 Welcome to Coral's OER Hangout. My name is Coral Blythe and I'm the Director of Coral and we'll be moderating our Hangout today. We have four speakers, Sonia Balak from Eastern Mennonite University in Harrisonburg, Virginia. Maggie Bertie from the University of Arizona, Tucson. Julie Hammack also from the University of Arizona, Tucson. And David Thompson, Professor of Spanish from Luther College. So two people in Spanish, one in Italian and one in ESL. So we're talking about different levels and different languages. So the topic today is of course the impact of OER on teaching and I've had a little chance to talk to the presenters and to tell them a little bit about what I think the title means, but it's open. They can talk about whatever is really on their mind and we're going to have a very informal conversation and have plenty of time for some back and forth, some Q&A afterwards. But what we were intending by impact is when people start using OER, there's actually been research on how OER begins to affect teacher cognition, that is how teachers understand their role, what it is that they do. And oftentimes teachers think of themselves as classroom practitioners and their job is to use somebody else's pedagogical materials. So textbooks that are produced by a commercial publishing company, they don't produce them, somebody else does and they use them in the classroom. But things are changing and people are realizing with the internet and with multimedia tools, platforms becoming easier to use that we do have the power to actually produce pretty good materials. And sometimes those materials are actually better than commercial products because they are more current and we're able to localize them and that's really one of the whole points of the OER movement is that it gives people the power because of copyright issues. They can create their own materials that suit their students needs. But in addition to that, OER can have an impact on teachers in many different ways. And the research has also shown that the teachers who start to use materials and develop materials become open to other different kinds of pedagogies. Because essentially people in open education form this social network and they start to teach each other. So when somebody who wants to learn how to use a certain kind of technology, typically they'll start to ask around they find that out and suddenly they are not just building an OER but they're building their own social network about OER. So gradually people who develop OERs become over time open educators and I think today I hope our speakers will talk a little bit about that. Have they gone through this identity shift at all? Do they identify themselves as open educators now? Okay, so the other thing I want to mention before we jump into our presentations is that Coral has just published an OER course. You can find it by going to the splash page, the first page you come to on our website. There's on the pull down menu there's OER or open education. Click on that tab and you'll find it under all these links for open education. So it contains information about finding and searching for open educational resources or open content, lots of facts about how to use, how to interpret the CC licenses, all the different kinds of licenses and how to put them together and so forth. So it's much more extensive than what we do in an OER hangout but today we're just going to focus on one topic and that of course is the impact of OER on teaching. So you can ask questions or make comments by typing in the chat. There's a chat function here in Zoom. I think it might get a little complicated if people start speaking into their microphones so I think it would be better actually if you just ask a question on chat. And the way we've decided to go about this is that we're going to give the speakers about five, five, six minutes to talk about their personal experience with OER and how OER has changed them. And then we will have a good half hour for questions Q&A. Okay, so let me begin. I think Maggie will be up first. Maggie teaches again Italian at the University of Arizona and she's been working on VR virtual reality videos. So Maggie, take it away. It's yours. Hi, thank you. So hi everyone. My name is Marie Giverti. I'm a PhD student at the University of Arizona. I teach beginner and intermediate Italian courses and I've been a language educator for almost four years now. And I first learned about open educational resources during my master degree in cold course, so computer assisted language learning. And then when I started my PhD, I also learned about virtual reality and it clicked for me to think about how we can use virtual reality as open educational resources with students. Because in virtual reality, you're able to experience environments that are not accessible due to financial or geographical reasons. And so what I did, I developed this platform called Italian Open Education where I put various videos that I recorded in Italy in virtual reality. And I had students use these videos in the out of class activity to really experience the Italian culture in a different way. And when I think about the materials that we use with students, the language textbooks, they are so expensive. So I am from Italy and in Italy, education is much cheaper compared to the United States, also from a materials point of view. And here, for example, Italian textbook is $200 to $300 and it just becomes very demanding for students, very expensive and I might not be able to take courses because of the cost of materials. And so with my open educational resources, virtual reality videos, I really wanted to help students experience and learn about Italian language and Italian culture in a