 So go ahead, Alexander. OK, hi, everyone. Thank you for coming to this session. I'd like to, yes, to present a little bit about our workshop just here. So this is about a participatory research agenda for open education post-pandemic. And we will be talking and also using two apps to share ideas. And this is a dialogue. I'd like that all of you please feel very relaxed. I'd like to ask if you could write in the chat your name, your country, and also why you are introducing yourself, please. I'd like to know if you have a drink. So please, yes, if you were able to get a drink, that'd be great. So I like a lot the topic of this event or a global open education, which is connect. Connect to people, connect to ideas. And this is very interesting because our project at the Open University, funded by the European Commission, is Connect. And it's about connecting students, families, universities, academics, and also policymakers to tackle real problems. And we are very focused on the sustainable goals of UNESCO. So in this event, yes, I'd like just to explain a little bit about Connect. And this is about an inclusive open schooling with engaging and future-oriented science. And that project will be offering partnership systems and policies, partners, projects, database, topical scenarios, science action within science topics. This is just for you to know, all of you, that it would be so lovely and useful this conversation for many, many projects, including Connect. So here is just an introduction about this framework that we are using the project about developing with the community, participate in research. We could be like a agenda, a research agenda. So we will be involving all these different stakeholders, different societal actors, which is the students from secondary schools, from the universities, and their communities with scientists from the institutions and even research labs. And they will be using specific tools, developing, identifying key problems or developing potential solutions. But we'd like to see students, learners as protagonists able to identify and defining methodologies, approaches, and tackle together in cooperation with the community. So that's the way to develop knowledge, competencies, skills, competencies. I'm talking about the knowledge, skills, attitudes, and values. So for this process, for getting people involved, we are using that framework, which is about to identify issues that matter for them. They care. So students or local community, they care about the either is related to health, with the COVID, the pandemic, or effects of the pandemic in the community. So they will be identifying what they are worried or concerned and is really important or very relevant for the community. So in our case, in our open education global community network, we will be thinking now, what are our key issues for open education, post-pandemic? So to answer this question, I would like to introduce a little bit about the second step of this framework, which is no. I would like to offer an overview about 12 presentations or workshops, posters, 12 pieces of work from people here in the Open Education Global Conference, who use the either COVID, 19, or pandemic in their work. So I selected all the abstracts available in the program and there were a kind of 12 presentations. And they are tackling an issue relevant for post-pandemic or during the pandemic. And then I would like to introduce in note to a framework that is developed by the OECD Education 2030, the Education for this next decade. And that is about thinking about focusing on learners' competencies, learning environments, partnerships, and education to support the sustainable development goals. So this is an introduction of our workshop. And then we will be doing some activities, it's like the dialogue, and I will be mapping the dialogue. So let's see. And yeah, this is the approach for this moment now. So to start this, I would like to know if you could go to the main meter, because I needed to collect from all of you key issues, key words about, yes, if you could. I'm also going to open this here. And yes, if you could, please write a keyword if you don't like to go to them. Main to me that if you are in a mobile phone, if you can just type in the chat, this is fine. Or if you'd like to get them, they meet. Yes, if you'd like to share your keyword as well. So yeah, so I'm going to just see the chat and then we're going to open the main meter. Yeah, this is the first activity. I know that we have a small community. And also, yes, and I can share with you. This is a try to find. Why are we doing that? Opening, I would like to know, yeah. The link is already in the chat. Yes, all great. If you put the link in the chat, I'd like to know, because I had so many screens opened. So I had to check loads and I closed the outcomes. I just want to see how I'm going to find it again. So why are we doing that? I would like to carry on just to introduce a little bit about a summary of this OEA Global Connect, because this is what might inspire you as well. So yes, I'm going to present that. Okay, so here is, we have like 12 papers or abstracts presented in the program OEA Global Event. And as you can see, yes, we have like three, four, four abstracts from Taiwan. And but then we have a work from India, Netherlands, Ireland, United Kingdom, Canada, United States too. And here all of us that somehow are thinking about COVID, the pandemic in open education. And in many, many work studies focus on higher education. But there are two in lifelong learning and one in key 12. So, and if you can see, there are many initiatives that they are focusing in developing supportive policy. Some work related to facilitate international cooperation, building capacity, sustainable open educational resources. So this gives us an idea about what people are talking or they are concerned related to open education and the pandemic. So if you go to the title of the papers, then it's very interesting