 All right, welcome everybody. This is Una Daly from CCCER at Open Education Global and welcome to Open Ed Week 2021. I hope you've been enjoying some of the presentations. There's really been some exciting ones so far and more to come, we've got a full week. I did wanna mention, I know Paul is here, our executive director and Paul, did you wanna mention a little bit about Open Ed Week? I have a few statistics I can share, but. Oh, sure, I'll just say a few quick words and then welcome those statistics, Una. Also, Open Education Week is an annual event that we've been doing for quite a few years now and I think it serves as an incredibly awesome event in terms of gathering examples from around the world of what people are doing in open education and sharing them, not just in English, but in native languages from around the world and using this week as a means of drawing people's attention to the impact open education is having and how it can be deployed and made use of in whatever context you're in, in whatever country and in this way, I think it's just a great advocacy and awareness building week. And I'm delighted to see actually this year the range of activities and the diverse participation from around the world. Right, yeah, thank you, Paul. And in fact, this is our eighth year, eighth annual year of Open Ed Week and it keeps growing each year. As Paul mentioned, very diverse. We have, and this was as of Sunday morning, I think, we had 27 different countries contributing, both resources and online events and 11 languages. And we usually get a few over the weekend as well. So I suspect that those numbers will go up, but just to share with you the languages that are represented, Catalan, Croatian, Dutch, English, French, German, Polish, Portuguese, Romanian, Slovenian and Spanish. And I know last year we had some Arabic ones as well and I'm not sure if those are still coming, but this is really an opportunity for us to see what is happening globally as well as locally. And so you came today to hear about Regional Leaders of Open Education, phase two and we're just so thrilled to have you with us. And this session is being recorded. So in case you have colleagues who were unable to attend and I know several people contacted me. So thank you very much, Liz and next slide please. So just briefly, I don't know if we'll go for the full hour today actually, but I of course want to introduce our speakers and then we're gonna just give you an overview quickly of what's been going on for the last year and a half almost and on Arlo. So there was a phase one and a very strong phase one and I've got the leaders from that groups here to speak with you and then we'll jump into phase two and kind of give you an outline. We're really at the very beginning of that but how we see that moving forward and how you can get involved because we need your help and we want you to be part of this. All right, next slide please. So very briefly, I'm just gonna, our speakers today are Denise Cotay from College of DuPage and she led our Arlo policy work. Of course, I'm here from CCCOER, James Galapagross Clang from College of the Canyons who led our stewardship Arlo work. Amy Hofer from Open Educational Resources. I'm sorry. Sorry. Of course, the person cutting my lawn has just turned up. From Oregon Educational, sorry. Amy, you might have to introduce yourself. Oregon Open Educational Resources who led our sustainability effort. We have Paul Stacey here with us who you just heard from, the Executive Director of Open Ed Global. Quill West from Pierce College, Washington who led our professionalism and Lisa Young from Maricopa Community College District who is the Co-President of CCCOER and was one of the original creators and facilitators of the Arlo phase one. Next slide, please. Thank you. So for those of you who aren't familiar with the CCCOER mission, I'm gonna turn this over to Lisa Young. Hello everybody. Good afternoon. So the Community College Consortium for OER permission is quite expansive. We want to expand awareness and access to high quality open educational resources. We support faculty choice and development. We foster regional open educational resource leadership and we improve student equity and success. We really are about developing an open community and working together to support one another. And we can go to the next slide, please. We have membership in 34 states which we have 90 members in the US and Canada and we have 18 system-wide memberships. And so the map there shows you where our members are and we're still working on building our membership and we'll continue to support OER at community colleges and hope to get more institutions on board if we can go to that next slide. And so with our Arlo group, it really was about a call for collaboration. And so as you have seen, and as we've all seen over the last decade, the open educational movement, it really is it's transforming into a professional field. There are people who have positions at institutions as with their job being around open educational resources. And as we look to solidify the open educational movement into a profession, we're really working to build our next generation of leaders and really help support open education as a profession and engage leaders in this conversation. And so with that, Arlo is a huge piece of this really creating this professional field. And with that, I think I turn it back over to you, Una. Thanks Liz for the next slide. So the regional leaders of open education, as Lisa said, was around bringing people together around open education now that is really being built into a professional organization and set of roles. And so Arlo was formed really to bring this forward and to encourage collaboration across institutional and state boundaries. There's so much that we can learn from each