different way. And in a free way that they might not be able to experience otherwise unless they really travel to Italy and study abroad. And the videos that I created were uploaded to YouTube under a Creative Commons license, a share alike license. And so this means that other educators can use these videos with their own students and adapt them to their needs of best students. And by creating this platform and sharing this video on YouTube, I also was able to reach out to other educators. So for example, I was contacted by a professor at the University of Southern Oregon University who decided to pretty much model what I did for Spanish learners. So she's going to do the same thing. She's going to record virtual reality videos in Southern America. And she plans to share them online as open educational resources so that other Spanish instructors can use both with their students. And I also was able to get in touch with the Center for English as a Second Language and my institution at the University of Arizona. And I spoke with them about what I've been doing with the R and OER. And so really the impact that open education adds on me as an educator was to think about how we can support students in their education and reduce the cost of materials for them. And really how we can also reach out to more people and connect with other people who might have the same beliefs as I do about education and about education being free for people. Or at least cheaper than what it currently is in the United States, maybe starting from a material standpoint. Okay, thank you very much. That was again Maggie. And Maggie teaches Italian at Maggie Bertie at Arizona. And so next up, let me ask Julie Hammack also from Arizona. She teaches it. No, go on to Maggie from Arizona ESL. Okay, Maggie. Excuse me. Excuse me. Julie. Hi there. Yeah, actually, I'm glad that there are a couple of us from the University of Arizona here today because I think one of the central experiences to this whole joining OER movement, I guess, is that we kind of became part of the campus community in a way that I feel like I wasn't before. Because, you know, Maggie mentioned she had come and talked to us about the R at the Center for English, the second language. Our OER librarians is here today, Cheryl Coolyer, who is really helpful when we were starting out our project. To back up, I'm the instructional design and development coordinator at the Center for English, the second language, and we're developing our own instructional materials, our own curricular materials for all of our classes, but the exceptional grammar. And this has been, we've been working on this about a year. We started with OER because we needed, we were looking for materials that we could design to the needs of our students that we could adapt the way we needed to. And we came across the concept of open education as part of a grant that we were writing for another project, and we didn't get the grant, but we did learn about OER, and then I think we've kind of exploded from there. So what we're doing is developing textbook, we're doing them in the forms of chapters, we're developing from levels A1 up to B1. So we've got about 20 courses that we've developed chapters for and we're piloting those right now. What I'll do is I'll send out in the chat a link to some of the samples of what we've been developing. But this is a faculty project. So although we started out with a few people doing a lot of the development of the initial materials, you know, some people who have a lot of experience in a particular area of teaching language. We've moved on to have all of our faculty developing chapters and developing other materials. And it's been a learning experience that I kind of moved into instructional design about five years ago with a cohort of my colleagues. And we went through the process of, you know, deciding, okay, now that we're in control of the materials that we're going to have, what are the possibilities? You know, what can we make and what do we want to do? Because once we moved away from having a commercial textbook chapter or a textbook that we were, you know, asked to be to use, it opened it up to doing things like what Maggie said with VR. And we're actually, we're working with another unit on our campus to pilot a VR project and that's in development right now. But it is kind of a different mindset, I think, from being a classroom educator. And I started out teaching in elementary school in El Paso. And so my first, the first time I walked into a classroom, I had a classroom teacher mentor and she opened up her file cabinet and said, okay, here are the things that I've developed over the years and they're for you, you know, take them and use them. And so even though we don't, I didn't consider myself to be a materials developer when I started my position, I was. And all instructors I think are because, you know, we develop what we know our students are going to need. So, and I think it's a matter of making a leap from that to actually developing things that other people are going to be using because then you kind of, you know, people are taking your work. And we consider the way that other people teach, consider, you know, the expectations that other instructors might have for the materials that they're using. So one of my roles has been to help our faculty move through this learning curve, the way that we did. And the first step on that was to understand what we are actually are. And so we learned that as part of the grant that we were writing. And now we're trying to teach about what the licenses will allow us to do and why is that important, why is it important that we're able to remix things that are adapting. And in our field that's