 Good morning and good afternoon to those of you in eastern time zones and beyond. Welcome to our open webinar today on open and free MOOCs with the open education consortium. And I'm very pleased to have two MOOC with me today. Good morning. I'm the college outreach director in the curriculum design director for the open education consortium. All right. For those of you who might be new to the collaborate system, we are using Blackboard Collaborate this morning and we thank the California community college system for access to their system. And you will see a participant's list on the left-hand side and you should see your name there. And directly underneath that you will see a chat window. And we can take questions throughout the webinar down there in the chat window and we will open it up in between presentations for questions that you can actually use your microphone for. And I want to welcome everyone to open education week. This webinar is offered as part of the celebration of this week. And it's all about raising awareness about free and open educational opportunities that exist throughout the world. And people approach open education from a number of perspectives. This morning, of course, we're going to be hearing from a faculty member and an instructional designer. So very much from a support for existing studies and for teaching resources. But many people throughout the world use open education for developing new skills for work or for just learning something new for their personal interest. So really glad you could all join us this morning. And we want to ask you now where you're from. And you can use the toolbar that's in the middle of the screen to grab a little icon. If you go over to the one that looks kind of like a star, you can grab one of those and drop it where you're located and show us if you're from North America or maybe beyond North America, which is always exciting when we get folks from outside of the United States and North America. Or you can type in the chat window and let us know where you're from as well. Looks like our live attendees here. We've got some East Coast folks and some West Coast folks. Oh, and wonderful. And we've got some North American folks. And she says that she is from France. Exciting. Welcome, Saline. And Ramon is from North America. Great. And we also have Nicole White. Welcome, Nicole. Great to see you. And she's in East Tennessee, which is also in the United States. All right. Now, I just want to give you a chance to meet our presenters before we start with Heijun, who is an instructional designer at Tufts University. Hello, everyone. I am a faculty consultant on teaching strategy with technology here. Wonderful. Thank you, Heijun. And Matthew. Matthew is an English faculty at Scottsdale Community College. And please tell us a little bit about yourself, Matthew. Hi, yeah. Well, I'm, yeah, Scottsdale Community College. I teach English 101 and 102. And I've been working with open educational resources now for about three years or so and have had some pretty cool experiences. And if you haven't had a chance to introduce yourself in the chat window, participants, please let us know where you're from and what your interest is in OER. If you're with an educational institution, let us know that. Or if you're using OER for your own personal enhancement, that's great to know as well. So this morning, I'm going to give you a really quick overview on the Open Education Consortium and the Community College Consortium, which is a member of the Open Education Consortium. And then we're pretty much going to go into our presentations from our two speakers. And then there'll be time for additional Q&A at the end. So as I said, please do let us know if you've got questions. Just go ahead and type those in the chat window as we go along. So the Open Education Consortium is the largest global organization dedicated to open education and spreading knowledge globally. We started out way back over a decade ago with MIT, who put their coursework online. And since that time, we've grown to be in over 40 countries and 280-plus organizations and institutions worldwide. And over 30,000 courses have been posted online. And they've been translated into 29 languages. So this is a movement that started over a decade ago and has just been picking up momentum. Tufts University, he's from, they are a sustaining member of the Open Education Consortium and have been working on OER for many years now as well. So we're going to hear about one of their exciting mooks in a moment. The Community College Consortium, we are an associate consortium of the Open Education Consortium and our mission is expanding access to high quality materials, supporting faculty choice and development for curriculum, and improving student success. And the Community College Consortium, which is a member of OEC, represents over 10 colleges in 19 states and provinces throughout North America. And Matthew, who is speaking with us a little bit later on, is from Scottsdale Community College, which is part of the Maricopa Community College District in Arizona. It's the largest community college district in the United States with 10 colleges and over 250,000 students. Before I turn it over to my speakers, I just wanted to go over just a couple basic definitions. So we throw around the term mook. And of course that stands for Massive Open Online Course. But today we're talking to you about mooks that are openly licensed. All of the content is available for reuse, remix, and redistribution. This is not true of all mooks. All mooks are open enrollment at this point. But the content, in some cases, is