students to engage with the various modules. I was actually trying to type an answer in there but maybe for just to say, actually, and the thing about digital badges is that some people don't like the terminology they don't like badges, especially among some of the academic staff that we were also working with, they would think that was very, you know, not, you know, it sounded too trivial. So actually all we were doing was we just, if people completed the lesson, they got the offer, the option to collect a badge. And so it was a kind of a soft launching of the idea of badges if you want to put it that way. So, yes, it could potentially incentivize some people some students might want to collect them or whatever. So we would pull off a lot of people if we, you know, headline the badging aspect. The badging is a mechanism for recording people's own personal achievement. So we just used it in that way. So people would do the lesson, they get the badger thing. Oh, what's this. And after a while we saw that people started wanting to collect more to get the full set. So we deliberately, in a sense, kind of put it in the background, if you see what I mean, because we thought it would put off people, some people that we were aiming to get. And it is interesting, because once they actually receive a badge for work that they've done, they get the idea of what the badge is and how useful it is. Okay. Thank you, Ian. And one more question that I'll answer, which is will we get a chat export the recording with the chat will go to all the participants by email, but also tomorrow just the recording of the actual webinar will go on the National Forum website without the chat, that's a more public forum, but I saw most of what was in the chat but not all of it so thanks, Gero, for pointing that out that there was a lot of interesting information posted in the chat. I'm aware that it's 12 o'clock and I don't want to take any more time. Obviously, we could talk about this for hours more and I'm happy to engage in more conversation but I really just will say that happy to take the conversation forward with anybody one on one, please feel free to contact our wonderful guest speakers. And I want to thank again, Gero the Sullivan, Orna Farrell and Ian McLaren. Terrific to have your stories to really illuminate this this morning. And my illustration here is just from a from a public culture collection, the New York Public Library because that's where I'm from this lovely woodcut image of Najinsky just to illustrate how a lot of our public domain collections provide resources that can be really interesting and useful for teaching and learning. So best of luck to everyone please continue the conversation afterwards and I wish you all the very best of luck. Thanks again. Thank you all. Thanks everybody.