really important because if we're adapting for students who do not have the language proficiency that would allow them to use the original materials, you know, we've got some work and adaptation to do, but we can't really do it's commercial materials without, you know, a little bit of work, I guess you'd say. And also the remixing so when we were we were developing our chapters, a lot of them involved remixing things from a lot of different sources including things that were not instructional like blog posts, podcasts. And so we had to learn, you know, what is the intricacies of these licenses. What does it mean if something is has an essay condition on it, you know, and we're still kind of wrestling with that because once you start remixing. And you have a few things with the different essay licenses on them you've got, you know, a puzzle about how you're going to license the only the material that you're going to develop. But at any rate, we've, we're about a year in we're piloting our materials now the instructors who developed some of them have, you know, really felt that it was a positive professional development experience for them. I think for me it helps me to kind of reflect on, you know, my goals as a teacher, and I like what are the possibilities for doing something like vocabulary right there's a standard way that vocabulary appears in a lot of textbooks. But once you're able to control, you know what it looks like and you know, you're able to control how you approach that those learning objectives to so it's been a lot of exploration for us, a lot of training for our teachers. I'm not sure what else to share except that no I appreciate Maggie being willing to come out and work with us on the VR that she's working on. You know, we've started that as a result. Cheryl's been very important share of cool year because you know without her we wouldn't know what we know now about we are, and there's a lot of questions and advice involved. And also, the other units that are working with us like the Center for digital humanities who's helping on some of the are just because because of this project of, you know, all of a sudden we're in control of the materials that we're going to be using. And we've kind of expanded across campus to all these other places we've reached out and you know, we've been really mentored in a really important way. Great. Okay, thank you so much. Okay, just to remind you that's Julie from University of Arizona and before that that was Maggie also from Arizona. I think there's a theme going on here that as you're working on OER as you develop them this kind of social network. We already see that developing at the U of a. That's pretty cool. Okay, so next up let's hear from David David at Luther College who teaches Spanish. Hi everyone my name is David Thompson I teach Spanish at Luther College and Northeast Iowa it's a small liberal arts college. My project related to OER started last year during a sabbatical leave. I was looking for a way to involve students and upper level courses in Spanish and more inquiry based learning. I wanted them to work on case studies or contemporary problems that would require them to do research to examine that case study or problem. And small teams collaboratively to propose solutions to those problems. And so what I did is I developed a series of problem based learning units for advanced students of Spanish and made them available with the Creative Commons license online. So the materials that I developed were our example of OER but I was also using open resources as part of the development. So the first one has to do with the Mosque Cathedral of Cordoba in southern Spain. The second has to do with bullfighting that tradition in Spain. The third one with African immigration to Spain and the final one with Catalonian succession and independence. So each of those units begins with a short text, usually a letter or a memo that reveals a conflict or a problem but that doesn't define it for the students. It's up to the students working together in their teams to define the problem to do a little bit of initial research and propose a definition. And then after that to work through an iterative process of doing the research to define key terms and locate institutions and to develop their knowledge of the context before then proposing a solution. And they do that in both both in writing and through an oral presentation. So one of my goals for the units was to have students working with authentic texts in Spanish, both electronic and print. But I didn't want those resources to be highly curated or edited. Part of the goal of problem based learning is to present students with messy or incomplete information that they must then combine and recombine in order to develop a reasonable solution. And so this is one aspect of OER that I think dovetails well with instructional methods like problem based learning. And that's that OER lends itself well to being sort of less curated or edited for a classroom context. And so it can be beneficial for staging those ill structured problems that require students to define issues and locate new information, evaluate and synthesize that information and then propose solutions. For me, for my project last year, I think the underlying question was what kind of teaching and learning activities are most productive to moving advanced students of Spanish toward my program's highest objectives, especially the ability to conduct independent research on significant disciplinary questions. And so deciding to work with and develop open resources offered me the freedom to explore inquiry based learning as a means of moving students toward what matters to me and my colleagues most more independent