licensed simply for the user who has enrolled in it. And so as part of our mission here at the Open Education Consortium, we want to make the content available to be freely reused. And both Haitong and Matthew are going to talk to you about their OER-based mooks. I'm a couple of options that some of the OER-based mooks offer is certificates are available for a modest fee. So this is for folks who take the course and they want to actually use it perhaps in a career situation. And so they would like a certificate that shows that they took the course, the mook, and that they passed it. Some of the mooks are self-paced and some are moderated. Haitong is a moderated course that she'll talk about. Matthew will be talking about a self-paced mook. And instructional design elements and the assessment that goes on will vary from mook to mook. Sometimes there's peer assessment. Sometimes it's simply multiple-choice tests or it can even be discussion boards. So there's a lot of variation and you're going to get to hear about two really special examples of mooks here this morning. And I'm going to turn it over now to Haitong to talk about the biology of water and health developed at Tufts University. Thank you so much. Here in this session, I would like to share with you my personal reflection of our main outcome of our university's first experience offering a mook. The main outcome was a high retention rate. And from the instructional design point of view, I'll share some of the factors that I personally believe that that helped create an engaging mook for us. Thank you. Next slide. So Luna gave you a little bit of background about Tufts University. We were the founding member, one of the founding members with OCW. And with now OEC, we had a partnership, built a partnership with edX. We were able to a little slow transitioning the slide here. So OEC built a partnership with edX. And so with that partnership, Tufts University was able to offer a course called the Biology of Water and Health. And that's our semester. And we offer traditional edX certificate of completion. So on the code means those who complete the coursework will get the certificate. And verified certificate is you pay for a minimum fee and you get to verify your student ID. So if you go to Google and search, and search edX and Tufts and biology, you'll see this page coming up. And as Luna said, all of our content is created a common license. So currently, this course is an archive course, but you can go there and access all the materials that developed in that course. And the slide, again, through this OEC partnership, our school representative on edX is not Tufts OEC, OECX. So one of the many reasons that I think this course particularly was chosen is because this course was offered once eight years ago on our OCW website. The assumption was that our professors who went through this OER process, making their materials, life goals with this licensing, both preparing for their material for OER, was definitely helpful. But because the time pass by, the interactions that MOOC requires is a little different than OCW. So we had to develop new materials for this particular project. And then we go to the next slide. It's going to go slow here. So an example of a MOOC video. So because we were preparing for this material for OER, any evidence-based slides that you can see in the video had to be drawn on a whiteboard with a citation to go along with it. So we did this in almost three months period for the production. So let me get right into our outcome. And let me show you my reflection. So our tough MOOC ended with a high retention rate. This is a snapshot of our project summary that might direct it together. You have to read all the text there. And in the middle I highlighted with a yellow-no, red color. 64% of about 4,000 people who actually accessed the first week course. The first week is the most popular course. And the 64 of our applicants just stayed throughout the course. And as you see at the bottom, the red line at the bottom indicates that 15% of our enrollees were trying for full credit problems throughout the course. Another data point here. I'm going to see the slide here. That 13% of our students again earned a certificate. And going back to the first week, the most popular week, those 30% of them who visited the first week's content completed the course. So compared to other courses, this is still a substantial number. So I went ahead and reflected on why we were able to return that many people. And my personal conclusion is that we were able to offer what tough this university stands for, sharing the tough experience online. So this is a statement from our strategic plan. Coming up, it's a tough university wants to be at offering global perspectives for learners, transformational experiences, and active citizenship. And I think when you think about our first tough look, it really was able to bring out all these aspects. So let me go into a little detail of what I'm at reflection on that part. So the first of all, the course really represented tough really well. And it was a right fit for the global audience. So if you see the image that's coming up, you see the professor, a group, a professor, a justice who were really bringing this global issue of water that affects everyone. But also really they went through the fundamentals of the content. So water related diseases and how people study them. And we treated this course because it's our first time. We treated this course as a pilot. So we didn't do a massive marketing to promote this course. But the professors were really able to help to get the word out through their