other. There's common issues come up when leading OER programs and looking to others who have done this kind of work in the past and have already made those mistakes. So sharing what works and what doesn't and eliminating duplicate efforts. And so our focus was around four areas, sustainability of open education, policy and strategy, stewardship of open educational resources and the people who do the work and also professionalism. So what are the different roles that are available now in this new space? And leaders from colleges, universities, library consortia, government agencies were invited to participate in these four work groups to discuss and build solutions. And there were four leaders who I introduced earlier who are going to tell you more about that. For those of you who maybe didn't participate in phase one with these four groups, there was a wonderful presentation at Open Education Global and there's a link to that in these slides. And you can go and listen to that presentation and look at the slides for that and find out more about what happened in phase one because we're not gonna have the time to go into all of that details today, but there's been some wonderful work done and it's well worth hearing about that. So next slide and I think we're gonna turn this over to Amy Hofer who led our sustainability effort. Hi, I'll just give a really quick intro to what the sustainability work group did and I see a bunch of folks that are here that were part of the work group. So thank you. And we started from David Wiley's definition which is that sustainability will be defined as an open educational resource projects ongoing ability to meet its goals. So we assumed that everybody will have different goals and sustainability will be something different depending on your own environment. And we really focused in on how we can encourage open education to be sustainable by being really integrated into commitments that our institutions have already made. And of course that's gonna look different at different places. We created a sustainability guide and I can put that link in the chat. We gathered different examples of resources from the open education community that we think are exemplars of this approach to really integrating open education into workflows and processes that we already do. And then we wrote a guide to sort of provide some context around those examples. Thank you. Thank you, Amy. And I'm seeing many of her team members here singing her praises and Amy and her team were amazing and the sustainability guide that I know she's gonna share with us and a link to that in the chat is really a very comprehensive set of guidelines for leading OER. Alrighty, next slide please, Liz. All right, and next I wanna turn this over to Quill West who led our professionalism of the open educator work group. Hello, everybody. So the professional, and I think we can skip to the next slide, Liz, when you're ready. My name is Quill West and I'm the open education project manager. Ooh, maybe not. So our central question of the professionalism group was, how do we invite new people to this profession? How do they learn what they need to learn to carry forward both our ethics but also make the work accessible and successful at their institutions? So a big part of our work was building the open education matrix which the idea behind the matrix was to define what competencies people need in the profession and then how they go about finding those competencies. So an early version of our work is published on the website that I just posted into the chat. And I am looking forward to seeing what happens next. And I wanna think there are some people in the session who contributed heavily to this work. So I wanna say thanks to everybody who was a part of our low phase one. Thank you. Great, thank you. Thank you, Quill. And I know that Quill's work and her team's work is being used by a larger group that's looking at professional development across the whole open education space. So this work is really gonna live on not only in phase two of Arlo but is being used with other groups as well. I'm actually gonna share a link here. This is because this is a link to the presentation that occurred last November. I'm at Open Education Global and it includes the slides that I think Quill was referring to and also the slides that everyone else in this group presented on back in November. So you don't have to wait till you get the slides. All right, next slide please, Liz. All right, and next I wanna introduce Dr. Denise Cotay from College of DuPage who led our policy and strategy work group. Hi everybody, I'm going to leave my camera off. I'm not fit to be seen right now. I hope everyone's doing well. I led the policy group. So what we did was we reached out to the people who run the OER World Map and they have a little policy hub. It's a secondary, well, not secondary, it's an offshoot of the World Map. So we thought it was a great idea to try to get the United States policy documents into that database. So I worked with them a lot and we identified a few states that would be pilots for us and we worked with them and then we worked a lot on refining and aligning our interests to the database master spec which is what the database the index is built on. So I created a couple of job aids for people to be able to do this themselves and I'm hoping that in the coming weeks and months we'll be able to promote participation along with the people who are working on the World Map who are in Italy and in England and all over the world. So it was really cool to work with them but I was wondering if I could share my screen or I can just put the link to the job aids that we created into the chat. Let me see if I can do that. Okay, so a little bit, little bitly there. I don't know if we have time to go through them