more self directed learning, more collaborative problem solving analytical reasoning and then effective communication as well. So developing using OER helped me to focus more on my highest goals for students and that's something that I've heard my colleagues earlier talk about. It's helped me to adapt resources to goals that we have my institution. It's helped me to think about course design more intentionally and about moving away from some of the more curated or highly edited classroom resources. And as I said, it's I think helped me develop sort of units of learning that are perhaps more like the kinds of problems that my students will encounter after graduation. Okay, thank you very much that was really interesting this the idea of ill defined units of learning and not not overly curated which I guess is what's reflecting most commercial materials. Okay, last but not least we have Sonya. Okay from Sonya, you're going to tell us a little bit about the Spanish, the Spanish or that you've developed at Eastern Mennonite University. It's a match card and a pleasure to be again with my family, current family, of course. And yeah, my name is Sonya Balash and currently I am teaching Spanish linguistics, Eastern Mennonite University, in Harrisonburg, Virginia. And I already have the wonderful experience of creating OER materials when I was teaching at George Mason University. We had a collaborative project. We were for professors teaching there and we created the Spanish culture in context that is already online in the portal of the University of Austin Corral. And let's say that was the beginning of amazing and wonderful experience because not just that I learned by myself to see, to have a better insight, what I was as an instructor, what I was using as an instructor, what were the objectives that I have in my courses. Not just that also my, I would say that my course syllabus nowadays I can say that are richer than before. And this is important because it's not just, when I started with this experience, I used to say, okay, I am creating free teaching materials, but nowadays I would say no, I am creating more than that. I am creating materials that are challenging, that are interesting, that are materials that are mirroring the current events that we have nowadays in a critical way. Because it's not that I want my students or any student see the events as I see them, but in a critical way, making very interesting questions. And I can say that I have been pleased to see that not just my students but students of other colleagues have used those materials. Even colleagues that I don't, I have never met, but they sent emails saying, wow, these some have critical observations. And hey, we think that is, that's the idea that we are not creating something that is perfect, but something that it would be better every time that a student or a colleague read our materials or use our materials. Also, I would say that thanks to the creation of all your materials, I can say that I am putting in practice all what I have learned for many years in the academia I have reading and reading how to put that in practice. So, when you are writing, when you are writing for this big audience of students, you have to be very careful with your syntax with the vocabulary that you are using. So, all that is very, very learning process for me. And also, I will say that in many ways I am mentoring other colleagues about how to approach certain topics. And so, going back to my core syllabus, I incorporate more and more readings that I write specifically for those topics that I am creating that I, for example, right now I am creating a new course that is flavors of Hispanic culture. And why? Because in my university that the social justice is a very main topic, talking about social justice. So, talking about food, how food and culture goes along the history and how the big companies are using food to a little bit eliminate the specific needs of the... So, those topics, we don't have any textbooks, and I have the freedom to write about that, always questioning, questioning, and taking both sides. So, I would say that writing OER materials makes me a very instructor. Alright, thank you so much. I want to take the time of my colleagues. Really interesting, all four of you. And it strikes me that all four of you then are very much involved in the production of OER, in the development of OER. But it doesn't necessarily start there. Some people, when they are first kind of looking around, they begin by consuming OER. Somebody has made an OER and that they find it and they start to use it. And then your wheels begin to turn. Well, how did that happen? So, yeah, I don't want people to think that you have to right away become an OER developer. You can find OER out there and start to use it. And then that might make you inspired to try some of these things, just like Maggie was inspired at some moment to go ahead and try virtual reality video, even though she didn't have a lot of experience in that area. So, okay, we have time now. I said for about 30 minutes or 20 minutes for a Q&A. So I'm going to let people post their questions in the chat, but I'm going to start with my own question. I had, I have way too many questions here, but I wanted to ask you a very general question to everybody. Getting started. What was your biggest obstacle? Do you think, what is your biggest obstacle in getting started and working on these OER projects? And you all have kind of different ones, but if we could just hear from, go ahead, Sonia. Okay, in my case, in my case, when I started doing this amazing adventure, it was selecting the specific topics I was going to write about. That was the key problem that we, as a group, we had to