professional networks. So my assumption is that many of our students signed up for this course because they already had an interest. And they probably may be working their field. The second thought is you will be, when you put this course in MOOC, as a MOOC format, your videos will be really short. And those who work in the online learning world, it's called segmenting and chunking. The chunking and content in a smaller segment helps you digest content better. But not only that, I think that this 13 weeks long traditional course works out well with dividing them up into parts. So what we offer last November was part one which covers the fundamental knowledge of that particular topic. And we offer only four weeks long course. And not only we shortened the course length, but we've tapped the professors that we can choose what's appropriate for the MOOC, or the content line, so 69% of content is chosen. So I think people have to assume, we have to assume that we are actually creating a new course for a new audience, and not bring large existing material that was designed for our listeners. And I'll go into my third point here from an instructional designer. The middle thing that really helped the course really engaging. If you work with a MOOC platform, it's designed for a scale. So it's hard to reach everyone because there's so many people. And it's hard to assess everyone real understanding of content. So only machine-graded assessments will give you some sense of what people are doing in the course. But within that parameter and the limitation, you can still think about ways to bring in the engagement into your design process. So as you design the lecture content, there is some traditional lecture content. But as you can see in this picture that's coming up, we introduced an weekly introduction like this in a format of a conversation, not one person looking into camera talking here. It really brings this conversation between the two experts in the field. And have them talk about why this content is really important in the real world. So really providing the interdisciplinary connection there, and also feeling to practice. Another element of engagement part here is that, again, the water issue is global. So the professors wanted the students to share their own source of water, send us a photo. And I think that made the class really feel small. I believe that hundreds of photos were submitted around the globe, like this, as you can see in this image. And people, this was not a great assignment. But people really went ahead and wanted to share their photo sources. I think this worked out really well. The last piece with interactive techniques on MOOCs is the live streaming event that we did. So we thought a lot about how can we try to as much as possible reach many students in the course, take advantage of them. So we offered three live streaming events. We had a class on getting comments on different technologies that they allow us to wire frame. What I mean by that is bringing other technology into the course. So our media group who always sells this live streaming, live streaming for commencement, they were prepared for that at that scale. Spotted to many, many users. So as you can see, the first event, we had over 350 students. That's pretty impressive if you think of all the time zone differences. But we had a very exciting discussion. And our student evaluation says that this is the most unique experience that we had compared to other MOOCs. So my talk is almost there. So I talked about the main outcome being really high retention rates. And my reception dealt with three points. So the course was really designed for the global audience, course set for the right fit. And the course is again segmented. So it's digestible for many students who may not be ready to comment so much of their time. And of course that users try to use as much as in the rest of the time as possible. So with that, I would like to conclude my portion of the talk. So now do you want me to turn it over to you or take some questions at the moment? We can certainly take some questions. Thank you, Heijung. And I want to, if you didn't catch the link I posted in there earlier, here is the link to the course of the biology of water and health MOOC on edX platform. And Heijung has just given you kind of a glimpse at the MOOC. It has amazing resources and videos, as she mentioned, which is I think why they did get such good student engagement. And we'd be happy to take some questions now as people would like to ask Heijung about some of that development work and more about the student learning outcomes. And you can grab the microphone by clicking on the talk button if you would like to ask a question. Heijung, I had a question for you. In terms of, and I don't know if you have this number with you right now, but in terms of learners, you had a total enrollment number, right? Did you have a breakdown by continent? So where most of your students came from? I don't have the exact number right now. We were able to use students from 153 countries. But I think 20 or 30% is US students. So you said there was students from 150 countries, but a large concentration was from the US. Okay. All right, great. There was a question from Ramon here, and he said, how was the peer review experience in the edX course? So the photo assignment that you saw is an example of a snapshot of the discussion form. Initially, we wanted to carry that assignment with a peer assessment piece. And at the moment, that was the only photo sharing option for us. We designed some activities that fit that assignment, a peer assessment tool. I have to say, it's