because there are some papers that they are highlighting this key challenge which is remote teaching for the first time. I found like three papers and some papers are discussing learning environments like MOOC, also more interactive environments and pedagogy as well, how to ensure continuity of education, also how to use the audio visual or text or materials that they are more engaging and how to develop that in a short period, synchronous versus asynchronous. And it's very hard for the teachers to teach in synchronous when the students, they don't have this interact connection all the time or there is lots of problems and the de-flexibility is really key in this open education during the pandemic. There are some work related to students' engagement and how to decrease their workload because many students and even women that they are taking care of children or even parents in general with the home schooling and they have to work and have to study so there are lots of workloads. And for the students who are in universities that is one work that is about social distancing which is hard for the ones who are attending universities face to face and there is this work about a state of anxiety and fear and I'd like to highlight as well this challenge of replacing the traditional learning face to face with a blended or completely remote learning model. But the big picture, yes, if you think about the big challenge, we have two, yes, papers that they highlighted one is by Kathy in the United States that she was one important how can I say leader in the open education movement and she highlighted in her presentation that the pandemic will amplify is amplifying existing inequalities and it is very related to what this workshop is about. We are reflecting about the laws of learning and in human capital across the world high drop out rates low learning outcomes and the increased inequalities particular between low achievers and the high achievers are affecting all areas including employability like getting jobs or entering the university so it's the whole ecosystem and that is just to bring some ideas to inspire our dialogue. Before talking about the framework I'd like to open for questions. I would like to know if any of you have seen these presentations or participate or attending and if you'd like to share your ideas please I'd like to hear your voices as well but I'm going to look at the chat oh by the way is Igor our facilitator Igor could you help me please I would be facilitating I've not been able to see many of the sessions unfortunately not as many as I would have wanted so it's really impressive that you made the scan over the program and connected it to your presentation or your workshop it's interesting times where I think remote teaching and open education meet and provides with new opportunities we've got some extra people coming in I don't know if I pronounced the names correctly Super, Maria, Anya Dr. Aroma and Matilda maybe you can share your thoughts you can all unmute yourselves if you want to speak or if you want to write in the chat there's a question in the chat do you have any solution for the high dropout rate this is one of the big questions yes because we need to understand what are the needs what is happening now the dropout rates we need to understand what are the needs of our online education I am from the open university and we have been using a lot of different approaches from learning analytics to fund engagement to understand what is the meaning of student satisfaction what is the meaning of why and how they can enjoy and make the best and take the best from that experience so this is the whole work that I've been doing related to fun but in the opposite side which is the data the open university we started with when I started at the open university in 2006 we had 250 students 250,000 students and now we have 170 so it's a big yes we cannot understand how it's a big dropout and this is not even related to the pandemic but with the pandemic the fact is that these numbers will be increased um for our institution we offer flexible learning we are well considering microcritical we engage in the open education movement at the early stage and we can see how the big benefits of open education are that they are not sure that they were not sure to join and they open his source they become a little bit more confident so we have many stories it's about more than 12 years of stories related to open learn which is still there it's about probably if we think of the big context it's a little bit hard but if you start to talk about our goal here why you are here in this workshop this is really important and the dropout what is the solution I don't like to hear any idea I think what you mentioned it's a different story now with the pandemic other factors might be influencing the dropout so maybe a more personal approach towards the learners or more individual approach even more than usual circumstances are different some might not be able to influence but you can do your best so Dr. Roma has raised her hand and is now also unmuted so go ahead welcome everybody it's a very important question what should be regarding the solution for the high drop rate the two different stories before the pandemic and after the pandemic because that has changed a lot of things regarding most of the countries but depending on the social framework of the country why the dropout but what we could do helping people those who are interested in education we can provide them dual enrollment or night schooling we are doing that online education is now going to be a big big support to overcome the drop rates because this pandemic has really set up a pace especially the course known as MOOCs people are going to for MOOCs online courses so I think this pandemic and the technology which is now really has gained what would be there in the coming time in the future and would definitely solve the case of dropouts because we can get connected anytime