solve when we started with the project with my colleagues with the Spanish culture in context. The topics, selecting the topics. And that was the, but nowadays, that is not a problem at all. I can see it. Let me see. I can see it. Okay, this is a topic that is important. And I need to write about that. And I need to read about that. I am not saying that I am the first one, first one writing about. I need to read a lot about that. But I say that I can pick the topic. And then, once I have the topic, it's putting all the ideas together. And because we are an example for our students, making, doing the right references, indicating where is the source of every component. But the big problem that we had when we started was selecting the topics. So one of the things I want to say about that is oftentimes we have people who want to work with us on different projects. And from the commercial publishing world, they often start these kinds of projects with what they call a scope and sequence. So you have to have everything all laid out. But again, in the open, this is somebody use the word mind shift. It's a different paradigm. Now it sounds like you, it's easier for you because you don't have to have everything all laid out. You can start with a good topic that you know people are talking about at your institution and you just keep building. So OER is a little bit just jump in and keep building and keep building and keep building. Okay, so let me ask David throw that to David, your biggest obstacle. Well, I agree with Sonya that I think, you know, the big picture for me was a bit of a challenge, but I think that, like you said, Carl, that one of the things that I found myself doing was moving, shifting often between big picture and development of particular materials. So this constant sort of back and forth and then over time, those things would shape each other. So the decisions that I was making about particular units or ask particular materials that I wanted to use would shape the big picture and then the big picture would intervene and cause me to make a decision about particular materials. So I appreciated that it's definitely a process that required patience on my part and it was helpful to get feedback from colleagues about the design that I was attempting to do and like Sonya and others have said, you know, getting that feedback from your community of colleagues and educators is one of the things that I value most about the project and about open resources. Great. Okay. And Julie, I think we're just going to go back in backward order there. Julie, what about you? I think I agree with Sonya also. It's kind of a complex thing, you know, when you're starting out a new unit or a chapter or a topic, you know, you need to choose the topic you need to choose your instructional objectives and then you also need to consider what's available to me as far as where it goes. And any one of those can affect the other two, right? So if I want to do a unit on, for example, intellectual property, so how am I going to, you know, what instructional objectives do I have? What kinds of materials do I need? And then I need to go out to the OER and find something that's openly licensed or many things and then see do I have anything there that I'm going to be able to, you know, shape into something helpful, right? And possibly I won't. So I've got to go back and I've got to kind of reimagine my objectives and my topic. And so it's kind of a constant back and forth. But I like also the idea that it's not, I guess you'd say, deterministic. Like, so what I start out with is not necessarily where I'm going to end up as far as what my final chapter is going to look like. And it does depend on things like what's available. You know, once you've got the empowerment to create your instructional experiences the way you want to, the opportunities are huge. So how do you narrow those down? And so it does kind of evolve over time and it doesn't really look like what you would have expected at the beginning. And so I think that that complexity was one of the challenges for me and I think some of my colleagues also. The good word is complexity and dynamic and evolving over time. Okay. And then finally, Maggie, what was your biggest obstacle when you started out? Yeah. So for me, I actually started to use OER in an ESI course that I was teaching and I didn't produce any. I was just using those online on the Merlot website. And an obstacle that I had on there was really to find the resources that were open educational resources because there were so many materials on the website. And some of them were not OER and so it was kind of difficult to navigate and really understand which one were open and I could use with my students. As a creator of these VR videos, an obstacle that I had was really to understand how I could share these videos as OER online because it's not a traditional PDF where you can just put the license that it was. It felt kind of different with the video. How can I really make sure that users understand that it's open and they can use it with their students. And so I really had to dig deeper into that and then I found out that on YouTube there is a possibility to list videos with a Creative Commons license, share a like. And so then I was able to get over an obstacle and just upload them on there and then gather them on the Italian Open Education website. It's interesting how so many people's obstacles are I just didn't know. And then you've you've you've looked for that knowledge somewhere on the internet. You figure it's a whether it's the license or how to put the license on or. Okay. So we have some questions if I could read those back. First of all, have any of the presenters tasks