 So I would like to welcome you all very warmly to this webinar on the UNESCO OVR Action Area, Inclusive and Equitable OVR, and to the Open Education Global Conference, taking place online together with the university on the nonce. It's great to be here together with you. I follow the conference as it starts and that presentation is my small self and also moderated one session yesterday. So we have a great program. As you can see here on the screen, we have five presenters. So a very warm welcome to all of you and please remember that you can use the chat to introduce yourself and also to write your reflections, comments, questions. And we will try to have a look at and keep an eye on the chat to follow the discussion and conversation. My name is, as I said, the Airbus Jan Ilson, I'm a professor in innovation and open online learning, and I'm based in Sweden in the south part of Sweden. I do a lot of international work as I am. Since six years ago, an independent research and consultant and quality reviewer in the area of open and flexible and distance learning. Earlier on I worked at Lund University and more or less with the same kind of questions, but also further university as a consultant. And now I'm working mainly at with international organizations like ICDE, which is the International Council for Open and Distance Education. I'm in the board and standing for election for a new period of time this year. And also, I'm sharing for the third amended period, the ICD or we are advocacy committees, I'm an ambassador for all we are for ICD. And we have ambassadors from all the regions and continents in the world, we are 12 of us. And we had the pleasure to work with them with James also earlier for two pairs of time. As an ambassador for ICD or advocacy committees. So good to see you here James. I'm also in the quality network for ICD and I do a lot of quality reviews for them as well. I'm in the European distance e-learning network, also in the board and doing a lot of work also for them on quality. I have recently been involved now with the international council on batches and credentials and on Monday, Friday, sorry, and we launched the quality grid and the taxonomy which ICD is working on. So it was on their web page since last week. And since this week I am working with Swedish Council for Higher Education, as they have an assignment for making distance education with higher quality and with a new, some responsible for taking on a new quality framework for distance education in the country to be more both modernized and digitalized and better for the learners in many aspects. So that is what a new poster had and which is very, very interesting. So what you can hear is that I work very much about quality related issues and the field of open and flexible learning. So by that, I will present the speakers and I will also take the opportunity to encourage you to go to the platform where you have the presentations with abstract and more bio from the presenters and also where you can communicate both during the conference and also afterwards and make contact and connections and share your reflections and questions. So please take the opportunity because this is a wonderful platform. I heard that it is Alan who is the brain behind it. And it's really, really good. So thank you very much for setting up such a wonderful platform for this wonderful conference and please take the use of it because we can share a lot of interesting things there and together we can be stronger. So I see we have almost 30 participants in the web in the room by now on the game please you put your questions or reflections and also some information where you are from in the shot. So this session will be like that that we have the first presentation and after that we will take the questions for that presentation but for the rest of the presentations. We will have everyone in all the presentations in the role and then we take the questions afterwards. But as you know how to leave, we will do it this way. Okay, for everyone and each of you have 20 minutes approximately for your presentation and the first one is coming from Kelly Liberty. Lungsis Longo, Molia Bundamina and Gino Fransman. So if I don't pronounce your names in a very open way maybe. I know myself because my name is also very difficult to pronounce even for sweets so. And the presentation is about becoming an open education influencer the Nelson Mandela University students advocates experiences of sharing. So please, the floor is yours and. Please start your presentation. We look forward to it. So you know, I think it's your view who will do it. Thank you so much ever and welcome to everyone. It's raining in Quebec, which is the new name for the town or city that we are in here in South Africa. We are from Nelson Mandela University, and I'm joined today by one of the open influences themselves one of the team. And I miss Molia Bundamina. But I think that we need to stop your screen share. Thank you so much. I will just share my screen. Just please note that we have two parts for this presentation a quick. Powerpoint driven presentation and then I'll play a short video for you to preview something that's never been seen before in the world of open I think so we are so excited to be here and thanks for joining us. Of course, once you share, just make sure that you have the sound. So as I said, my name is Gina Fransman, and I'm joined by the wonderful Molia Bundamina. Thanks for joining us here at OE Global 2021. Hashtag open ed influences that's who we are open ed influences shortened to always the course we speaking about is called Bowie, and it stands for becoming an open ed influencer. So this is the Nelson Mandela University student advocates experience of sharing Bowie, but more than that also about professional development by engaging with Bowie. So the open ed influences are supported and funded by the Cia Pumalela program. Cia Pumalela means we succeed. And this is an initiative under the OER Africa umbrella, which is also funded by the Kresge Foundation and we are so grateful for the support because it's meant we've been able to leap forward in truth. So what are open ed influences or always and you can say this out loud in your head always right. These are ambassadors for open education who increase awareness of open education resources and open education practices. Always facilitate the adoption creation and licensing of OER open ed influences energetically advocate for the use of open textbooks across purpose faculties and schools. So we are here because we've been threaded into sort of cohorts related to the UNESCO Sustainable Development Goals. The Bowie project aims to contribute towards the Sustainable Development Goals in whatever capacity or space really by enabling advocacy through an online empowerment course. The open ed influences project aim is to empower people to activate these goals by doing something about achieving it. And Bowie is that vehicle. Malia will continue. The OER team started in 2018 and being student based it often changed with students entering or exiting the institution. The Bowie course was developed to support and empower each team member and the larger community. In 2020 and 2021 new additions are shown on this slide, including myself and a little bit of information about myself. I'm in the process of completing my master's degree in public law. I'm working on submitting the final copy of my dissertation after examination. My dissertation was dealing with unfair discrimination against female asylum seekers. I am a writing respondent with the academic literacies and writing program. I recently became an OER in 2021, as previously stated, from assisting with the editing of the course and being one of the first to complete it. I've seen firsthand how much effort and passion have been put into this course. The course is relevant to most current issues surrounding us. There are six modules in the course. The first module is open, where I learned about open textbooks, videos and other educational and informative materials. I also learned how to license work and share it with others without infringing any copyright laws. In advocacy, I learned about the different types of advocacy, how and who to advocate to impactfully. The recent Zambian elections are a good example of the level of advocacy we wish to promote. The Zambian youth peacefully advocated for change by articulating their grievances through social media and petitioning and reaching out to opposition leaders. They did so without the destruction of property or injury to people. They came together for the greater good of the country. They articulated themselves and respected opposing views. Although they weren't participants of BOE, this is an example of the type of advocacy and responsiveness that can be achieved by the student community through proper advocacy. In the Ubuntu module, we learned about the promotion of Ubuntu through social cohesion programs. Under facilitation, the module emphasizes the importance of sensitivity, cultural awareness and objectivity in facilitating any process. The influencing module dealt with the different platforms to promote causes, drive change and advocate for shared values with audiences. Also, it's important to note that influencing one person makes a big difference. It's a success in the overall picture. Finally, the SDGs module was so pertinent to my research findings. One of them was that most asylum seekers and refugees are unable to access education because they can't afford it. OERs are a way to promote and achieve some of these SDGs because they're all interconnected, so we just need to stop from somewhere. I have been able to apply OPEN to working as a writing respondent. I often refer students to openly licensed materials when I review student drops. However, there are several gaps when it comes to specific disciplines. BOE will have several benefits for both students and academics. The advantages of BOE for students are that it will change the way that students think about themselves, their communities and the world at large. It's also an opportunity for students to think outside the box and it will help burst the bubbles that we often live in. Ubuntu will encourage them to do better for themselves, their families and their communities. BOE will change how students learn by encouraging them to go beyond the classroom and the curriculum. It will also help them advocate for change using modern technology that they have available to them, for example, through Twitter and other social media platforms. It will also provide networking opportunities with fellow students and other people participating in the course, which will result in the sharing of knowledge, ideas and collaborations. The advantages of students engagement for academics are the following. It will enable academics and lecturers to understand how their students learn and think. It will enable staff and students to move towards meaningful solutions and innovative approaches to challenges in education. It will create opportunities to engage with diverse realities across the student body. They will develop knowledge and understanding of the current circumstances that students are faced with to provide more tailored responses. For example, their home environment, their school backgrounds and any learning challenges that students may be encountering. Similarly, the advantages for students are also applicable to academics and lecturers. As we all know, 2020 came with its own unique set of challenges, working online. Other members of the OET shared some of their experiences. According to Kelly, the course suddenly had so many contributors. This made it difficult to follow the progress of the course development. She had challenges knowing her role among so many other people who had more experience. She struggled to keep up with meetings in a home setting with many disruptions from family and pets. Likewise, Mulungusi stays in the hills of Khozulu Natal, and he actually had to break lockdown rules at times to access a data connection. He struggled to find a suitable space to engage in work and meetings at home. So thank you for your attention. Gina will continue from here. Thank you, Malia. So Malia was speaking about the challenges that some of the OEs and the team experience. And I think that these are common challenges in sort of an education community or scenario. So the road to becoming an OE really consists of a lot of training and doing. Anything we didn't know we had to do research. And for example, with the OEs, with the team, open licensing was a big learning curve. Before lockdown, that was in 2020 just prior to lockdown. The Commonwealth of Learning's Understanding OER course was really instrumental in launching an awareness and understanding of OER and in all its many dimensions. It was quickly apparent though that we needed to grab students attention by using lots of media and graphics. It was an empowering and an upskilling process to have the team curate suitable OER content. And so we use the care framework in order to conspicuously attribute all of these all the time. So watch our May during lockdown video where we profile our working towards open textbook advocacy at Nelson Mandela University. I think that I saw OELS put that link into the chat window of brief while ago. You can also just go and search open ed influences on YouTube and get access to all of our channels. May during lockdown is a series of videos we worked on since March 2020 and in collaboration with UMass Amherst, Sarah Hutton and Co. Along with Dr. Robert Farrow from the Open University UK. You'll also find all of the video content that is used in all of the different modules in Bowie available there each under a playlist of its own. So this year we had about 375 student leaders take Bowie as one of the sort of professional development and upskilling interventions that we set out for them before they engaged with an incoming cohort of new students to the university. One of the students said this and I'll just read a piece of this was about Ubuntu Ubuntu is an African philosophy, which is basically I am because we are. So the content of the modules is very insightful. I had a simple one layer definition of what Ubuntu is and that was solely based on the explanation I'd received from my parents and the interactions I've had growing up. The information in the modules opens up a whole new idea of what Ubuntu is and still maintains the core beliefs of what I learned as an African child. On open education resources. I had no idea what this meant and after watching the videos and reading the notes I know what it is. I'm very surprised that the education system in South Africa is not exploiting this cost effective and efficient way of delivering high quality education. So you're interested in Bowie yet you are the steps for enrolling into Bowie. Go to engage dot mandala dot AC dot said a validate your account, sign up using the Google link there, and then send your details to myself send your name surname and Gmail account to genome dot funds man at mandala dot AC dot said a and I can