still in a very early stage of development. So we didn't feel confident enough about the peer assessment is a machine-gradable assessment, which comes with a rubric. But we tried to be in a plan B was to have the discussion form, too. By the time that you launched the course, we used the discussion form, which just had that photo sharing uploading option just launched by the time that we launched the course. So as a plan B, we did the discussion form. And it turned out that there were some issues with the peer assessment. I know edX is making a lot of improvements at the moment. But I think without the discussion board for that photo sharing assignment, it would have been really hard. Okay. Yeah, thank you. And Ramon, did you, you can, okay, he said thanks. So that covered it. So it sounds like peer assessment might be something that you might explore further in part two. Yeah. Okay. Yeah, traditionally this course, the major assignment is a final research paper. So we tried, we didn't aim for it because there was no such tool available for that milk scale. Yeah, but there was some technical issues as well. Okay. So there was Ramon. Yeah, edX, edX, edX was the platform that you used. Yeah, thank you for that. Hey, John, you had a question here from, let's see, from Bo. Bo asked if you could talk a little bit more about how instructional designers get involved in course design, in this course design. In this course design, I was the course designer, but also managed the production team. And so, but I tried a minimum, so I was the one who actually produced with many of my team members produced the course along with making decisions for the instruction design. I tried to involve professors in many decision making, but because just delivering the content, the filming and filming itself takes a lot of their time. But I made sure that we agreed on digestible content first, and then kind of backwards design, trying to come up with what was the right level of learning objectives and goals. So the content was captured first to mind their time. And then we re-evaluated the system in the meantime. We wrote the learning objectives and probably met another time to decide on the assignment and the student interaction. What kind of activities did they want to do? So in the meantime, I studied the platform a lot for what's possible or not. So probably after video capture, through the meetings maybe, yes, through that. So I was managing the content and design and production kind of in the parallel form. I don't know if I answered the question. And Bo says, thanks. And I think that, yeah, you gave a very complete analysis of that, Heijun. Thank you. I think we have time for one last question. And I think you've touched on it before. But Celine has asked, can you tell us more about how you modularized the course? And I think you were addressing this in your last question. But if you want to touch back on that at all, Heijun? Yes. We wanted to touch on a time, three more times here yet. So in the first case, we tried to start from the existing syllabus and try to design it up. But we just started offering a short shortened course because of the project timeline that we had. So there was no solid rationale for making four weeks versus over six weeks. But the four weeks of content in the syllabus was real and a good set of foundational knowledge. And the later part, they talked about issues and making interventions and so on. So just trying to see the topics covered in the syllabus and what it makes sense to give them that. OK. Thank you. And so the four weeks of content in the MOOC was extrapolated from an original 13-week course, right? Right. Right. So the topics that you make sense to be standalone is not like contingent on each other. Great. Well, thank you so much, Heijun. And we'll have some time at the end that we can get back with Heijun and have further questions for her. In the meanwhile, we're going to move on to Matthew Bloom, who is an English faculty, teaches online and hybrid at Scottsdale Community College. And he's going to take us out here to show you his MOOC that he developed on the Canvas platform. Matthew? Matthew, we're not able to hear you so you may need to switch it off. Yeah. So thanks for giving the opportunity to talk about this. This has been kind of evolving a little bit over the last couple of years. I want to start by saying this is a very different kind of MOOC because this is rather than the previous one and most MOOCs which are designed for students. And this is actually an open resource MOOC designed for faculty. The idea was to get initially to get composition and rhetoric faculty interested in using open educational resources, creating, modifying ones that they find online. But it has since then developed into a course that really is applicable for anyone who's interested in learning a little bit about the basics of the open culture movement. The open resource movement specifically, as well as the basics of licensing, how to find materials, how to adapt and license your own. It all started in 2012, I'd say, when I was in one of my first couple of years teaching full time at Scottsdale Community College. I was really interested in finding more information about what kinds of resources there were for my students because I wanted to, you know, I didn't like the idea of having them purchase a textbook. That I wasn't going to use completely and all that. And as I started to seek out information about open resources that would be relevant to English composition, I found that, you know, in comparison to the resources that are out there for, you know, mathematics and a lot