or if you wanted me to go through them Luna but they're there. There's one on how to create your own profile, very simple. And then another that really goes into depth on how to create a good record. I also made field descriptions, each one of the field descriptions that would be used in the index and to match them up to what United States users would be interested in. And there's some terminology differences globally. So, and I went through every single one of the areas of the master spec and matched it up with what the United States users would search on. So yeah, and so we're getting there. We have a couple of states in Colorado and Texas and I'm hoping that people will step up and start trying to put some in and that we'll be able to provide support for those people. So. Great, thank you Denise. And thank you for sharing that link to the guides. And it was really exciting to see both Colorado and Texas submit their policies. And I'm not sure if we have Kyla Torrey from, she's from the Higher Education Board in Texas and Spencer Ellis from Colorado Higher Ed Association. I think I got that correct. Who shared their, the great work that's going on in OER in both of those states. And we know that there's many more of you out there. So thank you so much Denise for leading this work. All right, next one. All right, last but not least, James Clappa Grossclag who led the stewardship program, sorry, work group for Arlo. Thank you, Oona. Thanks very much. I just wanna start off by echoing what Lisa mentioned at the beginning. As the open education movement evolves into a proper professional field, it's so important that we who are active in the field are defining for ourselves what we want that field to look like and we're not leaving that to others. So next slide please. And I also wanna acknowledge the work of many, many people who were involved in the stewardship work group. And in particular, a shout out to Andy McKinney, Nathan Smith and Judith Sebesta who were the ones who ultimately actually had their hands on a text. We're helping to write. So we started off by asking, what is stewardship? What are we actually talking about? You see the definition here. Stewardship is an ethic that embodies the responsible planning and management of resources like open educational resources. And it's generally recognized as the acceptance or assignment of responsibility to shepherd and safeguard. So it's kind of a big responsibility if we're thinking about being stewards. And if we in the open education world want to be stewards, what does that mean? We'll go to the next slide. So these are kind of the thorny questions that we asked. We started by building on the terrific work done by colleagues on the care framework. And you see the reference to the care framework in the lower right of this slide. That was written by Lisa Petrides, Doug Levin and Edward Watson and published back in 2017, I want to say. 2000, yeah, 2017. 18, thank you. 2018, it was in Niagara Falls. When the open ed conference was in Niagara Falls. So we built on that and we're in conversation with those authors, we're doing this work very respectfully, building on their original care framework. And I think we all, when we dug into this work, we all recognized that the world changes, things evolve, times move on and new things, new concerns appear on the scene. So we organized our work, our questioning around the topics you see here on the left-hand side of the slide, labor, inclusion, privacy, and you'll see from the questions there, I think they're pretty thorny questions. If we are stewards, if we open educators want to say that we're stewards, then how do we support and seek appropriate compensation we're contributing, like the adjuncts and contingent labor in so much of higher education? And how do we promote inclusion? How do we as good stewards promote in conclusion contributions by people who have historically been excluded from contributing knowledge or producing knowledge that's formally recognized? And as good stewards, how do we consider uses of privacy, especially data and surveillance with the platforms that utilize our OER if we create OER and we release it under a CC by license and then this not to be named, publishing company scoops it up and uses that to lure students into their surveillance apparatus. What do we do about that? And then closely related is the question of consent. As we leverage the benefits of open pedagogy, for example, and students and others outside of the traditional academy are creating content, how do we recognize their right to give informed consent to what happens to their content? So those are the big questions. The end result will be a document that is in dialogue with or building on the original care framework. So stay tuned for that document and we will circulate it widely when we have that. So thanks, Una, back to you. Thank you, James. And yeah, it is really exciting the work that James's group was doing as well and the engagement from the original authors of the care framework. And how they really wanna move forward together with Arlo. So really excited about that. And now we're gonna turn to Arlo phase two and I'm gonna let Paul speak here for a moment. And all I wanted to say is that Paul and I started talking about this, I think late last spring and saying, you know, we need to be thinking about what comes next. And so Paul started the conversation with some, now friends and colleagues at the ECMC Foundation. So I'm gonna turn it over to Paul to speak about that. Thanks, Una. Well, as Una mentions, we thought that Arlo work was just incredible and we're so thankful actually for the efforts everyone put into making it such a success and wanted to see it continue and be built out from there. And that's the pandemic to cold last year. ECMC's president actually