enroll you we are working on creating an enrollment key so that all of this is really a self directed exercise on your heart. Coming up in 2021 in November the 17th of November to be exact from 9am to 2pm South African time and on zoom. We have the third open it influences open ed colloquium so this is open ed colloquium 21 and this year our aims are quite literally encapsulated under three hashtags and these are disrupt the colonize and develop we're not pulling anything down and not leaving something positive in its place. The purpose is to create awareness of open education and to promote the use adoption and creation of open educational resources. Towards this we also have an open textbook fellowship that we are launching. We are now in the middle of a pilot for 2021, but in 2022 that expands dramatically, and is available for our staff, either academic or professional. I want to acknowledge the inputs the efforts the talents kindness and generosity is of all the contributors you can see this is a lot of inputs this is a truly collaborative project. And it's been kind and generous from everyone, especially in a time of pandemic pandemic and trying to help to keep this project going. We made an international collaboration real even as the world shut down. This is a victory for open. You can find us on social media on Instagram we are open ed influences on Twitter at open influences, YouTube at open ed influences. Our university slogan is change the world to come join us and let's do this together. I'm going to stop sharing this screen very briefly so that I can play something else for you. We're really excited. I just got to do this yesterday in conjunction with a local performer artist entertainer and cultural anthropologist. And his name is Conrad Koch, you are most welcome to go out there and to explore at Chester missing on Twitter. If you don't mind, it would be a good idea if you put your speakers up just a small bit. Can you see my screen. Firstly, yes we can. Thank you, Alan. And so let's do this. Hi there. My name is Conrad Koch. I'm a social anthropologist and well known political satirist. And I have a question. Are you a puppet for education? What did you say? Your puppet for education. I'm also a puppet. I'm also hosting this event. We're doing this together. No, I'm doing it. Guys, I am super excited. My name is Chester missing. Come see innovation in education. Yeah, in real life in the influencing open education online colloquium. It's going to be fantastic. I'm very excited. The three themes this year are hashtag disrupt hashtag decolonize and hashtag develop. It's presented by the open education influences at Nelson Mandela University, Chad by Gino Franzman. Oh, yeah. Oh, yeah, it's going to be great. It's going to be amazing. And it features leading impact for educators from national and international spaces. Okay. And the aim is to profile. I'm saying it. Sorry. The aim is to profile those changing the ways we learn and teach is on the 17th of November from nine a.m. to two p.m. It's online. It's free. That's the best part. And you sign up by emailing open ed colloquium at Mandela dot ac dot z a zoom link will be sent to you a day before the event. Invite your friends and anyone and everyone who is interested in social justice. That means you Helen Zilla don't mention Helen Zilla. I don't care. You're the one she's going to tweet anyone who's interested in social justice access to education and professional development. You're going to be there. Oh, yeah. Come join us like Nelson Mandela. You need slogan says change the world. That's right. Change the world. So from us. Yeah, I think that that's what we have to offer for you this evening. It's gotten really dark in the meantime and look as if I'm a vampire so from Maria and myself thank you for joining us and we welcome to have some questions. Yeah, thank you so much. It was just a wonderful presentation and so which resources are really inspiring. Really. So, there have been a lot of appreciation in the chat. Everyone is saying it's great excellent to keep going. Et cetera, not the presentation on the initiative you have. We had from. Let me see it was from a mentor. Who said that this course has certainly challenged me to do better for myself and for the communities we work in. I'm wondering can we can we have a voice to a mentor maybe to explain maybe more what the impression was. Is that possible. If you if you like mentor. Hi, I'm not sure if you all can hear me. Yes, it's fine. Yes, we can. I've been actively involved within high risk communities in Cape Town and just partaking in the online course becoming an open education influencer have really added positive value in what we are set out to do to engage at risk communities positively and being a powerful process up until now. So I'm deeply grateful. Thank you so much for sharing this and put a testimonial I think it was just great. And what I can understand also from your comment and from and whatever what you had told us is that the way you have it have developed this and the way the way you're doing it you really have to empower the people to be engaged to be involved and to take the ownership to to see the value instead of you know take talking about policies definitions blah blah blah etc etc, but really to to to listen to the people and to take the people's view, and then you provide all this kind of wonderful services and development. Thank you. Seeing any more questions but maybe to hold it for a little bit while with what I mean you have a presented to us a great initiative which maybe can be scaled up and maybe can be adapted and implemented in other places other regions other cultures. So, if I could ask you. What is your advice is to ask how to go forward with such an initiative about the open education influences for the for the learners for the people. Yeah, I appreciate the question. I think that we all need to start from a place of awareness and insight. So, you know, take the course yourself. See what's there. It's difficult to advocate for something when you don't know exactly what that something is and how and how it actually affects you or impacts you. And then you can start and see how it could impact other student people. So this is not just for students this is also a staff development tool because we keep sort of coming up to these barriers in in the implementation of open education resources into the curriculum, and also into practice, which is which is such a big challenge globally. So I think that staff need to be empowered so that they have some sort of confidence, like you're not going to teach somebody Excel on a on on sort of professional level, if you are unable to engage in Excel on a professional level. Likewise with open you need to be empowered yourself before you can empower anyone else. So that's one thing. And then another thing is to deploy to students. I think our students are much more active and eager to get involved in innovative sort of processes and activities. Then we give them credit for, and we should stop having that sort of mentality that students are these empty vessels waiting to be filled. They are full of ideas and opportunities and just, you know, innovation, really, and what we need to do perhaps like to help them is to be innovative. You know, it's all inside of them we just need to give them roots and sort of resources that's going to help them to unleash onto the world. But that's why we have advocacy because we don't want them to do this and be harmful. That's why we have Ubuntu because we want this to come from a place deep inside a place of care. That's why we have facilitation because we don't want them to do something in a way that's going to sort of damage what their intention is. So I think that the impetus coming from having engaged with this course is something really valuable. And as you said, yes, it can be translocated. It can be put into another culture. That's why it's an open education resource. We want you to take this material and we want you to recreate, to remix, to use those five hours. But likewise we want to add the six hour, which is now recognition. And I think that we need to start recognizing that both students and staff who engage with open are really walking into the future through action. Exactly. Thank you very much for this comprehensive reflections. Yes, I think you are totally right. I mean, to really see the two, it is very much of empowerment. Learning is about intrinsic motivation and also the joy of learning, which we sometimes forget. But you have really shown a wonderful example about the issue of the joy of learning and engagement and ownership and exactly what you have been talking about to involve and not to maybe see we or them, but to work together with the learners. So it's important to learn to know your learners. And yeah, it was a wonderful initiative. Any more questions I can't see more than appreciations and good points and it's a key part principle to adult learning theory to really apply, which really applies to all students to with a gauge engagement. And to make it also simple and easy and achievable. Just one thing before we let you go. I got a note that the link for this was not working so maybe if you just kind of write it in the in the chat that was the link about. Let me see which link it was. This influence. Let me see. They engage about the engage link. It was not working when you do this then please use HTTPS, not just HTTP. Okay, can you please maybe write it in the chat so we get it correct correct. No problem, because I think people were interested in that. While you're doing that. Please note that you can also save the chat with those three dots. So you can have it in your files you can say save all the interesting links we share there. And also if you haven't done it already please upload your presentation in the in the platform. And also, please stay in touch with this wonderful initiative and learn from it. So, by that, thank you so much, both Gino and Malaya for this wonderful presentation. Now thanks for being with us at this session. Thank you everyone will try to stay on a bit longer I don't promise that will be for the whole evening though. Thank you. Thank you. Let's see. In case we have had any newcomers during the first presentation I won't welcome to all of you again. We are now having our second presentation by Professor Jaco Olivier's who is a UNESCO OER share. Sorry. And his presentation is about the open translang language in as international internal localization towards inclusive and equitable access of quality or we are. And you are also coming from South Africa. I won't welcome to you. Thank you very much, Professor, it's a privilege to be here. And I really feel at home after listening to Gino and our colleagues there from the south of the country. I'm always envious when talking with them because they've got this wonderful scenery where I'm currently based in the Northwest. It's fairly dry and I always joke that we are a lot closer to the desert. So to the Kalahari and the Namib. So it's very warm and dusty this time of year. But it's a privilege to be with you colleagues and I hope that what I will share with you will be enriching and worthwhile. I also want to give a shout out to the other colleagues there from the rest of the country. I see some colleagues from University of Cape Town and so on. So it's wonderful to be in this company. Colleagues, first of all, as Prof Eva indicated, I'm going to talk about trans-languaging and localization in terms of OER and something that we are starting with at Northwest University. But I just want to give you some context and give you some more information about how I see these concepts before I unpack what we've done empirically. I just want to also make a comment that in the chat box I will add the link to the presentation. So if you cannot wait, you are welcome to look at the spoilers so long. As I said, I'm in Mahi King. I will show you a map later on where this is located. But I put this picture of this campus to remind myself to say that the reason why localization is so important for us at Northwest, but for me also as a researcher and as a lecturer at Northwest is the fact that we live in a multilingual country and we are in a very multilingual university. We're also very famously known to be in a contentious position when it comes to language because we've got a very strong trilingual language policy where most of the institutions that Africa has opted for English. We still very strongly encourage the use of the cons in Sichuan as additional languages. One of the few universities where we've got a full degree in teaching that can be followed through the language of Sichuan, which none of the other universities can brag about. We've got a very extensive program of interpreting so multilingualism is very important for us for many reasons. And one of the issues that come up when it comes to resources is the fact that we quite often need to translate resources, but that also involves the whole process of localization. So this is all about perceptions about university students and we were working with African language teachers that this is part of a broader project. This was one of the initial phases. And at this point, I must also give credit to my other colleagues in the broader project. Dr. Emmanuel Gwengard, Dr. Matome, and coming in Dr. Dorit Lavani and Dr. Queen Motserpe. So we are a wider group, but they were not involved in this part of the project. We are working towards doing a lot more with African language teachers, teaching students rather I should say at our university. I mean, within a faculty of education, Prof. Eber mentioned earlier that I'm the UNESCO chair and the UNESCO chair for multimodal learning and open educational resources is actually situated within a faculty of education. So myself and my colleagues are very much involved in teacher training and that's why we've been working with student teachers. So what we wanted them to do to give you a brief sense so that you can understand as I go along, is we wanted the student teachers from who will ultimately become language teachers to create open educational resources in their mother tongues. Because they have got this additional interest in the language and also have further developed, if I can call it that, a language, abilities and interest and there's another type of motivation. We've actually seen it, but I will talk more about that later on. Another issue that comes in is the issue of trans-languaging, but I will explain more why this is pertinent for this discussion. This presentation is guided by a couple of questions. So what would open trans-languaging as a form of internal localization involved? And what practical steps with this involved and I will give you some practical guidelines towards the end. So trans-languaging is not a new concept. It comes from Wales, there's a whole history around it and you can see Garcia's definition there, she is really the one of the main authors in the field. But in Wales they have this idea that you can in a classroom mix and for them it was very