students with creating their own. We're actually discussing that right now. So, we do want to kind of have either student, you know sample work embedded but we also talked kind of recently about having students actually develop some of these instructional experiences. One thing that came up in a meeting about the VR things we're doing is that students could do, you know, these non linear stories using something called twine which is just basically a non linear story generator I guess you call it openly licensed. But having the students create these experiences and then building on those and you know, kind of having it snowball forward to be used with students and you know classes in the future. So yeah we're talking about you know how to get student permission to do that. You know what are the, you know, niceties involved with that. Anybody else want to share their experience. I've not asked to create OER per se but I often do ask students for permission to share their work so for example, if I have students that are creating solutions to problems that I've posed in my project then I ask for individuals or teams to allow me to share those with a future class or future group of students. I noticed also that in the chat room that somebody posted a related question. Have any of you developed your materials so that they can be added on or supplemented by others so that I don't know if you're asking an open any people can then kind of you've designed your materials in such a way that users can generate and can add on easily to that that we are. That's an interesting other design feature that's often true found in some of these we are courses. Anybody experimented with that. Yes, and in last semester teaching a new course and I with the readings that I wrote. It was part of the activities, the assessment. For my students to comment or suggest information that they should that I should add or why so they should write in a very specific way. I this specific topic needs this or this or this or that for this or that and that was part of the evaluation. So it was important that I was I kept a log with all that information. So those readings are changing for the new semester in one year that is a class that I will teach you one year. And it's Spanish of off the US and we were questioning is this off the US or in the US and our students and the graduate students because there are courses about that for graduate students. This was designed for undergraduate students. And so definitely my readings would be better things to my students and and they are incorporated with specific names and giving. I got authorization for that. Yes. Okay, because that's the idea. That's the idea. We don't have the final word on anything. That's the idea. Right. That's why we are is very interesting because it's open is flexible. It will be it will be growing and it will be improving those materials will be improving. That's the idea. I haven't done that but I think, as you said Sonia one of the points of oh yeah it's really to build on each other and really to use these materials and tell them to our students and so what I would like to do with my videos is develop some activities and then leave them open for instructor to tell your business activities that go along with the videos and then tell them to their students and to the classrooms. I think that question that you read Carl was actually a follow up question from somebody asking first where can where can I house materials or where do you house your materials or do you do you get that space handed to you by your institution basically or do you and then a lot of people responded in the chat and said what we're using Google Docs and we're using your comments what what do the presenters do. So for me I hosted my videos on YouTube, and then I developed my own WordPress website that's what I did, but I think it would be great to also through university as well. To reach more people. So the platform for my units is just a Google site, a website through Google and my institution does subscribed or purchase a license for Google suite. I don't think that's required, but that's that's the simple platform that I decided to use mostly because it is relatively simple to use as I indicated before the first part of our materials are in the Corel platform and the ones that the new ones that I have created are in the Google site, but I hope they will migrate to Corel as well. The best platform, the well designed organization so it's very appealing that we have those materials there. Yeah, what we're doing is developing a repository. So we've got a material posted on box at the moment. And what we're doing is creating a tool that will allow not only our instructors to access materials and box according to language level or according to skill, but also we're going to open that to the public so that other people will be able to use the search tool to find the materials in the same way. Great. So any any platform really that allows for sharing. That is accessible online of course, but mostly also allows for sharing is of course great for OER. Next question comes from John Perkins. He's asking about he's not really sure about authentic materials, because a lot of them are copyrighted. I think that was the problem. He's asking Sonya, do you consider your materials that you're creating authentic? And then in general is anything that a native speaker creates authentic? That's a beautiful question. Yes, I would say they are authentic. I know just that they have knowledge, previous studies, previous readings, previous research. And I don't know, but every time you as a writer, as a creator, you are creating something that is new because you are doing the some insights that other