of the sciences and things like that, there was relatively little in the field of English composition. And there are some, there's a lot more now in the last couple of years that a lot have been developed. But especially at the time, it was my interest to kind of talk a little bit, like address that, like why is it that composition faculty haven't been creating it. And there are reasons for it. And one of the main things that this MOOC was addressing was, you know, English being a very kind of subjective discipline, you need a lot of, you know, original sources that you might be analyzing and things like that. And so it's kind of hard to navigate the copyright and find materials that you can actually incorporate, you know, in terms of just having units that are meaningful for students. So that's kind of where it started. So what I did was I applied to get funding from the Maricopa County Community College District in the summer of 2013, and they agreed to fund this project. And so what I did was I spent the summer, you know, researching open resources and basically putting together this kind of do-it-yourself open course. Now, this is a, if you work at your own pace, do-it-yourself, there's, you know, there are some activities, and I may have an opportunity to show you some. I don't want to show you too many pages of it because every time I move the website around it and reloads it on your screen. So the link is made available to you, and I encourage you to check it out maybe afterwards or even right now if you want to listen while I'm talking. But so they funded it. And, you know, it was a great experience for me just learning about all these different things. But basically what I was able to come up with was a series of modules for instructors. There's three modules. Well, after a tutorial kind of like explanation of what you're doing. The first module is just kind of addressing what open educational resources are because as you probably know, if you're working with those and working with faculty or people who are interested, a lot of times people don't really have a real clear understanding of what actually an open educational resource is. Because, you know, there are a lot of different things that you can access for free online that are not by definition OER because they're not licensed, you know, for that sharing. And so what I did was I kind of went through, you know, the basics of, you know, understanding where the open culture movement comes from and how, you know, when that merged with education, with the idea of wanting to share materials digitally. And basically the birth of the OER movement in this first module here. And there is an assessment at the end. There's usually in the modules there's some sort of beginning assessment to see where people are in terms of their standing knowledge of whatever we're talking about. And then throughout sometimes there are some kind of formative assessments just to see like little practice quizzes that are just automatically graded. This course works on its own. You know, I created it like that on purpose because there was no, you know, there's not been so going to be continuing funding for anyone to sit there and try to grade things or whatever. So it really is just an open, in itself, like just an open-ended course that anyone can take, literally anyone. Because this is in Canvas, which is, this is the open free Canvas site. Anyone can just get a free login and use this course, access it whenever they want. Currently on the free Canvas site there are only, there's no more than 10. I forgot the exact number, but there's only a few people from, you know, around the country who are using it. But on the Maricopa Canvas, which is our district's learning management system, I have about 40 different faculty and administrative and administration members that have accessed it at least once. And a lot of people have been accessing it regularly. And by regularly, I mean like once every couple of months. Because people who are interested in, you know, learning about open resources or incorporating them into their courses have found this to not necessarily be the kind of course you're going to sit down and do all at once, but that is there for you whenever you want to access it. So it can function either way. It takes about three hours from beginning to end to do the whole thing. And certainly I don't expect any student to sit there and actually do that or any faculty member to do that. Usually it's kind of a piecemeal thing. They'll go through and they'll use it as a resource to answer specific questions. One thing that did happen last fall was the district approached me about, because a year ago I should say first, in the spring, I actually conducted a face-to-face session in our district basically introducing about 15, 20 faculty members to this workshop and how they can use it. So it was like a three hour face-to-face workshop that set people up to use this one. And that was a really great experience. And the district wanted to continue doing that. And the thing is that even though this was initially designed with the idea that it was going to be for composition and rhetoric faculty, it was clear when I was finished with it that other than the fact that all of my examples were composition examples, everything in here is applicable to any field. And so they approached me, gave me a little bit more funding to go through and kind of update it a little bit and change it so that it would appeal to the general audience. And so that's what we have now. It's not just focused on composition and rhetoric. It really applies to any field, any discipline. And