much a bilingual situation, the language between teacher and student and swap it around at different times. These days we view this more as a strategy that can be used in educational context to be understood and a lot of students do that automatically. A lot of learners at school do that automatically in the South African context. As I said initially we are a multilingual country and quite often in education, I saw that even when I was still a teacher before I joined the university, that students would use any and every language and any and every variety even, especially these developing urban varieties pose interesting possibilities for education. But nonetheless trans-languaging is using what you've got to understand best what is going on around you for the sake of learning. But then one of our very outstanding colleagues from the University of Witwatersrand, Professor Liketi Makalela came up with the idea of Ubuntu trans-languaging. I'm so glad Gina already mentioned Ubuntu because in Ubuntu is infused in the educational culture and educational philosophy of South Africa. It's not just me or myself, it's that we learn through each other and that it's a collective, a communal action. And their Professor Makalela has taken this concept into trans-languaging as well. So for him, this is instances where speakers have acquired more than two languages simultaneously, which is common in South Africa, and where there's more than one language of input and output in this course of for meaning making. And he brings, if you read his work, that communal aspect to the table as well. And for me that is this is important even in the language classroom but in any university classroom is to involve the language resources that we have in front of us from the students. Many lecturers are very afraid of that and they would opt for the safe option which is English, and I think that is really detrimental. We need to learn more about each other's languages in order for this to be very successful. And unfortunately, that is I think one of the hampering points at this point. However, when it comes to resources, this can be done without the lecture being able to understand the languages and I'll talk more about that in a moment. I propose the concept of open trans-languaging where students utilizing their own, the individual and communal linguistic repertoire for the sake of open education. In this process we also talk about localization I'll explain in a moment what localization is according to people who know better than me in terms of open education. I want to talk about internal external localization and internal localization for me is something that the students do external localization is something that the typically the lecturers would do. I'm going to put a link in the chat there so if you're really interested in this, you can see some of the ideas I have on that, and they are still developing. And it's not just my own it's it's built on the whole scholarship of localization. Something that I forgot to mention is that I started my academic career as an applied linguist. I studied at an undergraduate level translation studies I even did a little bit of master's level translation studies in Denmark at some point. So translation studies applied linguistics unfortunately affects anything that I see. It's only when I moved to my PhD that I moved specifically into education, but I still have that view and that's why my view of localization is not merely as shallow as we change the content. It's very much a linguistic and a cultural thing, but then nonetheless. I different tell them you'll says that an often ignored bad near to remix and revisionist English language of Western bias and we need to be particularly cognizant of that. That's why we need localization. We need to address the hegemony of knowledge from the Western and global north, especially in South Africa. We had student protest against a Western northern based curriculum, asking for a decolonized curriculum and this is where localization comes in. One needs to consider the whole issue of linguicism. Philipsson talks about how English actually stamps out other languages and that we seen that in South Africa definitely in a formal status level. The need for cultural appropriate and situated learning is very important to me and my own reason to show that that is totally ignored, but we are actually making possibilities open for the sake of localization. That's where the idea of open pedagogy comes from that democracy, the participation, bringing in the student voice and the students language in that voice. But consider the whole issue of clarity of language learning and teaching and quite often as I say that is fairly much English based. Look at the literature, there's a distinction between adaptation and localization. Adaptation is mainly changing the content. While localization specifically looks at the format and the language of it. Often in the office says it better than I can. For them, it's adaptation of the content that's made relevant and also translation and translation that brings so much to the table as it is. So, Wiley and colleagues also said that localization is most important but also least understood elements and that's why it's so interesting for me to try and understand what's going on with localization. Otsunashimi also say that training content in other languages also ensure that technology is appropriate. And even UNESCO supports this idea of making it more culturally and linguistically relevant. Gino mentioned the 6R and I want to challenge him. In 2020 I said there's another 6R and one of the worst and best reviews of an article I ever had was when, what is his name now, I've forgotten his name. But one of our dear colleagues there from Canada said that the articles is fairly mediocre, but at least the 6R is worthwhile. I will, maybe I shouldn't say his name, but one of our dear colleagues said that if you Google that the contextualized question, you might get it. For me, that's really important. I think if we need to talk about retain revised, the contextualized is very important. That's where we get to internal external localization. In the interest of time, colleagues, I'm just going to move a bit. You are welcome to read this slowly afterwards. The principles of localization are a type of things that we considered throughout our process, that it must involve the locals, the students. We cannot send off a translation all the way to wherever. And we had a situation and one of the classes we used was an Isuzu class. And one of the translators we used as part of the bigger project is sitting actually in the province of KwaZulu Natal. And but they are actually culturally removed from our students. Our students sit in Hauteng in the Northwest province. Just to give you a sense. It's posted by community of practice, practice, appropriate formats and also post understanding of local context. I've given this checklist in a couple of places. And this guided what we scaffolded with the students in terms of creating the OERs. And that's where we are before I talk about the methodology and what we found. I'm situated there. You can see right at the top in Maheking. It's just on the border of Botswana. If I drive about half an hour that direction, I will be in another country in Botswana, wonderful country. And this area is predominantly Sichuan speaking area, but our university, as I said, is fairly multilingual as you'll see in a moment. We spread over three different campuses, which also adds another dimension. We've got a very strong distance education component as well. But you can see that the number of students just over just under 60,000 students, I should say. And we've got three residential campuses. Obviously now everyone is a distance student, but we do have a dedicated distance component as well. Most of the students involved in this study were actually real distance students. However, they are quite older than the typical university student who is 18, 19, 20, 21, 22. Most of them are in their forties, if I should say on average, or really in the teaching profession. They are studying by distance, obviously, to improve the teaching qualifications or whatever. Qualitative study, we looked a little bit to our artifacts. I'm not putting too much on that today. I'm focusing more on the reflections and the semi-structured interviews. It's part of a larger project where we look at the self-directedness and we're also looking at the open learning ecologies, which is a lot more than just nearly the phase of localization. It pertains a lot to the learning process and openness in that. And that's part of the UNESCO chair's work. You can see there the university's language distribution of regards to very prominent because we have a lot of residential students studying through that medium. Sichuan are fairly prominent as well. The other includes students who opt not to indicate the language and it includes also students from other countries as well as, I don't think it includes minority languages necessarily. So I think most of it is students opt not to indicate. And strange enough that the next one is Isizulu, followed by Isikosa and Seshuja, which is also a prominent language on Alphanabelle Park campus. So very multilingual. And for this study, the main two groups were students who are studying Cepedi or Seshuja-Salabuan. All the institutes, the language name and other language was Isizulu. I unfortunately cannot go into the reason why Seshuja-Salabuan has got three names. That's maybe a nice story for another time. So you can see many two groups that doesn't mean that those students are actually mother tongue speakers of those languages. So they do keep that in mind quite often. They might be speakers of languages within that language family. And because of languages being fairly close to be understood. For the sake of our colleagues there in the North, let's say Norwegian, Danish and Swedish. That would be how Isizulu and Isikosa and say, for example, Seshuati or Sidnebele would be relatively close enough to each other that with some studying you can actually understand it and you can actually teach those languages as a subject. Especially Isizulu because it's so big it's very popular. And from that group, 83 students took active report in this process and gave consent for the OERs to be included in the research. The rest of the OERs, but they were not included in the research at all. I'm going to show you some of the quotes from the discussion with the students and all familiar reflections and so on. That will give you a sense of how they feel about it before and as they progressed through the process of creating OERs. And we had two steps. First of all, creating OER for your language in the language subject. So they created text with comprehension questions and so on. So that was fairly regional and then also creating OERs that they localize to search for something localize it. In other words, translate it into their language and make it relevant for their context. Problematic as you can see here in many of the African languages in South Africa, there are not a lot of resources available. They are fairly optimistic and they want to take part, they want to create something that I found and I'm reporting about that in a chapter that will hopefully appear somewhere next year. This happened very much along language lines. I got the sense, and if I can say it there, that the Isizulu speaking students were a lot more passionate about creating resources to maintain their languages. Then even the students who were speaking Northern Switzerland were. That's an interesting phenomenon and I do think I have a theory why that is. But I think it's something interesting that if you can foster a love for language that can be a positive thing towards promoting it as a language of learning and teaching and for creating OERs. You can see there the comments there as well. People fluent in knowledgeable in two languages could contribute positively to the creation of learning resources, one of the students said, and that is essential. Whenever you work with localization, you need to have sufficient language knowledge of the language of the original resource and your target resource that is being localized. And that is quite problematic even for these students who are language students who are really into this for even for them, we got issues where they would say, I don't feel. That I have sufficient knowledge of my language to create this, especially if the resources for a subject that they don't know that well we try to guide them to use the one of the main subjects all of these students have to choose at least two main subjects that they will ultimately teach. So it might be Isizulu and natural sciences or Isizulu and life orientation or Isizulu and geography or whatever the case might be. So, another one said there because I don't understand the Isizulu academic language enough to create resources, hence I translate most of my information to English before submitting, and that is then in the normal way of doing. Most sources are available in English now I was finding a challenge to translate from English to Isizulu. We realized early on that we need to scaffold translation theory concepts with these students, and that is quite daunting. A couple of years ago I taught translation studies as well for a bit. And even there I realized this is a three year exercise and we cannot do this with these teachers or student teachers. Another student said by wishes that sources be made directly available in Isizulu. It should be books originally composed, not those interpreted. So there were sense amongst the students that it could have been better if this was originally done in the language, it's not something that they had to derive. Learning such deep Isizulu in that concept refers to rural fairly traditional Isizulu energized me a lot and I learned new approaches that I can use the class as a future teacher. So in our process we allowed the students to first of all localize the resource, then they would have a peer review process where other students would evaluate and give comments. And then we would involve the lecturers to provide feedback to them in order to optimize the quality of the resource. All the time I teach myself new words and I can use in reading and writing by novels and poems and dictionaries etc. So this led to and we didn't plan that for students to actually do what they're supposed to be doing and that is improving their language. I'm just going to jump on to the recommendations. In short, from the process and this is still ongoing and colleagues and we will only be moving towards publishing this online with an open license at the end of this year. But some recommendations I can say at this point is that trans-language with OER should be supported and encouraged by classes perhaps by even by means of annotations on OERs. I do suggest that people work within the field of the expertise and in their languages. The harmonization of resources in related languages is really essential for South Africa where we can group languages along family