different writer won't have or maybe we have in a different way. That's why I insist that they are authentic and they are welcome to improve, to grow and to get better things to observations of other colleagues or my students. Yes, they are authentic. Yes. Okay. So we're going back, just wanted to go back to the previous question because we had a follow up question again about the platforms. Sonya had said that she is sharing her materials on the coral platform. So what we are is actually just a website and we're linking to her Google Docs. That's basically what it is. And a lot of those places where you can upload materials, of course you can upload the materials directly to, but a lot of them share just the links. So it's really just a, it's just a link aggregator or materials aggregator where you can find materials and a search with a really good search. That's what it is or an organization that makes it easy to find things. Yes. I actually had some questions to myself. And I wanted to know if, if you have seen any improvements in engagement from the students since since you started implementing the materials. If their grades had improved. If you've seen in general a change in your classroom. Are you feeling more engaged with your, with your colleagues, do you share more resources with them. Since you have started using OER. So, yes to both. Definitely it's been easier to share with my colleagues using OER and especially with online materials. One of the most pressing questions after having taught the course in which I implemented these units these problem based units that I developed was that I did notice that my students grew and their ability to work collaboratively to solve significant problems and that they I think grew in terms of their ability to do more independent research. But the challenge for me and this is more of the instructional method than it is the OER was that I was sort of had less access to sort of individual writing and research skills because students were working collaboratively and small teams. I was not able to gauge quite as well individual progress in writing and speaking. So that's one thing that as a result of that course that I'm thinking about more and wondering about also but also talking to my colleagues about and I have a feeling that we would be not talking about that as much had the resources that I developed not been open. I think actually I spent the last year not teaching. I spent my last year doing this development project so I'll be starting to teach with these OER materials or the materials we developed from them this week. And I'm really curious to see how the students are going to receive them. We do solicit feedback from instructors and from students at the end of the session our sessions are eight weeks long. And we try to incorporate that feedback but as far as feeling student engagement from a, you know, first person perspective I have not done that. I'm really looking forward to it. I really, really enjoy the process of creating my own things now that, you know, I've had the experience of doing it. I feel it's empowering. It kind of gives me control over the way I want my classes to go. Yeah, I think it's been a great experience for me. When my materials inside the classroom it was just an out of class activity but I plan to use them in the future, probably for a unit and being virtual reality that what I saw with the out of class activity the students were very engaged. And we were able to really explore the Italian culture from a different standpoint compared to what we traditionally do with the language textbook. In my case, the answer is yes, both more engagement with the students and from my students and more engagement with colleagues because after writing a text, I invite other colleagues to read. And those feedbacks are the perfect guiding guiding lights that I am looking for to improve the what I will offer to my students. So it gives me more engagement with my colleagues and also with the students. Students receive those readings with a lot of excitement and it shows not that they are nobody, they don't have to pay for that. No, but it's also it's interesting, it's challenging, it's empowering. It's, wow, it is what is happening right now. And I was in Latin America for many years and I didn't know about this or that and in a critical way they analyze those readings and I can say that they are more engaged and the numbers, the numbers of our students are registering in Spanish classes are increasing because it's not just I am taking Spanish because I will finish I will get a degree in Spanish not necessarily because the topic is interesting. And I want to know about that. Yeah, that makes me think about my experience when I taught an intermediate Italian course, the textbook we used was from 2013 and the readings in that were very outdated. They were talking about a workman that you listen to music. I don't know if we use it in Italy, you put the CD and you listen to music that way. And that's something that students today probably are not familiar with and that reading was so outdated for them. And we will yard instead we can really bring in texts that are current and that you know relate to student experiences into their life today. There's another question. I'm sorry. From the chat. Do you have any way of keeping track of who's and how your resources are used. Basically, can you see the evolution of your work. Somehow. So Carl, I'm going to answer some of this coral does keep track of of how many hits. Not yet for for a particular website. But beyond that, it is a little bit hard to see the evolution we have tried we have tried to do that for some projects but it's hard to see and we are trying always