anyway and it depends on what type of technology we have so I think government all over the globe should try to update the technology and to overcome the drop rates especially providing this technology facilities to those who are less privileged so there is another question can we create a personalized learning environment in MOOCs yes if I was in the room to say something or somebody else or I can say something this is very good because I would like to see I'm still going to stop the screen I'm going to share another one but dropout and MOOCs this is the idea of dropout I just included here that offering technologies and more engaging pedagogies for disadvantaged students is really important now so these two elements including learning environment personalized learning MOOCs which is another idea so talking about disadvantaged students I've been working in different communities including I'm from Brazil and we are working with an area affected by the big problems with the climate change as you know Brazil we had many fires in Amazon forest in Pantanal and it is all recent and there is a climate area that's a big problem, no water and they don't have internet and how they are facing education how they are addressing isolation and how they are learning in these conditions so technology is really important they are in Brazil and even in hard difficult the community they are now more used to mobile phone so the government, the council, the state they are supporting these initiatives industry to give the ship for students to connect to the internet so this is the way for access some initiatives in Brazil in these difficult areas they have partnerships for providing laptops or computers reusing this kind of equipment and to offer incentives that the community can access but that they are investing a lot in printed material as well so technology is a key point because for communication in Brazil they are using podcast and that was very interesting because we have students creating the podcast not only the teaching stuff and that was very successful because the students they sometimes know what the difficulty is and they can do the podcast because some of them are very used to technology and this was a very successful initiative so we have many many ideas from this difficult situation even connecting TV because they have even like areas they have in slums they have TV and the government started to work some local council with the university developing programs using the TV so how did the technology is really important the mass communication technology but the most important of course is this interactive technology because they needed to interact with other peers or interact with the teaching stuff this is vital but talking about pedagogies and the MOOC so personalize the learning I think that one key concept for this post-pandemic will be mastering learning mastering learning it's about supporting every all learners they can work towards the learning objectives however some learners will take more time or will need more break down complex activities in small learning goals and work more with the big ideas particularly topics that are very difficult like the science, maths that they need background knowledge so mastery learning is key point and we know that some yes environment, learning environment if you design properly it's possible from MOOCs to small courses to organize activities for pre-assessment diagnostic assessment to understand what are the right challenge for these different levels of group of students so that's very related to that flow I'm talking about Mihaly and this is an important scholar that tells us the flow and the importance of enjoyment so if in a MOOC you work for very difficult problems or tasks and just for the high achievers the low achievers will feel very anxious they will feel that they are not capable they will not enjoy and that will increase that drop down dropping rates, drop out rates but if you are able to align these different levels of student skills with different types of activities that are from small challenges to big challenges if you are in your MOOC make this more accessible for all of them you will also increase their chances for them to enjoy more, to feel capable and more confident so this is related to enjoyment and it's very important so I don't know if I answered are you delighted to hear a little bit about your comments I hear you talk about the pedagogical aspect here related to the Covid or the pandemic situation a lesson we might be able to learn from it is that student well-being also needs a lot of attention right now I can imagine so what are your thoughts about that answering the question so in the personalizing MOOC experience on a pedagogical level how do you see implementing student well-being aspects there yes so there is a bigger change for well-being and I am very involved in European projects and also funded research and I know that there are initiatives from organizations supporting this type of research related to well-being because one important element for being able to learn is having your first needs addressed is food if you think that in these countries that lots of students they had access not just for the educational environment but also food is talking about the free meals schools and that was one problem apart from food we have physical sports or yes feel good because you are able to do your activities physical activities and also have a social life and this affected as well students more depression problems in a few countries that the level of violence increased particular violence in at home yes this is really difficult to address and all these are affecting the education so the other issue related to well-being is also mental well-being so there are lots of studies tackling the problem of cognitive overload the time that we are spending in front of our screens all these difficult situations people losing jobs and that increased the stress that increased