lines because students tend to understand those resources easier. But there's research to be done in this that we know that whether this is worthwhile or not. During terminology, we are involved with a couple of projects at Northwest where we're actually sharing and putting in repositories, multi-lingual terminology lists. And of course Creative Commons licensing or any open licensing is essential and that's what we did to these students as well. Start locating teams. This is basically the procedure we followed. Preferring and scaffolding student skills and if we have to do this again next year, we will know a lot more and what how to scaffold this. Language needs and audits are very important. Students must identify element OERs. We've got the group and ideally one would want electro-graphical and language experts there but we don't have that many of them. And then adapting, translating quality check and publish with an open license and then you can go along. So open-trans-languaging in closing depend on language and access realities. A big issue even in COVID it's even worse. Students don't always have the opportunity to have internet access, to have access to a device. One of the students noted that I can only do my OER work when my mother is at home from work because we've got one tablet at home. Students are motivated and generally positive towards open-trans-language practices. More support would be necessary from the community, the exacrographers and language practitioners. And as I said, we don't have enough students even studying in that field. Language standardization and language variety issues need to be considered. We realized very early on that the EC0 used by our students is not the same EC0 being used by language practitioners from outside. Artifacts show promise but quality control is essential whenever that is published outside. So this is the preliminary findings and gives you a sense of what we are busy with in terms of trans-languaging and localization at Northwest. But thank you for my side. Thank you so much, Jaco, for this wonderful presentation. It is so important and I'm so happy that you brought it to the table. I can't more than agree on everything and not at least as I'm coming from a less used, from a country with a less used language, Swedish. So I know exactly the problems. And it has been an issue for a rather long time and I will say that there are advocates who really see problems with OER as those are mainly when it comes to human rights and social justice and equity. Because most of the OERs are in English. And they also see that there may become some kind of new colony language colonialism or I can't really pronounce it. But you understand what I mean. And that is really a danger. It really is. As has been here in the chat as well, many have written and paused the presentation because language is not just about the words. It is about the history where we come from, how we interpret things, how we about our values and norms and traditions and the culture. And although if you maybe translate things, it doesn't mean the same because it is just about words. So it is really, really important and as we are in this OER, the conference with the focus on the OER recommendation, I also would like to take the opportunity to argue for how important it is to translate the recommendation. We did it in my country in Sweden. And since we did that, it is much more easy. And of course we didn't just translated it word by word, but we really contextualized it also. And since we did that, and now when we talk about it, it is so much easier for people to understand the value of the OER recommendation from UNESCO. And that is just one example. Yes. How to address any questions for you because this is really a tough issue. Let me see if there are some questions. I couldn't really see any direct question more than what I've just been talking about, about the language is so much more than the words and how we really need to be serious about that. If we are talking about equity and the human rights and social justice for quality learning materials. So how shall we take this further on? I know that there has been, for example, the one project by ICD and also some other organizations some years ago about less used languages and OER. I think you know that study as well. And there have been also several others after that. But how shall we really address those important questions and issues you have of course shown a lot of good examples how we can make it. But it needs to be upscaled and it needs to really be focused. And is more suggestions from you side, Jako, how we can work on this? Yes, definitely. I think from outside we're going to start with the languages that we service within our faculty. Luckily, because we've got the strong distance components, we cover a lot of languages, especially the languages from the region. So the sutra languages are well presented and also in good languages. And to a lesser extent, but that's the main, I think, issue is that minority languages like Chivinda, Hitonga are not really represented at most of the universities. And that will be the challenge. And I hope that we can ultimately work with other universities to do that. But yes, I think we'll try and set an example and see how others works. And ultimately our focus is creating resources for teachers. And that's where the need is the most acute. Not necessarily for higher education, we're not there yet. I think that's going to take a while, but that'll be the next step. I think, and I mean, it's really has got more speakers than if you combine Danish and Norwegian and Iceland together and you know how many publications are done in those languages. So I think it's possible we just need to empower the colleagues. I just want to see Chrissie noticed the day that we must make use of translation students, and that's an issue they aren't enough. We don't have translation students working in these languages specifically, not at our institution, maybe at others. And for another project that we are sponsoring at Northwaste, we are struggling to get like psychologists to work with us in projects. It's, it's difficult, but we will get there. Thank you. Yes, that is also, again, we need to work together with the with the students for the students best. There is a comment from Dino and also from Chrissie about Godien, we are a network who had done a picture storybook. And this is about 30 translations already. And this is an open, open source. So, or everyone is welcome or welcome to, to add and continue with this work. So it's a great work from this network of Godia and OER. Yes. So, again, to really work on equity and inclusive inclusion, this is an issue we need to take seriously to work on if we are going to implement the OER recommendation because it's so important. So thank you for bringing this to discussion. And I see that you have your link here in the, in the chat, but please also put it in the platform for those who are not here with us in this session. It can be of interest for others and also if you have other links or materials for the conversation and the dialogue and the advocacy about it can continue. So thank you very much again. Excuse me, I think Dino had his hand raised. Oh, sorry, sorry. I can't see. I can't see all the pictures of you. So Dino, please. Thank you, Yaku. As always, thrilling presentation and amazing work that we see further up to the north of the country that really spans the width and the breadth of our community of our population so thank you for all of that. It's because people did sort of respond to the post about the Goji in OER picture storybook on our page on OER Connect. You are able to physically go there and add a translation. It's 174 words. You are able to take five minutes out of your time and create a version of the storybook in your own language. It's an interactive asynchronous activity here. So like Risi says they exactly anybody can do it. And if you don't want to translate, you can make your own storyline. Thank you. Thank you for sharing that. You know, very good. So again, make use of this lovely platforms for the conversation and the dialogues and contributions. The more we can advocate the stronger we can build the open community. So by that, I will go next to the next presentation about Open Education Cooperative and E-Learning and Openness. And that is by Aleksandr Shetver-Tynska from the Center Zetrovna in Poland. So the floor is yours, Aleksandra. Thank you very much. And I will just share my screen. Yes, please. Yeah. Okay. So I want to talk about our project we create and conduct it for four years now. So for me, it's a long way back. And I want to just show how it's changed and what we changed during this long process and how we still work on this cooperative part of it and where is the open education in this educational project. I'm working in Centrum Zetrove. This is Poland Warsaw. We are basically talking a lot about new technologies and digitalization and how this new technologies and internet can be more, how to put it in nice, good words, more for people, not for just technologies. I think that would be the right way to say this. So we are just thinking about this human part and that in all this innovations and all this digitalization. Also about teachers, students. Our organization works not only in education, but also in with cultural institutions. So, and a little bit, maybe not a little bit, but we have also some policy department in our NGO, it's the foundation. So I'm chief of open education in our organization. And I will just say our story, our story when I came to this tentrum Zetrove, and I start thinking about how to make this open education in Poland, more open and three and how to use this policy work because before we had huge legacy in Poland of this policy work and we have open textbooks, and we have very nice exception for education. So everything is free, basically, mostly in Polish schools to use when it stay in classroom. And that's very important, not online. So, but if you use any resources in classroom, you can use everything what you want. And so this concept of open education was very hard to translate and to show to the teachers. So I started working with K2F teachers mostly and and also librarians, but I started with this with the schools. And then we start to think that we need to, we need to find this, this areas, the subjects that there is lack of materials lack of resources, and research. And that's how we came to the conclusion that in Poland there is huge problem with materials for mathematics, for mathematics. And also we found Alfred North Whitehead. He was a mathematician and also he, he was huge fan of education. He read some in the beginning of 20th century, he write very interesting text how this education should be open and should be for everybody and should be equal. And that was crazy idea in the beginning of 20th century, why equal and why for everybody, but he became like good soul of our project and I like to come back to him and remember that he was in the beginning of this project. So we, we figured out that we need this great subject and then talk about resources that they need that this is important, but we didn't want to focus only on resources but also on open education. So also about on methods and how to work with kids and how to work with teachers. And because we, we, we know as a fact that this, this group is really it's easy to work with because they like to learn but also they feel lonely, they feel insecure, they not always believe in what they can do. And this was some some hard parts of our project. And then we believe in that we need this for we call this ideas, it is for big ideas for our for our project and we start with cooperation, because we know that teachers were very lonely. And it's hard for them, it still is hard for them to cooperate in schools between the schools between teachers and students and this is something that you just need to need to learn. So we start with this cooperation. Then we also think that this learning part, not only teaching but learning for teachers are very, very important, because it's it's always more interesting when you can get something it's not only you product is open education resources product product and that's it. Now it's interesting when you can see that you can learn during this process that's not only for your students, of course it is, but it's not only for them it's also for it's also for you. And also we fall, we thought that this adventure part is quite important, because it's it has to be fun teaching and learning and school and also this this resources. We believe that they need to be pretty, they need to be, of course, in good quality, and also this this open education should show different methods and different ways of learning and teaching and this is our adventure and of course, on the openness. Everything what we create with our teachers is open. And we, we teach them a lot about open licenses and open education in, in why even in Poland when we have this, this very nice exception, why it's so important for us to make our this this resources open. For example, it's easier to share, you just can put an internet and then share with with your colleagues. And this is our educational process. So how it works. Normally, of course, because it's four years and we have many small branches of this tree but basically it looks like this. We have research for for for for for fast. And it could be small research that we made in our own or I will show you in the moment also international research about open education in pandemic it's different the different research, but we always try to work on on facts. It helps us not only to create something that's really useful for everybody but also to talk about this and to talk why it's so important to make all this materials open. So then after this research. Normally, we choose one main topic that we are, we're going to be focused on this year. It was mathematics, it was psychological health in schools, it was climate changes, and this year we have local projects that we work with teachers and they create their own projects in schools. So we are changing it a lot during the years. Then we, we meet our teachers, we make meetings for them and teach them and learn with a lot of tools, methods. We meet like this thinking or scrum or really what whatever they need what they have in mind and what they want to do. We just try to put in our workshops, and then they create or you are. And in their schools or during the workshop depends on the year and also they create their own teacher networks in their schools or in librarians depends with who we work. Yeah, and because it's, it's very nice but it's quite, to be honest, it's quite expensive to work like this. So we have also online course for librarians and this is a huge project for many libraries and we work with them, mostly online. And this is our way of, of make this project bigger. And also, we, we're still probably two years now in this way of translation so that's why it was very interesting for me because we try to translate in