so like I said, this first part here is about defining open educational resources. The second module here has to do with the legal aspect, the licensing. There's a little bit about copyright guidelines in here, which is a very uncomfortable thing. I don't know what your experiences are exactly, but I do know that you get a wide range of reactions when you start to bring up copyright issues with faculty. And sometimes you get like yell that, you know, or people get really uncomfortable because they sometimes feel like they're being threatened. Or there's somebody telling them that they're breaking the law, which they might be. And of course that makes them uncomfortable. So what this does is it kind of tries to navigate that using humor, using, I think, pretty good examples. And it's a pretty clear explanation. I am greatly indebted to a number of resources that are online, of course. Wiki Educator at the time was a really great resource for a lot of applicable information. Of course the Creative Commons website is thoroughly cited in the link throughout this whole thing. So it's by no means the only resource online for this, but it is kind of a nice place where you can find some of this information. And like I said, there are some interactive elements to it throughout like these little Q in the circle there. If you're not familiar with Canvas, that means it's like a quiz. And I can give you an example of one of them here. If you this here, let's get this set up here. Basically this right here just gives you the opportunity to go through and test the knowledge that you have. The knowledge of the information that you've covered in the module. So there are some of these assessments built into it. This one, for example, gives you different scenarios and then asks you to determine whether or not you think it would be an acceptable use of a Creative Commons license to work based on the situation. So the third module then, I'm going to have to get, it always warns you in Canvas making sure that you actually do want to leave the quiz. The third module here, and this is the last one on the screen, so I apologize for the loading. But this right here focuses on the actual creation and adaptation or adaptation of existing materials. And so you kind of like look and see where you can find materials and how to use sound materials in the previous module. But this one actually goes into how to transform your existing materials, getting rid of content that you're not sure about or trying to figure out ways to adapt stuff that you've already created and make it OER. It also has a section about planning a new resource if you're planning and developing new content from the beginning. So that way you're thinking about it because one of the most important things about developing OER content is being, and this is, you know, this is, I think, a really important point. It's like being very precise and having your overall intentions in mind from the beginning. Because if you start developing a resource and you're not, you know, any kind of classroom material and you don't have OER in mind from the beginning, then when you get to the end, you can't license it and you might just have to do a lot of it over again. So I kind of wanted to let people know that, you know, you don't have to make this transition all at once. You don't have to overthink it, but if you are sitting down to create a new presentation for a course that you're teaching or if you're sitting down to create a new activity or something, just keep in mind that if it's all your original content or if you go online and you use some, you know, like Google's advanced search filters so that you only get the Creative Commons license pictures or whatever it might be, if you do some very simple steps like that, it makes it a lot easier to actually create a legitimate license resource that you can then share. So that's, I guess, that's pretty much everything that I have to say. All right. Thank you so much, Matthew. I was typing a few comments in because I thought that last point you made was really important about if you have the objective of wanting to share these resources with your colleagues and perhaps even more widely, paying attention to where you're pulling resources from makes a lot of sense so that you can easily just distribute materials later on. So excellent idea. Let's see. I'm going to take us back to the main window here. And so here's a little bit more information about Matthew's MOOC, which can generally be used by faculty to find out about OER or if you're a faculty trainer and I do a lot of faculty training, you can use the content within Matthew's MOOC to train faculty on how to find and understand openly licensed materials. And I plan to use some of your quizzes. Matthew, they looked very engaging. Can I add one thing? I actually forgot to mention this when I was talking about it, and it's relevant to what's on the screen right here. Two things. First of all, that link right there is a self-enrollment link, so you just click on that and it allows you to access the course. Anyone can do that. But I want to draw your attention to the license here, and it says copyright Matthew Bloom. This is an interesting legal issue because this was something that was funded by a grant from my district. And part of the grant funding, part of the contract basically for the funding is that whatever the product is that's created is owned by the district. So I actually don't own the copyright. I was the author of the material, the primary author. I incorporated a lot of stuff and a lot of cited and linked sections. So I was the author of the material, and