the pressure that affects the well-being and in particular in this situation and not just the disadvantaged students but also in any family that they are facing fear as one of the studies indicated yes they are very concerned so the question is of course there is no a miracle but what we think that's really useful now is increased the numbers of the people connected the researchers initiatives funders that we can together work with these different problems so this is the way I think that we could organize better potential solutions when we discuss with the community and the European Commission now is promoting a lot of this trend we are talking about science with and for society if we get this to open education movement it is about open education with open learners and we need to engage more the open learners in this ecosystem of open education so I would like to see more comments before talking about OER OER I would like to before I move to the UNESCO sorry the OECD framework I would like to know more issues from the OER Global from the presentations that you have participated or your own presentation would you like to share any topic I am following also the just to come back here to the zoom can I make a comment so hi Ale this is Bea from Delft I must confess I am not the right person in a way because I must confess and this is going to sound awful but every time I see Covid 19 on a mile. So I would not have, you know, any my issue is that and I can give you one of the examples because I was present at some of these presentations. So for example, the Irish presentation from it was Orna Farrell and her colleagues. And that was one of the things they what happened was that they so they were talking about professional learning, they were getting ready to launch a course on how to teach online right before, but they were they never decided with a pandemic in mind, obviously. So when they were ready to launch, and they were kind of thinking of maybe having say 40 50 people in the course, all of a sudden, because it was pandemic time, they found themselves with 400 500 people registered into to take the course right. So my question to you all is, yes, we're talking about the issues of the pandemic and direct response of what's been happening and everybody adapting and changing and doing things in a different way, but how many of those things we've done in a different way, do you think will remain once we inverted commas go back to to a normality? See what I mean? Yes. And that question, you might find many answers because it's all based on the context. For instance, in some universities, yes, they are more prepared for distance education like open university. We didn't have a big issues, but we had some problems. For instance, we have students that had to work in tutorials, face to face. And in our, we did a survey and we could see the importance of this face to face events for the students that they were missing. But when he was talking about universities that the teachers had to change or had to start to work remotely or online, yes, with the synchronous or asynchronous tools and without preparation, because it's completely different to work online with a curriculum and work face to face. So in different institutions, which I am observing, they have different questions from, since and from how I can transform the curriculum in hours, face to face to online, because that is not completely direct, you know, calculation or maths that you spend like 40 hours in, in, in visit three topics and you have a four online hours working on that activities. It's impossible. You need to understand the cognitive overload. You need to understand what it means giving students the time for make sense and the discussions that they don't have with the peers. You need to come up with different strategies and the technology, how they will be, how to be that experience. But the fact is that the teachers, they, many, many teachers, they had to be very brave and they started to, you know, work differently using technology. And we have good stories, difficult stories called the challenging stories, but it's lesson learned, all lesson learned. And I feel that even if in like a post pandemic, we needed to instruct these lessons learned to increase the quality of education. And this is the right moment for this reflection. This is the right moment to start an agenda because we can instruct the lessons learned. I, I liked so much this event. It is all e-global online. And I was observing conversations, not only in the, in their platform, but also online when the speaker was not there and the people started to talk. And, and then I, I loved when the people said, oh, I can talk. I can take it off in my pad. I can do things at home. And I'm still learning, connected and sharing my ideas. So we also needed to understand that the learners, the teachers had this different situation about teaching at the first time remotely. And the learners on all of us, this is our first conference, all e-global, completely online. And this is also a new experience for us, how to instruct from this event, these wonderful ideas or problems, issues, and also do the networking online, which is lovely to do face to face, but to have about doing online. So this is, this e-global is 24 hours event. It's like even, you know, it's a big change. And that change is happening. So resilience is a key point. The, my work is very related to responsible research and innovation. And the RRI helps a lot in this kind of adversity, which is about anticipation, anticipation of the risks, examining consequences, adaptivity, reflexive, reflexivity, reflect about the issues and how to adapt fast to respond to this adversity. So we are developing lots of skills now. And, but this must be explicit, explicit, because we needed to also to make learners to understand that they can develop a lot of skills. Now, apart from deal with the content, to visit their knowledge, with increasing their understanding, they