English our Polish course, in a very different way of translation. And it's also very hard to make it so much universal. And we really want to make it good. So that's why we, we are thinking and we just collecting so many materials and it's hard to select the best one or the best one for our course. But, yeah, we have this online course sure. I also want to share with you this links because it's online now but it's not exactly ready. And then we also write the methodology because we really believe that it's quite this, this method is quite universal. It's maybe it's nothing very unusual or very, very innovative but still it's working. It's very nice that we have this online version and this offline version for a pandemic is great. And that we have this teacher networks and librarians networks. This is, this is amazing. There are so many people there that believe in our, in our project. I believe it's because they had chance to do something just their own hands, they just beginning to be creators and that's important that you really can first of all show to everybody. This is my work. This is my work, this open education resources that I made. So probably that's why and also because they have this, this opportunity to talk to each other to meet, just to me this is quite, quite important and to feel stronger after all this, all this project. And this is also for me this like open education in in the one page. Okay, so this research this year we just make this quite big research in seven countries about remote education through the pandemic and and and and I have some oil have here this link but I probably can go and okay I have here and yeah this is the site of this this research. So I invite you to to read this. It's quite interesting how this open education helps help during this pandemic and how it's why it's so important to talk about about open education but also about creative commons about copyright law in schools because this is hard and hard subject and also I will show you this side of our course maybe here it's sorry you can't see because you see probably this this is our course also I will put this this link here for you you can look at this this course is about of course co creation open education resources. So that's it and one more thing I just want to show it's in Poland in Polish, but I just want to show you how this resources looks for example because they're different in different years or for for example it could be like just Google Docs because they believe it's this most convenient for them so it just some scenarios for for lessons but it could be also I don't know how to go there yeah it could be also website why not website this is calendar we have September here for example it's kind of for to work with students like different it's about a different how to say sorry I forgot the word sorry but it doesn't matter it's very nice it's a huge work and we have these authors here these authors here and there are all teachers and they make amazing work there okay I think I finished my presentation maybe I will just come back here for a second and so yeah because we are there this might talk about this this is our yeah so and it's contact to me so I finished and thank you very much for inviting me here I love to talk about our project yes we can really feel that I love to talk about it because it's such a wonderful project project you have and the work you're doing at Centrum Ziprona as well I mean in overall it's fantastic job I know it because I have been at conferences many times and work together with you so I can really confirm that so thank you very much for your wonderful presentation and I have seen in the comments and I will say myself as well you had just lovely images for your slides thank you as I said it's very important for us they are all open resources so I can share with you this images if you want this yeah so I think many will get inspiration so please just in the chat but also it will be good in the platform to get together with your slides as well because I mean all of us not at least an out view in the pandemic we all have contributions online so we also not at least for ourselves sometimes we need to have some kind of variations yeah so thank you for that this is a bonus besides the content you presented to us and I see here also that Alan has worked with the British Columbia open attack cooperative and they say that their motto is about contribution and not contracts and I think that is a nice approach because again as also the other speakers have been talking about this you need to encourage people to be motivated and to be part in also we've been all talking about the transformation about openness and the use of open education resources within the order for the five areas we need to encourage people I think it's very interesting because when we started with this project I heard a lot why I am a teacher I'm not here to make some materials you know you can pay me and then I can create like five scenarios and that's going to be okay and that's why we just started talking to thinking okay we just this because they're right if you yeah it's just it's work so they're right so this was the moment when we start to think what we can give them what they can find inside in them to to want to do this and it's very important to to make it clear that we are not paying no we are not paying but it's not that that you are doing something for us and yeah it's really it's a win-win situation yeah to to that everyone can benefit from it and to to gain some some something which is of value for the old person it's very important because then you are committed and then you can take responsibilities and I mean you and you first of all first and foremost you're not forced to do anything and but you do it because yeah it's important to have fun as well Yes as we had said earlier on the chat will be saved and you can do it yourself as well with those three dots in the right side of the chat box so you can copy to yourself as well but it will be also saved in the platform together with this session Any questions from the audience right away? Anyone who would like to say something in the chat or raise their hand or have the have the mic to just raise your question and see if anyone is raising their hands no everything was so clear and good So I think I will leave it there for the moment and come back in the end with some overall questions for you so thank you very much again Alexandra for sharing this work with us Well I will say one thing more you showed that the report from which you launch now in was it in summer I think and also you dedicated your conference annual conference open education forum which was online you dedicated that conference to discuss this report as well and you did it in a very good way because it is very important and nice results you have from those countries involved Actually I was involved in that from the beginning so when you worked on it and I attended your conference so I would recommend you to take a look at it in the link and to read it And I think it can be useful for other countries to take on the lessons learned from this research as well So thank you for sharing that as well Thank you very much for thank you for this words yeah I think it's very important and the most interesting I guess the most interesting thing I guess is that you have the seven countries is not so much many teachers or this huge numbers but there are so many different perspectives and then there are so much similarities in this research so yeah Yeah there are both similarities but also differences so it is it's very nice narratives and lessons learned So our fourth presentation is from Mohamed Reza Tabakoli of Dolly Farahi and Gabor Kismihoch and it is about our recommendations to support lifelong learning and lifelong learning is also among other things really high on the agenda I think worldwide nowadays We ourselves in my country have got it in the high in the guidelines but the law for higher education to Sweden now since the summer that universities should and have to work with lifelong learning in all means And I think that is for many other countries as well I think the presentations will be by Ali Farahi is that right Will you do it together? Yeah no I will present the Yeah thank you so much so then the floor is yours And please remember to put the reflections and questions in the chat for Ali So can you see my screen now Yes Okay So Hello everyone I'm Ali Farahi from TID Hanover in Germany and I'm going to present to you our research project named Oya recommendation to support lifelong lifelong learning So first we start with the motivation of our project so if you go around go ask around about the annoying factors in current educational education of current education system and the experience which people have in this education system They would refer to lack of creativity and excessive discipline and one of the most important ones is that it's lack personalization so it tries to teach each and every person in the same way which we believe is wrong So we think that personalization lack of personalization is actually one of the major flaws in current education system and if you try to teach everyone with the same methods you won't get a good result Since people learn differently based on their context based on their personal goals based on their preferences for example someone wants to get job A and he needs he has different needs and someone else wants to get job B and she has different needs And for example some people like books, some people prefer videos, some people prefer theoretical materials, some people prepare practical materials so this shows that learning context and personalization is so much important So this means told that there is a lack of personalization in current educational system so since the skills required for jobs are changing rapidly and also there are new content almost every day and everything is changing So what are the new responsibilities of the people in the educational system. We can look at it from two perspectives from the teaching side, we believe that teachers should be updated should update themselves regularly should they shouldn't be static. They shouldn't be just some person who comes to class and eat some lectures. So they should provide the students with educational recommendation based on each student's need. And they should also provide assessment services for them so that students can self assess themselves to see that how much they have learned and how much they like that area. And from the learning side, people, learners should be able to set their goals and students shouldn't just be people who sit in a class and listen to the teacher, they should have interaction with the system they should give feedback to the teacher and Actually, we should put the students in the driver's seat of the learning path so that they decide that the path that they want to continue in their learning. So, as this as I said, the new responsibilities and the problem with the current education system. Our general objective in this project is to empower learners through open personalized learning and curriculum recommendations based on labor market information and OER. So we have labor market information, we know that what labor market needs. And on the other hand, we have open educational content, we have lots of them, and we are going to empower learners using these two to provide a personalized learning path for them. So the concept overview of our project, the things that we want to integrate and implement is shortly described in this picture. As you can see, it starts from goal setting so a learner comes to our system. It sets their goals and then the system will try to automatically and intelligently extract skills from that specific goal or job. So using the labor market information that we have, for example, as the data sets or all other vacancy announcements out there. So it tries to recommend users that for this goal, you need to learn these skills. And then the user will create their own learning path using the suggested skills and their own learning objectives or their own preferred curriculum structure. And when the path, the learning pathway, it can figure it, then they provide them with open educational resources which are available in those area and also institutional content. And they start learning and after they learned the whole skill, a whole skill or half of it or any time that they want. They also have the possibility to evaluate themselves to self assess to self evaluate themselves to see where they are currently at. And this is a circular path so they can go back, set a different goal or even get notified when a skill is updated. So when a new requirement for a specific goal is defined out there. So this is actually a circular path that the skill that a learner can follow and is completely built based on their own opinion. So, trying to integrate this general idea, we have some research challenges, that's nothing. So the first one is dynamic nature of skill requirements. So, as you probably know, the jobs nowadays, try to have many, many different skills in different areas in different contexts, and the skills are also changing each year, each month, and even in some cases each week, and we have to be updated. So a system that manually tracks these stuff will be behind. So we need to mind job vacancy periodically and try to be updated and extract a skill out of those job vacancies. So this is one of the one of our major challenges. The second one is that after we get the skill. So we need to extract the topics that are needed to cover the skill. So it is still a skill is a general thing. So you need many, many topics in order to be a master of that skill. So we are tracking that topic from the skills and also from the educational resources from the OER that we collect. So we collect OER, some of them has metadata, some of them don't, and we have to expect that what are these OER about, what topics do they cover. So this is the second research challenge. So the other one is a huge amount of educational resources, a huge amount of the OER out there. So we have to be, we have to have a way to filter them, we have to assess their quality. So we have done some research on metadata quality and we think that it's really important. It has a really strong correlation with the general quality of the content of the OER. And we have, we have to also include the content quality so that we would be able to filter and give the learners the best content that we already have. On the other hand, we have to also extract the OER properties. For example, one of the most important ones is the cover topics, as I've already told that which topics are covered by these OER. And at the end, you need a recommendation engine so that the learners can have the best feedback OER so that they can learn better. So we have created an open community-based AI driven learning platform called EDWAR and I'm going to show a demo of it, a short demo of it to you. So this is our homepage and every person after registering and logging in has a dashboard. So