when I created it, I had in mind, okay, I'm creating this thing. I'm incorporating Wiki Educator content, which is DYSA, or which is that, you know, an attribution share like license. And then when I talked to the district, when I realized it was kind of a learning moment in the process of learning about OER, that I wanted to license at OER, and I actually had to get their permission, and they at first wanted me to license it in a different way. And I had to explain to them that I couldn't because this is the only way that I could license it. So it was a learning experience for myself and for the district as well because there was that extra legal stuff that we had to take into consideration. Thank you for explaining that, Matthew. And it was a typo on my part to put that. Matthew was the copyright holder in cases where, you know, MOOCs are developed by individuals without institutional support that might very well have been correct. So thanks for explaining that, Matthew. And sorry for the typo. I think we're going to open this up to questions. It looks like maybe Ramon, it looks like you've grabbed the microphone. Did you have a question you wanted to? That looks like we do have a question here in the chat window from Ramon. But you can also speak on the microphone if you want, Ramon. Oh, you took that off. Okay. So there was a question there for you, Matthew. How do you like using Canvas? Without getting into too many details, I would say that Canvas, just with any learning management system, there are a lot of different options. And I personally think that the fewer things you offer to your students, the more likely they are to do everything that you want them to do. So I usually minimize the number of functions that I use. But there are a lot of different things. And you can, the way that it's visually laid out, as you can see in that course, you know, there are the modules or there's a list of modules. That's where the whole course is. I have turned off all of the other functions so that students, anyone who wants to, I do this with my online classes too, students land in the modules page and they pretty much don't leave that unless they're accessing one of the content pages in order in the module. So I do like that function. We haven't talked too much about the platforms here today. Hey, Jung, of course, mentioned the edX platform. And they have a whole training program associated with becoming a partner at edX. And that's quite an involved process. Canvas has a process as well. And I don't know, Matthew, if you wanted to speak to the instructional design support that Canvas offers. Well, I mean, I think that my experience is a little bit different than it would be if you were trying to use Canvas to do a move that would be for students. Because, you know, you would probably do a—I mean, this is kind of designed to be for faculty so that they can assess themselves and so that they would take that responsibility upon themselves to do it. And of course, MOOCs kind of require that too in general. But so I think that what is interesting about it is that you can—you have a lot of options. You can make it completely automated if you want so that you don't actually have to go in and grade anything. I mean, it can just do all that for you if you're—you know, the questions that you have are objectively answerable. But when it came to designing the course or designing any course using Canvas, if you're going to be teaching a course online, again, like I said, there are a lot of different ways that you can involve, you know, group discussions and things like that that can happen live. So if I wanted to, at some point, I could, you know, message all of the students who have self-enrolled and say, hey, you know, this week we're going to have a live forum if you have any current questions about OER all beyond for this hour or this whatever. And then, you know, there would be that ability too. I hadn't done that yet, but it's something to consider. Great. We had a question here for you, Matthew, from Bowen. He said, could you talk more about how you would use this course for faculty training? Yeah, this is a great question. Okay, so our district—I'm going to see if I gave my word to that. Our district has seen how valuable this tool is after I created it and I shared it with our Vice President of Academic Affairs and the President of our college, and then shared it with our district's open educational resources working group. And they were the ones kind of—there's a, you know, working on what is a very famous nationwide. I don't know if you've heard of the Maricopa Millions project, but it involves like a number of different colleges adapting open educational resources to promote, I mean, to save students money and things like that. And they shared the MOOC with quite a few people who were involved in that to give them some access to information about open educational resources. But the district has also continued to have me—each semester now, since spring 2013—2014, every semester I have conducted at least one face-to-face faculty workshop, and it's kind of an initiation workshop. I like to say—I like to use that word because it's by no means, you know, a way for students or students and faculty in 30 hours to get everything they need about OER. But it helps to sit down with them. They're in front of a computer, you know, it's a classroom of faculty. They're all in front of computers. They all have this workshop open in Kansas in front of them. And I kind of walk them through how the workshop functions and some of the basics and things like that. That way they understand what's all