published a blog post saying, hey, education is being disrupted. This is a good time to think about systemic change. If anyone's got ideas related to that, get in touch with me. So I wrote him personally and suggested that open education might work for them as a means of enabling systemic change. And then Una and I were put in touch with one of their program officers and encouraged to develop a proposal. And we chose the Arlo program as being a proposal or an effort that needed or could be built out further and deserved some additional funding. And so maybe just quickly to say a word about the ECMC Foundation. This is actually a new foundation in terms of serious big investments in open education. They've made some smaller investments in some of their own institution work, but this is really their first big foray into open education. So we were kind of thrilled actually to have another foundation start to get involved in our work. And for those of you that are not familiar with them, the ECMC Foundation is based in Los Angeles and it's a national foundation that works to improve post-secondary outcomes for students primarily from underserved backgrounds. And it has two investment areas of focus. One is college success and the other is career readiness. The Arlo grant was made in the college success area, which is focused on increasing the number of college students from historically underrepresented backgrounds, including those that are coming from low income and those for whom higher education is like a first generation activity. And they're basically looking to find ways to help them pursue and attain bachelor's degrees. And so that's a little bit. So we actually spend quite a bit of time going back and forth with our program officer there to develop this proposal, which went to their board earlier this year and we were just thrilled to successfully get this grant. Back to you, Luna, to describe it. Okay, thanks, Paul. And Liz, next slide, please. All right, so phase two, we're really building a network of regional leaders. So it's not the informal program of the first year or so. And what we envision is that this is a two-year cycle. We hope that it's an ongoing one, but the initial one is a two-year cycle with three different cohorts that will move through, first of all, an upfront intensive and interactive training experience or learning experience around, focused on our four areas of sustainability, stewardship, professionalism and policy. And after they go through that experience, there will be ongoing professional development throughout this period, including monthly webinars, et cetera. There will be regular check-in with coaches. So there'll be coaches that will be matched with the participants and they will work in peer groups as well. So within their cohort. And there also will be a network platform so that there can be asynchronous anytime support between peers. So that's kind of the big picture. And next slide, Liz. So the target audience as it was in phase one is state and provincial leaders at community colleges, four-year colleges and universities, state and system education offices, library consortia and government agencies. And we anticipate that there will be three application periods for the three cohorts. And we hope to accept 30 to 40 per cohort. And as part of that application process, you will share strategic plans to be implemented during the program duration. And because this program is really focused on helping you move forward at the institutional and state regional level, it's very important that you have support from within your institution so that you have permission essentially to do this work and that you've got some support behind you to help through this period. Let me see. Paul, I'm wondering if I'm forgetting something here. Anything you would like? Okay, there's something tickling in the back of my mind that I'm forgetting to save it. Okay, next slide, please, Liz. All right, so once again, kind of diving into the professional development piece. I think when we originally envisioned this back in spring, summer, we thought, hey, the pandemic will be over by then. No problem. So we'll have these workshops, we'll have intensive, probably two and a half day workshops in person. Everybody interacting with learning facilitators and coaches on site. Well, we're not so sure about that now. And we also know that a virtual access is gonna give this as a possibility for more people. So we haven't quite decided what exactly that format will look like, but it's likely, at least in our first cohort, to be a virtual cohort through a course, there'll be some asynchronous and some synchronous components and probably like a four week period is our guess. And where folks are really engaged in an interactive process around diving into those four Arlo pillars. Now the output after that interactive intensive experience is that they are taking their plans and creating their objectives and activities for achieving and measuring these goals. And then after they have done that, then there will be ongoing monthly webinars. There will also be coaching sessions and peer groups will continue to meet separately as well. And we also have some specialists. So people who will focus directly on one of the four areas who will also be available for consultation and mentoring. Next slide please, Liz. So just to give you a little bit more background on the mentoring and peer support. So each participant will join a cohort of leaders. And as we originally envisioned this and still see this as the way forward is that we were going to divide the three cohorts by geographical location. So there would be a, I'm gonna start from the West Coast, but sorry, that's because I'm located. So there would be a West Coast cohort, a Midwestern or central, I should say central cohort and then