when you enter a dashboard for the first time, this is the first page that you will see. This is the learning preferences. So as you can see, we are trying to create a profile based on your learning preferences. So we will ask you six questions regarding the educational content list, length, and each of these have samples so you will know what we are talking about the level of the details. So low detail, medium detail, and high detail, content type, theory only, examples only, or theory and examples, multi-topic content. So some people like the contents that only focus on one topic, but some people don't. They want content that has multiple topics. Class-based content, do you want a university class content or not? And the last question is about the type, the content format that you prefer. You can rank videos, book chapters, slides, and web pages. And then when you save, your profile will be created in the system and the recommendation engine trying to use these stuff to recommend you the best OER that we have, we already have. So the first thing after setting your preferences is setting your goals as we have explained. So we have a goal page. Let me delete the ones that I already added. So in the goal page, we call them high level goals in the system. You can easily add goals from what we have, for example, data scientists in Python, in the area of professional scientific and technical activity. When we add these goals as one of our high level goals, then the path that we defined in the slide starts. So here is the goal. When we click on it, the system has automatically extracted the skill which are required to achieve these goals. So these are the skills that are extracted from the job vacancies out there with crawlers and everything. So now I can create my own pathway by selecting the skills that I want to learn. For example, I want to learn machine learning with Python and text mining with Python as an example. So these are my target skills and I can also add any other skills which I want, which is not related to my goal, or I think that is related but the system did not recommend. For example, our programming language. And then I have three target skills. On the other side, I can even select a specific topic. So I just want to know a specific thing. For example, I think Python tree, just a specific topic, it's not a skill, but this way I can create and customize my own pathway and I can give them priority. I want it to be higher. And then after I have defined my goals. So this is my high level goal and this is my curriculum. And my target topics, which are explained in the system, then I can go to learn that. So in the learner tab as it is loading, you can see that we have three skills to be there. And all of them are at zero percent because they have not started to learn them. But if I open each of them, you will see that the skill is divided into many, many different topics. So in order to master the skill, which is the biggest skill, machine learning in Python, you have to learn all these topics which are dynamically extracted from the skill. And so the one which is yellow is the ongoing skill and the blue are the future ones. So here is the recommendation. So you see an open educational content recommended for the supervised learning of supervised learning. And if you click, you can watch it or and afterwards you will be feedback to the recommendation. You can say that changes. I don't like, for example, the instructor and the system will try to find another open educational content for you and recommend it to you. So, for example, after watching this one, you can say, okay, I liked it and I'm ready to go to the next topic or you can say I liked it but I want another educational content. So we can also include feedback and when you try to go to the next topic as you see it starts blue. So it means that you have already watched one content for it and you liked it. And you have to give a small test so that you know that you are ready to go to the next topic. So you can give just a small exam and go to the next topic, which I didn't. And afterwards, after finishing one skill or not, you can even come here and we have also exams which are dynamically generated based on the question banks. So you can say I'm ready to take a test and take a long test to see how well you can perform in this specific skill. And it also has the last record of your exam. And the part that we are currently working on is discovery part, which is a crowd sourcing part. So here people can give their opinion about a specific goal and then just edit, suggest and reorder, suggest a deletion of a skill. And then if they go to inside the skill, they can suggest that how this can be changed and based on the vote of the community. Then these skills, these topics, these contents will be updated and people can add their own educational contents that on OER to the system and everything will be dynamically merged with what system has already learned through a algorithm and will be presented to the learners. So this stage is just in development mode, the discovery, but we are working on it and it's also provides suggestions for that skills using the crawlers that we have and people can decide that these are relevant or irrelevant. So, as you can see, we have implemented the whole procedure inside our easy work platform. And so our next step is we want to scale scalability. So we have decided to use crowd sourcing. We want to include other people to add content and give their opinion. We are also working to add to include discussions so that people can discuss with each other that what they think is correct, what they think is wrong. And we have, we are also working on our intelligence models, job skills, skill topic matching, and also the quality assurance is one of our ongoing research topics. And one of the future plans that we have is to capture the mental status of learners. For example, if the learner is tired, does he learn better in the morning, or is he happy? And then based on those of our recommendation engine can recommend even better stuff. And also, definitely we need to increase the number of our users so that we can get more feedback and improve our system. So thank you for your attention, and please visit our prototype eduware.eu. So if you have any questions or comments, I would be happy to hear. Thank you so much, Yari, for this wonderful presentation and sharing this initiative and system with us. First of course, a question. So this is already implemented in the educational institution. Yeah, but it's an ongoing project. So yeah, most parts of the intelligence system is implemented, but we are still working on the crowdsourcing part so that we can collect opinion of everyone. And we will also give some users the roles of experts and then people can contribute with special permissions and everything. So to follow up question to that. So how did you manage to get this happened because I mean, educational institutions as we know are not very flexible or innovative or in this respect. So that was the first follow up question. The second one is of course about the learners what they do they think about it and how will that help their learning pathways and I really appreciate it that you also in the future will also include the mental and health aspects that's fantastic. So maybe you can just elaborate on those two issues to start with. Well, based on the feedback that we have gathered from the users, they think that personalization is one of the most important features. And according to the evaluation that we have done, it seems that using our system increase the performance of learners so they can learn better when they're using our system compared to the even compared to current institutional online institutions, for example Khan Academy or other institutions with health, which has quality assurance with manual quality assurance army. And for you from the other side with innovation and other points that you have mentioned for the learners. So here we left the students will let the learner to choose their own path. So they can be creative they can include what they want to learn and exclude what they do not want to learn. They can set their preferences to not getting a specific content and this way, not only they will have more motivation to learn, but also the area that they want to cover in order to reach their goal will be covered exactly on the boundaries and this will save them time and this will make them more happy that they are now able to learn something that they like. So we think that this can solve many problems of the current education which is mostly a static. Thank you. Yes, comments in the chat is but this is amazing I can't wait to try it out and the crowdsourcing will be a great addition. And this is a great resource and also what are what are some of the main sources of the OERs other than YouTube. So follow up questions to that about scalability and used in other contexts and as we talked about other languages and cultures as well. Okay, so regarding the languages we are currently working on it and I think we will have them by the end of this week actually we are trying to make a new release. We will add language not only to the interface but also to the crawler so that they can detect different languages with different OERs and they can include them inside the system. But for the sources of OER we think I think we have used all the majors. OER search engines, which are already out there. For example, I don't remember them by name, but it's not only YouTube, we have OER commerce. I don't know. I don't remember them, but name but there are many, many sources. I think we have more than 10 sources, different search engine different institutions. And we are also working on crawlers to be able to detect new sources and gather data from them. A great initiative which really empower inclusiveness and equity and internal motivation and empowerment and engagement what we have talked about for the whole session today. So congratulations. So, I think we have some links in the chat for the resources and for you as well please upload your presentation and the links you have because all of us we can't wait to try it out. I think that was a good final word for you in the chat. We can't wait to try it out. So for the next and the last presenter is Christina Riemann Murphy and Brian Gary and I think it will be you Christina who will present. Maybe you're sharing I don't know. Thank you. And the title of your presentation is about the open pedagogy project roadmap building capacity to create and sustain inclusive learners centered OER. So we are very much looking forward to your presentation so the floor is yours. Thanks for the link. But also please upload it in the in the platform. If not already done. So Christina. I can't wait to tell you listen to you. My apologies everyone some technical difficulties can you hear me. Yes, perfect. No, no, take your time. No problem at all. You know, listen. Okay. Why everyone thank you for joining us today. I'm Christina Riemann Murphy and I'm a Sally W Kiln librarian for learning innovations and a reference and instruction librarian at Penn State Abington. Hi, I'm Brian Gary I need learning design and open education engagement librarian that's Penn State University. And we're looking forward to talking about the open pedagogy project management roadmap and about building capacity to create and sustain inclusive learner centered OER. So feel free as you have been to use the chat for questions. And if you're on Twitter are, you can use the hashtag OEP roadmap. All right, thank you Christina. So one thing that you quickly realize whenever you start learning about open pedagogy is that nobody can really give you kind of a definitive definition of what it is. Some people see it as this set of teaching practices some see it as a learning style some see it as more of like a set of values and a philosophy a mindset. And some people see it as a combination of all these different things. So on the slide here, we have a few definitions that we think are useful to consider I'm not going to read through all of them, but these aren't necessarily the only good ones out there. So just a few to kind of mull over to sort of set the stage if you will. But, you know, as we were creating the roadmap, we decided that even if we weren't going to provide sort of a definitive definition of, you know, this is what we think open pedagogy is. We still, you know, felt that we needed to provide some sort of framing so that anybody who was wanting to use this resource would know where we were coming from and what we were referring to when we're talking about pedagogy so we looked for commonalities among all the different definitions that we've encountered through our work. And you'll see those a few of those commonalities listed here on the slide. So, you know, first of all that emphasis on engaging with students as creators of information rather than just being consumers of it to also the emphasis on that experiential learning component with you know students again being involved in this creation process. And also, how that you know challenges classroom hierarchies. So students are participating in the teaching process through that that creation that they're doing with instructors. Also the importance of moving away from single use assignments to more situated collaborative and renewable ones. Finally, really important emphasis on student agency, you know, being able to decide whether their work is going to be open and also being informed about those decisions that they're making and licensing and all of that which we'll talk about a little bit momentarily. So, in addition to the sorts of theoretical perspectives that we took away from the scholarly literature on open pedagogy. We also used a lot of our own personal experiences with open pedagogy in order to inform our developments of the open pedagogy project roadmap. So we thought about different lessons that we've learned from those experiences, and how those might be more widely applicable to other folks doing pedagogy projects. You know, when we got involved with open pedagogy there wasn't really a resource out there like this to help us think through the, all the different aspects of this work and kind of planning out the projects. So we had to, you know, learn things as we went along through trial and error, which isn't always necessarily the best way. So part of our motivation behind this resource is really to help others avoid having to go through that that that process of learning lessons on the fly. So I'm first going to share a little bit about a project that I worked on, and then Christina is going to share about one that she continues to work on, so that you'll have a sense of where we're coming from and how our experiences have informed this work. And later as we get into actually explaining the different modules of the roadmap itself. I think you'll see how elements of those experiences are reflected in the content of the roadmap itself. So this open textbook project was created by students in Dr. Ashwini Ganeshan's