there. And everyone tends to get quite a bit out of it. And this year, actually, I have two different workshops that are coming up in April in our district. And I'm going to have approximately—I think there's 50 people right now that are signed up for it. And, you know, as Una mentioned, you know, we have a huge district and a lot of faculty. And so if I can get, you know, anywhere between 25 to 50 members, faculty members, learning about OER each semester, then that's going to, I think, have a real transformative effect on how, you know, we go about business in many ways. Great. Yeah. Thank you for that, Matthew. It looks like you've got another question here from Bo. Could we use your course material for our own faculty here? That's a great question. Well, I—yeah, that question is easily answerable because there's a Creative Commons license on this whole thing. So it's not only—yeah, I mean, this is not just a workshop about open educational resource. It is an open educational resource. So you can use it according to the license. I mean, you've got the link. And so, I mean, it's not required. If you want to send—if you want to have your faculty just go straight to that Canvas—that free Canvas link and do it, that's fine. I think that one of the drawbacks to doing it in Canvas—and this is in hindsight—I think that, you know, I would have liked to have done this in a way that was even more open, maybe using WordPress to create just a, you know, no login necessary kind of course. And Canvas lets that happen, but I have to figure out that functionality through my district. But yeah, you can use this in any way according to the license. And I encourage you to do so. It's great to see the public site populate in a way that's similar to how our district site is. Great. Great. And yeah, good point, Bo, that your faculty needs more hands-on assistance and not just a course, so a combination of both. So at this point, we have just a few minutes left, and I want to open this up to general questions. If anyone has questions for additional questions for Haizhong about the Tufts University MOOC or any additional questions for Matthew, please either take the microphone by clicking on the talk button or typing it in the chat window. We have just a few more minutes, and once again, while we're waiting for those questions to come in, I want to say thank you to our presenters. I really appreciate Haizhong telling us about the biology of water and health. And as she mentioned, that is going to be re-offered. Part one is going to be re-offered, I think, this spring, later on this spring. And part two of biology-oh, sorry, you go ahead, Haizhong. Sorry, so part two will be offered in September. We delivered part one last year. You're going to re-run part one though, right? Not sure yet. Not sure yet. Okay. The materials for part one are available in an archive up on edX, so you can go through them in a self-paced format now. Great. So stay tuned for part two in September. Next slide, please. I hope you asked this presentation is being recorded, and we will make the recording available to the Open Education Consortium, and it will be posted on the Open Ed site. I will also tweet it out, so if you're following me on Twitter, you will get notification that way. And that's my Twitter handle. Thank you for your questions, and any additional questions. I want to give Matthew or Haizhong a moment for a final comment. If you have a final comment you'd like to leave with our audience. I just want to say that the experience going through developing this look was fascinating. The faculty really went through a change in terms of thinking in those short videos. And they see already a value of such pedagogy into the residential course. So I think there's a lot of anecdotal evidence that this is worth doing. So we'll just continue to explore that. Well, thank you for that, Haizhong. So she said that it was difficult. I think this is what I heard. You said that for faculty to think in those smaller chunks, because faculty are used to giving one-hour lectures and having to break those down into like ten minutes or less. And it sounds like they're actually bringing that back into their traditional courses as well, because as we know, everyone is so busy these days and students have a short attention span. So that's an interesting side effect. So we don't have any extra plans for reuse of how this MOOC, how currently it stands, will be reused. But the process that helps them think through that process I think was a very beneficial process. Okay. And I think that kind of addresses Celine's question about what's the main advice for people who want to create MOOCs and working with your faculty is an important component of that. Definitely. And they were extremely thrilled about the ability to reach that level of audience. So again, it's a global topic and we reach the global audience that have faculty really happy. Yeah. That's a really good point. I think faculty really appreciate being able to reach people in hundreds of countries around the world that normally they would have that opportunity. All right. Matthew, any closing comments as we get ready for the webinar? I just say thanks for giving me the chance to talk about it. I think it's a helpful tool. So please feel free to use it. Right. So once again, thank you, Matthew and Hee Jung, for wonderful presentations this morning. And thank you to those of you who attended live. And we hope that you'll invite your friends to watch the recording when it's available shortly. Have a wonderful afternoon and a wonderful rest of the Open Education Week. Thank you, ma'am. Thank you.