there would be an East Coast cohort that would run through on separate intensive training periods. They would all be in the same network, but they would have sort of in terms of their coaches, the coaches would be specifically focused on certain cohorts. And each participant, I wouldn't necessarily be assigned to coach, but there will be some matching process between the coach and the participants so that they could meet regularly to review their strategic plans, answer questions. And then peer groups will continue to meet regularly and share their knowledge and lessons learned with each other. And that will be ongoing throughout the two years of that. And next slide please, Liz. Hmm, all right. So I know that's a broad stroke overview. If there's any questions before we come to what the outcomes that we're hoping to achieve with this and that we hope also that you will engage and see the positive side of, I'd be happy to answer any questions. Well, while we're waiting for questions, I think I was gonna turn this over to Paul to talk about the outcomes that we hope to achieve. Sure, thanks, Luna. So as you might expect with an initiative like this and with a kind of two-year funding for a project like this, we need to measure, we need to establish and measure some outcomes. And obviously one of the big outcomes is that a network of open education leaders who are collaborating with each other across regional boundaries is established. And we think that that peer-to-peer kind of network and really including the coaches and mentors and everyone is really a fantastic outcome of this because it provides that sort of mutual support for the implementation of open education initiatives. We're actually in defining some measurable outcomes, we added one around student participation. So as Luna mentioned, participants will develop a strategic plan for an open education initiative at their institution. And one of the measures that we are looking to have as part of this program is that students themselves are consulted as part of that strategic plan around the open education initiative and then are actively involved in its implementation. We think this is a really important and significant outcome which kind of helps raise awareness across the student body about what open education is all about. And we're obviously looking as well to ensure that the strategic plans that participants bring for their open education initiatives actually get implemented and result in ongoing sustainable open education initiatives taking place at these institutions. And that includes policies, practices, support for professional development, grant programs that incentivize people to participate and engage in this work and some policies around stewardship of how they'll manage and grow their open education initiative over time. And these are really just like, there's actually quite a number of outcome measures if I remember right Luna. So we've got a nice summary here, but we're also expecting to see professional development opportunities be offered to staff and faculty and others at institutions as part of these open education initiatives and are eager to kind of show how that plays out. And then because this is about open education, there's an expectation that open education resources in the form of course materials and other things will get created in that as part of these open education initiatives, there'll be a commitment to license and make those resources available to others and manage them going forward as part of the stewardship. We could probably go on with other measures, but this gives you a sort of snapshot of some of the key measures that are intended to be accomplished through this program. Great, thank you, Paul. And we did have a good question here from James and I know, Paul, you've had to answer this one before, so maybe I'll turn it to you. Is there something, is this something that an institution can send a team to or is it more for individuals? It's a great question, James. I think we were hoping to have it be primarily one representative from an institution just in order to maximize the breadth of impact. Obviously though, having said that, when a strategic plan is being developed, we would expect that to be done in a team-based fashion at the institution so that the participant as well as students and others are actively involved in that. And in terms of coming and taking the RLO network offering itself, we would prefer to see one person per institution in order to get the breadth of impact across the country as much as possible. Yeah, thank you, Paul. And I do think to some extent it may be based, we will consider depending on what the demand is to allow more than one per institution. So stay tuned on that. But yeah, in general, I agree with what Paul had to say. It's just that there can be obviously some great positives from teamwork as well. All right, next slide please, Liz. So we are still kind of in the process of really getting this going and so we received the grant about a month ago and so we were very excited about that. We've been kind of putting things in place, but we need your help and we hope that you'll be part of this. And so one thing that we've done is we've actually posted a couple of job offerings. One is a program manager who will be more of the day-to-day hands-on for this and then also a curriculum developer and learning facilitator. So please check those out if you haven't had a chance to. They're also posted on the OE Global website, went out on our email list. And then we're also looking for specialists and coaches within our community. Of course, we have a set of wonderful leaders who worked with us last year and their work groups and we'd love to have those folks participate in that way as well if they decide to. So in the interim while we're doing