Hispanic linguistics course at Ohio University, which is where I used to work at. And it developed out of a need to provide a textbook that was written at a more accessible level for students both in terms of the linguistic content that was in it but also presenting it. So the level of Spanish language that that students had mastered at that point so a big problem was that existing textbooks for this topic either required a greater mastery of Spanish language than the students had or that the linguistic content was presented in a way that was a little bit beyond their depth. So this textbook which is still in development has been created over time in a modular fashion, beginning with a study guide assignment which will see a small snippet up on the left side of the slide. So we initially collaborate on revising this study guide assignment and then that became kind of the basis for the chapters of the textbook. And then over subsequent semesters additional assignments were used to fill out the content in that textbook such as practice exercises and other types of ancillary components. In addition to the students who were working on the content in the class itself. There were also some student editors that were hired to help with aspects of the project like editing and creating some additional content. One was even working on recording an audio version of the book to make it more accessible. And if you'd like to take a look at the book itself, the URL on the right side of the slide has a link to that and I can put that in the chat as well. Also, the, if you'd like to learn more about the project itself. There's a chapter from the book open pedagogy approaches, which I will also link to in the chat, and so you can learn more about that project if you're so inclined. So moving on, you know, in terms of lessons that we learned from this project. First of all, one thing that was really important is that this was a non linear process. Like I said this has been developed in a modular fashion. So as gaps were identified new assignments were built into the into the course to fill out that that missing content, which I think also brings up another important point which is that with open pedagogy you don't have to do all of this work at once. It's especially important for anybody who's kind of a bit hesitant to dive head first into doing open pedagogy you can, you know, start out with something small, try maybe do one assignment and see how it goes. You can always add to it later and build upon that work. So you don't have to go into it with the attitude of, I'm going to create this entire textbook from scratch and one semester or something like that, because that can certainly be a very heavy lift. In addition to that, the importance of the grading methodology that they use. So, this is a new way of working for a lot of students, and they're, they can be a bit hung up on the grading aspect of it, especially as their, their work is going to be, you know, more widely available than what they're used to where they're you know handing in an assignment and only the instructor takes a look at it. So in this course, the work was graded on a credit no credit basis, which is coming from specifications grading. Students had opportunities to revise their work so that you know it was good in terms of sort of dealing with some of the anxiety that students had about grading but also it helps in terms of not having to do a lot of remediation of the content. Afterward, whenever you're starting to assemble the pieces of the textbook if they've, you know, put that extra work into revising it along the way, then there's less that you have to do on the back end. In addition to that, as I already mentioned the importance of student agency so the students that collectively as a class decided upon the license that they would use for their, for their textbook. And also I did a workshop about creative comments with them so that they could make an informed decision about all of that. And also that students had the choice of whether or not to include their work in the textbook so you know that they could opt in or opt out and there was no impact on their grade. Based on their choice in fact they the instructor wasn't even aware of whether or not they chose to opt in or opt out until after semester grades have been had been submitted. Also the importance of you know thinking about any kinds of social justice aspects goals that you want to build into the work itself. And so, Dr Ganeshan shows to include discussions of some social justice issues in the textbook things like the benefits and challenges of being multi lingual connection between accents and prejudice and some other topics as a way of making it more relevant to students especially students who weren't going to pursue a linguistics as a major as a career, you know, it makes it more relevant to their, their experience. And then finally, the importance of hiring students who might have specialized skills that would be important for the project so as I mentioned there were these student editors who were hired to do some of these other pieces that the students in the course of itself didn't have that that specialized knowledge or skills. In addition to the student editors there was also an art student who was hired to do some illustrations for the book as well. So now go ahead and pass it over to Christina to talk about her project. Okay, so the long term of methodology project that I'm embedded in was piloted this past spring semester in an undergraduate English literature course by Dr. Nicosia who's a professor of Renaissance literature at Penn State Abington, and it was redesigned actually using a couple of initiatives and grants at our campus to do a couple things. One of them was resigned redesigned to for an OER grant so to take advantage of the fact that pre and early modern literature is in the public domain, largely that was great thing, right. OER grant was also used to spur on this open pedagogy project to involve students in the development of materials. And then there was a another grant I can't remember the name of it. Innovative pedagogy maybe at our campus, but the faculty member wanted to really revise the content of the course and very purposely and intentionally include diverse voices and perspectives. And so, we took a look at, right, your typical sort of early modern English literature canon and made it kind of changes. And we were inspired by Robin DeRosa's open anthology of early American literature and the work that she did there with students. So for the project we ended up using OER anthologies that already lived out there we found them on the open textbook network, and we found some open digital scholarly editions as well of female authors from the time period. And so we focused on those for the very traditional 10 week seminar style English class. And then we switched over to this final editorial project, you can see the directions on the left side of the slide there. We asked students to either remix, annotate, gloss, that's an and actually and contextualize one course reading of their choice by researching and authoring an introductory header, four footnotes and two images for inclusion, if they can send consent it. Ultimately, in a future open access textbook on transatlantic pre modern literature, because again we were really trying to get away from the sort of traditional western British canon. And that's a way that you thought we could really bring in additional voices. On the right side you'll see one of the students actually that's a little hard to read, but they wrote a footnote for an extensive footnote for a Hester Poulter's poem, an invitation to the country, and she did some research about one of the lines in the poem and found some images to go along with it, which was a great opportunity for me to teach about creative comments and licensing and such. So in terms of lessons that we learned from this. And one there were some challenges. I'm asking students to write something at least in a very traditional American English classroom. That wasn't sort of a textual analysis was actually a little bit of a challenge for students and they had a lot of questions around the format, right they weren't used to writing extensive footnotes or research extensive footnotes, they weren't used to writing an introductory header. So maybe they had done that back in elementary school when you research a topic but they weren't used to doing that in college. And so we had to a lot of do a lot of scaffolding and sign posting going back to those OEL texts, especially those ones were those other other pedagogy ones where students had contributed and pointing to that students had written these things right students can do this, and it can make really important contributions, and also to point out format. So that was one of our big lessons learned students there was a little bit of emotion, maybe more than usual, or maybe just more apparent than usual, they were both excited about the project, some were just like wow my dream is to have my name in a book someday. That was exciting. Others had some anxiety again largely about the format what they were asked to do. So they would address that on the fly and we're planning it for the next time we run this. Some additional consultation time, and some additional peer review time to meet those needs address some of that discomfort and anxiety one on one and help students work through what they were struggling with. But many were excited and really curious about the project, and that became clear, a number of things became clear in their final reflection essays and their presentations. As a librarian, so many students talked about their sources, a couple said the sources they really matter this time, which is funny to hear but it was, it was great, you know like they saw that. No one's going to read this the public or future students will read this and now my sources do matter. So that text ties in with that last sort of lesson that authentic audience really resonates with students and created some higher stakes for them. Probably causing some anxiety although they did not have to consent to be part of it but also those higher stakes helped result in and better work better sources as well. So I think the most gratifying thing was the personal connections to the text and the project. You know we read a wide variety over thousands of years actually of literature. The students could pick from both British and Latin American. Some African literature we did some transatlantic slave narratives and students then were able to choose what they wanted to reflect on and so that definitely came out in both the projects, and what they wrote. So he has a background from the Dominican Republic, and he chose one of the journals from Christopher Columbus to really explore because he was just like wow there's Christopher Columbus statues everywhere in the Dominican Republic and I really want to interrogate in my header. Right. The history there, and really push back at some of the narrative that he even used the hearing. So that was another wonderful thing that came out of the lessons that learned for us is to really encourage students to make those connections, and then explore them in their research. And in my collective experience being closely embedded in these open pedagogy projects and our experiences other programs, as Brian said we developed this roadmap to help others who are doing similar work. And it's a module based project management website. Brian I think we'll put the link in the chat if he hasn't already. It has a companion workbook, and there's actually an accompanying workshop that Brian I would be happy to do designed to guide instructors and planning finding support for sharing and sustaining open pedagogy projects that are equitable and inclusive. It's inspired by a roadmap from the University of Pittsburgh the socio technical sustainability roadmap. That was a workshop that I went to was just super practical, and really helpful and thinking through these things and documenting the important part of this. A few things to note about the roadmap. Before we go through the different parts of it. It's very practical, like I said, reflection and documentation space to help you think through your project. It's instructor facing but what we, we mean that to be inclusive of anyone who works on supports an open pedagogy project. There's a plan agnostic it should work with any field that you're in. We're going to take you through it just very briefly in order, but completed where it works for you if as you're listening to the different sections of the roadmap you think, Oh, those are things that haven't thought about it, and maybe if you do this you start there. And finally it's adaptable right take what you need leave the rest do what works for you. To begin, there's four sections and to start out with the first one where we consider the first one which is thinking about the scope of your project. When we design this first part we actually designed it very intentionally, as you can see a one there the little blue column is having instructors to find their values and their goals. And then their capacity before scoping out the what of the project because those are really crucial for determining what you can do, why you're going to do it, and how you're going to do it, got to know why you're in it. Right and what you have a capacity to accomplish before you can figure out what the product is at the end. It's a little value to think about as many of you have talked about today, because things aren't inherent is to consider how your project can center diversity equity and inclusion. A hallmark of open education is that it prioritizes access open pedagogy centers access, but in a way that prioritizes student access to participatory knowledge creation. And when we invite students to bring the whole of themselves to creating or modifying course content that course content will inevitably be changed to reflect the diversity and complexity of student identities. Which is really important and so we give you some ideas on the website to think about those values and those goals. And one of the things that we point to is Rajiv Don Giannis five hours for open pedagogy. And it's really important to reflect on these things. So to think about how we can consider whose voices are missing how we can think about our localized student identities, and how we can include those voices in a way that's inclusive and equitable. And so this particular the set of values if you're thinking about well I'm not sure why I'm in this or what what open pedagogy means to me this maybe maybe some things for you to think through and see what speaks to you. I just want to point out that an interesting value that I always think that he has here is risk is a really important piece to think about it and you may not think about it as a value. But there is a risk present with open pedagogy, perhaps higher for some than others and that's why those consent forms right and Brian and I give a number of links to some sample consent forms. I would like to some things to think