need conceptual knowledge. But how to do that online? They need the opportunity to increase their skills. How to do that without the peers, without the face to face. And then thinking about the end users, the learners, the teachers, people, then we can think about the technology, we can think about the MOOC, how to structure better. But the RRI approach with responsible research and innovation, it starts first to visit people's society needs, because the society needs priorities and expectations. And then this alignment of scientific innovation to tackle these issues. So this is the key message, which I think that is also good for this final moment that we could be thinking about, what is this education 2030? We are into 2020. So we are just in this moment, important moment in history. And able to reflect about this diversity. And thinking how we can change or how we can improve, how we can keep good things, but then scale it up. Yes, give more accessibility and increase our impact or legacy. And that is exactly the beginning of this next decade, which is 2030, with the education. We need to think now long term. And that is how I would like to start that conversation. I left a video, by the way. The video is in with this workshop description in the program. I don't know if I could have the time to show the video, but this image is a summary of the video. And the well-being, which you mentioned, yes, how to promote the well-being, individual and societal well-being. And that was the answer from the OECD, with this learning framework. The importance of connecting knowledge. When I'm talking about knowledge, disciplinary, the content, interdisciplinary, is exactly we needed to understand the connection between these different areas of knowledge. You needed that interdisciplinary knowledge. Epistemic, epistemic is the way that you create knowledge. So you needed to understand this meta-analysis, yes, the epistemic views and the procedural is how, in practice, how to create knowledge. And then you needed these skills. Skills, not just cognitive or metacognitive, is about social, emotional, physical, yes, about you, as your whole you, talking about your body, your mind, your soul, your emotions, and the practical skills. And then also attitudes and values, particularly because we are now facing this important moment the counting down of the destruction of the earth. It is a beautiful BBC programme that they are showing what's happening in their planet and is a countdown for this destruction. So we needed to foster the next generation with the attitudes and values, personal, local, societal and global. The whole combination of knowledge, skills, attitudes and values is the contents. But before that, the contents is we needed to engage parents, teachers, communities, peers. And when we're talking about the communities, I'm talking about not only civil society organisations, the citizens, but I'm talking about policy makers, entrepreneurs, the industry, companies, is the whole, you know, societal representatives. And that is so important for the learners at the centre. If you can see my image, students, they are in the centre. And they needed that basics, numeracy, literacy, digital literacy, health literacy, data literacy, because they will be able to create a new value, taking responsibility, reconcealing tensions and dilemmas. And that will help them to reflect, anticipate and act towards the well-being. So I think that this is a very interesting framework, very useful. And we needed to bring our voice, our minds, our souls to work together towards this framework, adopting it, extended it, reusing and disseminating, because we needed to come together. It's about connection. Connection is learners' competencies, learning environments, thinking about the partnerships and the sustainable development goals. And this is very connected to the green economy 4.0, which we needed to prepare our next generation. So to finish this, because I like that all of you have a final moment, you know, for lunch or even breakfast. I don't know the time or the afternoon snack. But I started with this pilot, yes, to start to keep in contact with you. And I'm writing down there some information important from the chat. And I'm now asking the, yes, I'd like to hear more about your ideas related to the education 2030. So now I'm going to open the chat. Any comments? I tried copying the link to the pilot in the chat. I hope I clicked, I typed it correctly so you can use that link. Yes, please. If you can use the link, it's the way to keep in contact. I'll be there. I'll open this now. And I'd like to know if I can stop sharing and change the window, which I don't know exactly. Zoom is not my favorite platform, particularly because they open in the university as they don't support Zoom for various reasons. Now we see your patent. Okay. It would be if you want to have more input on this after the workshop, please do share the link in your connect app structure description and let people know that you're looking for input via Twitter or via other channels in the connect platform, perhaps maybe you can extend the conversation and in your reach to people. Perfect. That I will do that. Yes, I can see that the people are a little bit reflective now. A little bit quiet, which is fine. I'm happy, but I'd like to talk about the, sorry, just to, I can see some comments like pedagogy, well-being, personalized learning work, top arts, innovation in education, engaging learning. So this is some ideas that came from this meeting as this workshop. Interesting topics. If you have ideas, feel free to use the padlet as one now been added as well, or I see something happening in your padlet. That's good. Oh, this is interesting. The role of open education in workforce retraining. So I supported, by the way, sorry. I wanted to say if the one who added this comment wants to talk on mute, please comment on your contribution. If you don't feel comfortable, you can also use