all that work, and thank you so much, Liz, for putting all those in there for us, we have created a survey, a little Google form, to find out about your interest and how you might wanna participate, particularly if you're not applying directly for one of those jobs, but if you might be interested in being a specialist or a coach, or if in fact you might wanna participate as one of the cohort members. So please, when you get a chance, it's a real short survey, fill that out and let us know and we're gonna be adding all of you to an email list along with our existing Arlo folks so that we can let you know as different events come up because we'll be coming back to you to talk and tell you where we're at in another month or so and getting folks excited about this next stage. And I think next slide, Liz. And I wanna turn this over to Liz, our community's manager who manages all of our wonderful technology and makes this possible. Thanks, Zuna. So as you can see, as you all know, this week we have Open Education Week. Next, our next monthly webinar will be on K-12 and Community College Collaboration on OER. May 12th is Professional Development. And then June 9th we're still working out probably gonna be something around anti-racism. And for the rest of Open Education Week, so we have another live webinar tomorrow. It's a student panel with students from Massachusetts talking about how they've been working to increase OER awareness. And just note that that is at 9 a.m. Pacific, oh, it should be 12 p.m. Eastern, sorry about that, is three hours earlier than our usual programs. And then Thursday and Friday will be asynchronous events. Thursday we'll have discussions around open pedagogy and equity and we're gonna encourage people to share resources. And Friday we'll talk about OER leadership, in particular CCC OER, Executive Council and some OE Global positions as well. And Liz, before you move on to the next slide, do you wanna tell people a little bit about the OEG Connect platform? Cause that's something new this year with Open Ed Week. Okay, yes, so if any of you attended the Open Education Global Conference, you know that we used a new forum that Open Education Global developed last year. So it's a discourse forum. And so we know a lot of conversations gone Twitter, but if you wanna alternate place to host things and have conversations, anyone interested in open education can sign up and for OE Global. And you can find the link to that at the Open Education Week website. And thanks to Quell for sharing it in the chat window. Thank you, girl. And then just a few things on how to stay in the loop. So on our website under Get Involved, we have a link to a spreadsheet with upcoming conferences. You can also join our community email, probably most people here are already on it. And we have a lot of case studies also, case studies and student stories and thought pieces on our blog. I think that's it for me. Thanks so much, Liz. So we are open for questions. You can unmute your mic. You can unmute yourself too, whatever that means. And just ask questions. I assume if you're not asking questions and you're busy filling out that survey about your interest level. All right, sorry, I'm being silly here, but any other thoughts? Surely James, you're never at a loss for words. You got anything else to say? Sorry, I picked on James because he and I work together so closely. Thank you, friend. Actually, I do have a question, maybe a clarifying question for the audience. If someone wanted to participate, be a participant in this or bring this opportunity to their colleagues. And they're planning ahead. When would somebody actually participate? When would the program begin? Is that, yeah. Thank you, James. That's a great question. Yeah, thank you. That's a great question. So we are hoping to open the application for the first cohort in June. And that probably the first intensive training would be in the August timeframe. So we will be working on the development up till then, but we will be having some consistent webinars and kind of synchronous get-togethers so people can provide input and ask questions as we move along through this process. Thank you, Una. Thank you. Yeah, thank you for joining us, Amy. And Amy's got a great event going on starting in 15 minutes as part of Open Ed Week. And you can see that in the chat window. And thank you, Una. Thank you, Denise. I wanna thank, particularly our fourth stalwart, amazing Arlo phase one leaders. And I know that I hope that they participate with us, but I know that they'll be there in spirit at any rate. And I know that quite a number of you were on their work groups and we are looking forward to you participating and helping us to get this off the ground in phase two. Una, I don't wanna miss that there's a question in the chat from Sophia. Oh, okay, thank you. So Sophia, you asked, could you explain a little bit more on the Arlo interest group? So I'm sorry if I was confusing, Sophia. It's the Arlo network, the regional leaders of Open Education Network. It's the interest survey. So that survey that I put in, and Liz, maybe you can go back to that slide, please. And we simply wanted to know if you would like to hear about these announcements for these upcoming synchronous events as we talk about the program as it develops. We'd like to keep you informed, but if people don't wanna be on that list, we don't wanna just blast it out all the time to people, but for those who are interested in attending these synchronous events, we'd love to have include you. So if you fill out that Arlo interest form for us, we'll know what your interest level is. Does that help, Sophia? Great, thank you. Well, I wanna thank you all for coming. Thank you, Paul and Liz and I hope you all have a great rest of your Open Ed Week. We look forward to seeing you online.