to do that. In particular, one of our projects flight we're talking about seeing how what the process is how a lesson evolves over time. But yeah, it's difficult because once it's out there, it's free right. I don't know how the presenters experiences with that if anybody has experienced with your colleagues using your lesson and then seeing how they their take is or how they're adapting something. Well, I've been curious and haven't gone out into the world yet so the experiences that I've had have been with the, the faculty that's using them in house, and they do develop and they do kind of evolves. We get feedback on things like content. I wrote a chapter that included an article on slender man, and people are not a fan, which is, you know, that's good that's the kind of feedback we need. And so that was swapped out. We have instructors who've used materials of other instructors and they've kind of reworked them to fit the style of teaching that they've got themselves. And so we do have several versions of things. And it is interesting to see how, you know, when you make something your own how it how it changes that that material. So there are different ways to answer this question. I just wanted to note that Galteny has written in and said so. Are you talking about hits to the website. And just as Julie said well we don't have a website yet. So you can do analytics which are pretty easy to operationalize once you have a website up and going to see where the hits come from and you can see what country. And that's just really fascinating together basic analytics on your on your materials because we were really surprised to find out when we published a website and a French website that people in France for using it anyhow. So I would encourage you to think a little bit about that. Maybe that it's a second stage later on once you have it up and running to think about analytics. But we're also thinking about like at a more micro level as as Natalie just said, a lesson can be used and repurposed in so many different ways. And that's even something you can do in house because the whole concept of an we are empowers people to take risks and to to, you know, adapt it in different ways, whereas people often think I have to paint by the book I have to stay close to the book. So you might, as you go forward, think about how other people are adapting your own materials because they're going to do it in so many different ways that you can't imagine. And it's the kind of the power of the crowd make sure that you can somehow cold cold like that and figure that out. Thank you for those guiding questions. I am taking notes because I have been happy just receiving emails from different colleagues saying that they are using the materials and I was so happy just with that but thank you for those guiding questions. Yeah. Yes. I mean, it's important just to feel good to get feedback. But then you can also reach out and ask specifically. Okay, how are they adapting it and changing it. That's the whole power of OER. And I see that we are coming up on the hour we're already out of time. I knew that Q&A would go quickly and I want to draw people's attention to the chat the group chat people have posted really interesting comments and some good links here. Somebody wrote in about the open textbook network the there's a site in a university of Minnesota. That's wonderful. It's the open textbook library. Those of you who have already developed OER and you're looking for ways to expand the reach of them make sure that they are findable and a repository. So it's not a, it's great that you're sharing with the world, but you can turbo charge your sharing by making sure that they're somehow reviewed and in these different repositories because that will go a long way. Talk to us if you want to make sure that we can put something up online for you. Okay, so before you go. Yes, I have a couple of things I want to make sure that you all know about a project we have here at Coral called learn L OER network. And the whole point is that people are doing all kinds of really cool stuff. And in the open education world and we want to connect you with each other. So please come and visit that particular page on our website. It's called the learn community, and you'll get further connected. And you might just stumble across all kinds of people who are doing things very similar to what you're doing. We'll give you badges we have micro credentials for all the stuff that you're already doing you can apply for it and get involved in that. I mentioned already our OER course have a take a look at that because I think it could always there's always it's always a learning curve and we're always learning more new stuff. That's a great place. We have activity and it'll test your knowledge to see if you understand, let's say the basics on on licenses. And finally, of course, we have an OER hangout survey. This is everything that we do comes from taxpayer money from the US Department of Education. So we would really appreciate it if you take take two minutes to take this survey. She's told you that the URL is right there HTTP colon double slash B I T dot L Y slash to et cetera. Okay, so take a minute to do the hangout survey. And I just want to thank our present presenters. And I want to think not only you sharing your ideas with us but just creating taking that leap of faith to do OER I think it's totally cool. We are, I think remaking education and all of us have been talking about. Well, Sonya talked about social justice. I think social justice is at the heart of the OER movement. It really is about making education open to everyone. And, you know, we're all educators that's that's the point right. Okay, thank you all.