the chat if you want. Okay, so I'm just going to be very brief about it. It was, it was my comment that I made there. So I think that there is a great opportunity here, you know, as a result of COVID-19, obviously, millions of people around the world have lost their livelihoods. And I'm going to have to look for ways to, you know, regain employment. And some of them are actually not going to be able to re-enter the sort of the jobs that they used to, and they will be looking for ways how to re-skill, retrain in order to be able to retain new re-enter the job market, sometimes in completely new domains. And so this is where open education has got a really crucial role to play. And this needs to be a bit more emphasis on how open education can support such efforts. Yes, I supported two initiatives. One is about the job market that is changing with the COVID. And then new jobs that came up a little bit, you know, that they didn't have people to apply. And the other jobs that they have big problems, particularly artists and people who were working with tourism. So this is all affected. And then also I supported another network that they are developing now mini courses. They break down a program for professional development. And they are doing this to respond to these fast pace and the difficulties of the people with time. And that is also very connected to the micro credentials when you need these mini certificates. And that probably combines, you can, you know, get more benefits in your career or professional development. But it's important to have these mini skills or important specific skills that will help people with employability. And the open education can help in these two, you know, we called it in these two challenges, one open education to understand the job market and to analyze the needs and the seed trends. And open education can also support these break it down of big courses and small courses and how to reorganize the set of skills within micro credentials or mini certificates or open badges. And even now in the OE global we had these smart badges, which was a word presented by my university, Alex, a micro languages. He introduced the smart badges that is a little bit different. So the professional or the open learner taking a course that is in the in the all blockchain platform, they will be able to show that a micro credential or a smart badge and also the employer will be able to instantaneously to check to check it. So it is very interesting. Yeah. All right. So the participants, we've all had some time to look at the path that an ad input do share the link via other channels to get more input. But I think, you know, given the time that we've had to create input and looking at what is here now maybe you can continue. Alex, I'll know you're still there. Oh, yes. I am. I'd like to, yes, I'm available. We can now start our informal conversation. I don't like it. If you would like any, all of you could share one word about the OE global. Yes, your experience would be great. So I'm going to share mine. It's still if you want to share something either unmute and share it with us or add it in the chat. I think one word. It's hard to find one word. I think it's impressive. It's many sessions, different topics and intense. Yes, that's a good word. Inspiring. It's been a long ride for 24 hours a day. So for a lot of days after all in a row online with a load, very accessible one, but also because it's online easy to be distracted. Connection across the world. Yes. Engaging. And so much more to learn, which is a very one word. Good, good. Fun, informative. Can only agree. Challenging, yes. I think the chat is drying out. Alexander? Yes. Do you want to reflect on this? Do you want to continue on this? Yes, I don't like to use all these words, you know, to just conclude this workshop. Yes, the importance of learning with others. So much more to learn as well. Information, challenge, fun, the engagement, this connection, opportunity for interacting with people across the world, the inspiration, intensity. So I think that is a good, good set of words for us to take with us. And from this workshop, it's just a kind of exercise for us to think. And if you do like to keep in contact, please, I will keep that part of it to increase these different topics related to open education that are relevant now post pandemic or during the pandemic. But thank you very much for all of you to be here. And I just do like to stop to share a bit. I think if we could, yeah, this is going to stop to share, to see our space. You want us to also stop there. I think your presentation or your workshop is, do you want to continue or do we should we? No, I think we came to the end in the workshop because I would like to see if anyone would like to add anything during the, yeah, I think these final minutes before you just, I have a final, yes, exercise to conclude this workshop. Any more questions, please, or any comments? I don't see any questions or comments in the chat. So I just don't like it. How can I stop to share this screen? This is something that I don't know how to do. I see, I stop recording. Well, no, stop and share. I found it. So gallery view. Yes. I just like to know, yeah, if you could, yeah, put your cameras, but I would like to, if you could erase your, if you have any drink, but I'd like to toast. I'd like to toast, yes. We don't have this moment. I'm missing this moment that we get together, you know, to toast. Oh, yes, I will wait. This is so important. It's like the human contact. Oh, lovely. I take a picture as well. This important moment. So hold your, yes, so beautiful, this event about what's happening behind the screen. And I can see, yes, I can see beer, smile or eyes, all of you, yes. Igor and thank you, Martin, Matilda, Gino, and Japan. So yes, this is for OE Global. Thank you very much. This is an amazing event. And next time, if you do online, we will be, you know, thinking about how to get together differently. Cheers.