through as you're thinking about looking at the student collaborators. And when I, we heard Rajiv speak at the OEO certificate of librarianship and he talked about the importance of having entrance and exit ramps for students in open pedagogy right that various means of participating in open, but never requiring it and I'll say that and the project that I was on. We had some students who did excellent work who at the end we found out after grades rolled on that they decided to be included right. And that's none of our business. That's what we give them that consent it was disappointing a little bit but also that's I think it's important to go in with knowing that you may have some students that do not choose to participate in the open piece of it. But that's okay. Right, and you have to value and you have to really respect their decision there. Once you've thought about those values and your goals, then we ask you to think about your capacity. It's really important how much time you really have honestly is something to consider. This helps to think about where you could benefit from collaborators and using what's already available. And so when Dr. Nicky see and I were doing this we realized there were some great resources out there oh we are anthologies that we could pull from right we didn't have to start all over we didn't have to find all these things in the public domain. That was a big time taper for us. And then finally once you've scoped out the values and your capacity. And then you want to think about the project itself and finding its parameters, what will they be doing, when will it be completed, what content needs to be covered for for curriculum requirements, what's the process going to look like and where's it going to happen. And I'd say just be open minded about those things right as Brian mentioned non linear is helpful so the project that I'm working on, we've started thinking about it as a five year project, right students will build on that some class will build on over time. Based on time constraints for us and for students and just right this semester that we would have students do the work in the learning management system in canvas and not have them try to figure out how to learn press books or any of those things, other things, keep it simple that piece of it for the scope. What you thought about the scope. The next section of the roadmap is all about identifying support. You know, open pedagogy projects are inherently collaborative because you're inviting students into the process. And so it's good to think about what other collaboration you will need in order to make it successful and inclusive. And so we break it down into three types think about your structural and your systemic support. What's available at your institutional level to support this kind of work, first of all you doing this in the classroom so that when you have to articulate what you've done right in a review or something that you can go back to those pieces and connect it to the work that your is important. I actually want to think about your logistical support. Those are the people that can help librarians like Brian and I instructional designers, production specialists, accessibility experts are all really important people to reach out to at the beginning of your project or before you've even started right here's what I'm planning on doing. I'm going to be aware of when I do this. So reach out to those folks it's important and at some point as Brian did in his project and we intended to do in our project. We may be paying compensating students right to help support the logistics of it to do the editing, perhaps, or students that are perhaps higher level students who can do some content editing work as well. And certainly because open pedagogy always involves technology, everything is technology, thinking about what technology support your support your project, right, how are the funded Penn State has just gone through changing multiple enterprise systems that have up ended a few things are really thinking about like well how long do we have this subscription to some product if I'm planning on using that for my project becomes important will students need to be trained on it is there a backup site and I forget to say this always but thinking about your role as a really important technology and it's because so much documentation things that work on lives in our email. So perhaps thinking about what was an email that made you to move in a different space for everybody. And now I'm going to turn it over to Brian to talk about the final two sections of the roadmap. All right, so the next section of the roadmap is really about refining your content and your process that you identify during that earlier scoping phase in order to focus a bit more closely on students and what the experiences like for them so pedagogy is this great opportunity to move beyond just focusing on content mastery and really be able to help the students develop content agnostic knowledge practices and dispositions. So this section first asked you to think about making your learning outcomes less focused on that content piece, and more on on the process, and also thinking about how you're going to assess those learning outcomes. So as far as assessment goes, you know, we recognize that not everybody is in a situation where they have full autonomy over the grading methodology that they might use in their course you know particularly folks who are in more precarious or contingent teaching positions, you know they might walk into a situation where they kind of have to run the course as their department dictates rather than being able to kind of change things up a lot. But even if you can't take a sort of more radical approach to grading like ungrading or other types of approaches that rely less on that sort of summative letter grade. You can still try to incorporate some practices into the course that will foster an open environment. So things like peer review, meaning having students offer feedback to one another on the work that they're doing and related to that having the opportunities for revision which I alluded to earlier so that students don't feel it's hung up on the letter grade that you're going to give them because they have that opportunity to improve their work. And also having the opportunity to reflect, you know, write a written reflection for instance on the work that they're doing and on what that experience is like for them. In addition to that sort of outcomes and assessment piece. As I alluded to earlier that we also need to think about the agency pieces this work and really being mindful of and respecting the agency and the labor that that goes into this work from from students and really from everybody involved in this work. You know, if we fail to do that then open pedagogy becomes a sort of transactional relationship where, you know, students are kind of creating content for you to then publish, rather than it being a genuine collaboration. And as Christina mentioned, we have some resources in the roadmap that really help with that piece of it, you know, thinking about how to structure this in a way that it is a genuine collaboration that respects everybody involved in it. And this section of the roadmap, we consider those kinds of ethical concerns and things like how our students giving consent and what role did they play in choosing the license for their work and how are you making sure that that they are able to make an informed decision about all of that aspects of the work. And so then the final section of the roadmap asks you to think about how you can share your work and what it will need to be sustained so you know sustainability is a big part of all of this work. So first of all, in terms of sharing your audiences and the methods that you might be using to share, share the work itself and to sort of share your story about the work may differ depending on what your motives are. You know, are you trying to make other educators aware of this cool new resource that you've created so that they can benefit from it to you know maybe adopt it or adopt it. Are you trying to raise your profile within your disciplinary community or do you need to justify this work to administrators, it's your institution. Are you trying to leverage this as part of your promotion and tenure or perhaps if you're on the job market and you want to, you know, leverage this in that way and you know how do you present this work in a way that makes you an attractive job candidate. So depending on how you answer all of those types of questions, that's going to impact how you want to communicate about this work and also the venues where you would want to share it. You know, thinking about whether you're sharing it in sort of institutional venues like a website or repository or repositories that are sort of more disciplinary focused or maybe ones that are just specifically we are focused but are kind of more broad in terms of discipline. You know, maybe it's going to be a combination of a number of those different venues. Like I said, it depends on what your motives are. But then finally that the sustainability piece, this is really thinking about the long term and anticipating what kinds of problems or you know hiccups might occur along the way, especially over the longer term. So the projects that Christina and I have talked about are ones that aren't kind of a, you know, one and done in one semester, it's multiple semesters over a number of years. And so you really need to be thinking kind of long term with all of that. So in this piece of the roadmap, you kind of go back to all of those sections that you've completed prior to this and look for whatever the remaining gaps are, you know, things that he noted along the way like, you know, maybe you need a certain type of technological support that you that you don't already have or maybe you're not sure if you have instructional design support or something and so that's maybe something you need to go back and check on. So sort of pulling together all of all of those gaps and then determining what your sort of actionable next steps are going to be and, you know, when we run this as like a workshop. We'd like to ask folks to identify specific steps that they're going to take immediately after the workshop, you know maybe in the next days or weeks and in the following months as well because, you know, we go to conferences and hear about all of these cool projects and get really excited about it and then we go back to our day to day work and email and all of the other sorts of day to day things get in the way and before you know you've lost your momentum you've lost your excitement about it so having those actionable next steps can really help to keep up that momentum keep up the excitement and keep you on task. And so, you know, with that, we like to thank you for attending today and if you have further questions or suggestions for improvements or additions to the roadmap. We're always, you know, happy to hear about those. We are constantly, you know, adding new things to the roadmap new resources. So we would love to hear about that our emails are on the slide you can also tweet us use the hashtag OEP roadmap. So thanks again and take care. So thank you very much for another wonderful project and initiative. It is just so nice to to hear all the initiatives you presented for this session and this was another one. I really congratulate you to focus on the open pedagogy because I mean it is very difficult to work and implement the OER recommendation without changing the pedagogy. And as you stress very much about the processes is maybe more sometimes more important than the content as such, because content change, but the processes is so important and you have shown with your roadmap that you really need to have the ecosystem of open pedagogy. Because that brings also to quality that mentioned was nothing is as strong as the weakest link and you also show that so many stakeholders involved. You can't do this alone as a single teacher in your classroom because you really need to have this teamwork and you are shown that so nicely. So thank you so much. I think we are more or less running out of time, maybe one minute left. I think we start with stop, we will finish at 830 in my time two and a half hours. So with that, I will not hold you for longer. So we will not have any more discussions or questions because although I would love to do it myself. I could go on for hours. Because I think this session has been just wonderful. I will just ask other anyone in the audience who would like to raise a question or comment or reflection to Christina and to Brian, because this is the chance now. Otherwise, you will do it in the platform. I will just go quickly through your photos and if anyone has raised their hands. I don't miss that. I can't see it that anyone has raised their hand or I can't see direct any comments either more than again. Thank you for an excellent work. This is wonderful. This is excellent, etc, etc. I think that has been true for all the five presentations. I will with that just finalize to say we have had five wonderful initiatives on inclusive and equal to equal to where we are. And how we can implement this area from the recommendation into the daily work and where in the area we were working on. So the first one was about the becoming an open education influencer the Nelson Mandela University student advocates experiences of sharing boy. The second one was about open trans languaging as internet internal localizations towards inclusive and equal access of quality or we are. The third one was about open education cooperative and learning and openness, learning and openness. Sorry. The fourth one on our recommendations to support lifelong learning. And this last one about the open pedagogy project roadmap building capacity to create and sustain inclusive learner centered or we are. All initiatives are very nicely representing this area about inclusive and equitable or we are so please continue your good work and share with others and not at least in the conference platform. I would like to have your slides and your links or whatever it was related to your presentation, because not that maybe everyone have been so lucky as we have been to have been in this session tonight. So I think it's important to share with the others as well. So, and then the chat will be saved. The session is recorded. So we have everything documented. And with that, I will thank you all so much. All the speakers, all the participants, and not at least you Alan who have done a wonderful job, particularly quickly all the links for the presentations and related topics about the presentation. Thank you very much for that. And again, thank you very much for creating such a wonderful platform for the conference. Great job. So by that, I will wish you a very nice rest of the conference and really take the opportunity to network, share IDs, talk to each other and be part of the wonderful community. Thank you all very much and stay safe and take care and be healthy and keep the good work going. Thank you.