 Mi'r ffawr yw'r fideo'r ffordd. Felly, rydyn ni'n ddweud yw yma. Fawr iawn i'r ffordd, ymlaen i ymwneud. Fy fyddiw Llywodraeth Cymru, a rydyn ni'n gweithio i'r ffordd i ffawr Caroline Sinkingson ac Marine de Maclew gyda University of Colorado Boulder. Mae'r ffordd o'r ffordd o'r ffordd o'r ffordd o'r ffordd sy'n gweithio'r ffordd o'r ffordd o'r ffordd o'r ffordd o'r ffordd o'r ffordd sy'n gwneud y ddim ni'n ddweud sy'n gwneud y ffordd yma. Mae'n gwaith i chi'n fawr i chi'n ei ddechrau'r Ffordd o'r University of Colorado Boulder, sy'n gwneud i chi'n bwysig ar gyfer OER y Llywodraeth Cymru ac i chi'n bwysig o'r collegu Melissa Cantrell. Mae'n ddechrau'r Llywodraeth i'n ddechrau'r Phebl sy'n gweithio'r llan a'r llanol ffordd of the youth, the Cheyenne, and the Arapahoe peoples. Further, we acknowledge that 48 contemporary tribal nations are historically tied to the state of Colorado where we are currently settlers and guests. Today, we'd like to introduce a value in care in the open framework that we created in 2020, and we'll focus today on educator reflection questions that we've now incorporated into our framework. We'll start by inviting you into today's session by reflecting on educator care for students in open education. And then next, we'll introduce the theories of care that inform our framework. We'll then invite you to consider the framework and specifically these educator reflection questions that we've integrated and how these may resonate with you and your colleagues. We'll paste into the comments now our handout link, which includes links to all of our materials and supports today. And we invite you to reference this handout throughout and to contribute to collective note taking there. So to move into today's session and to provide us hopefully with some insights that can inform our continued work afterwards from your thinking, we'd like to ask you to take two minutes to consider this question individually. We really invite you to free associate and approach this question with an entirely fresh perspective and to enter your reflections in the answer garden link that we'll paste in the comments now. You're limited to just 40 characters in your answer garden response to let you know. And now we'll just take two minutes to each reflect. Thank you. Wow, the answer garden is really filling up. Thank you all so much for those responses. Those are wonderful and will give us more to think about afterwards as well. So I'm going to pass the presentation over to Carolyn now. Great. Thank you. So we wanted to begin by introducing theories of care and the components of those that have influenced our thinking in regards to a framework that we have developed. And as you may know, care ethics is a field that's been championed by feminist scholars who were dissatisfied with theories of ethical action that relied solely on objectivity and rationality. In this quote on our slides from Maurice Hamilton, he captures what these feminist scholars saw as absent. They saw a lack of recognition of relationships, relationships intent on reciprocity and responsiveness. There was a failure to also really see the situational context in which individuals existed and the emotive and cognitive elements that they experienced and the bodies that experienced them. So for a care theorist, they really maintain that relationships of care are central to shaping knowledge, identity and well being of individuals in the world. And this next quote comes from Bernice Fisher and Joan Toronto and is often referenced as a key definition of care. For them, care is everything that we do to maintain, continue and repair our world. And as such, you'll notice that what this definition does is it combats the notion that care is something isolated to private or domestic spheres. Instead for Toronto and Fisher, they really position care as a collective effort for social survival and democracy. And as such, education has a caring dimension. And here's where the theory of care for us really resonates with commitments of open education to repair access to learning and to encourage relationships of sharing and of cooperation. But realising the broad nature of that definition, Toronto and Fisher then went on to outline phases of care and they identified four key phases. The first being caring about or the point at which we identified a need. The second is care taking care of or taking responsibility for meeting that need. The third is the actual giving of care. And the fourth is no noticing and responding to how care is received. Later, though concerned with the integrity of this entire model, Toronto emphasised another overarching phase and that is caring with central to this phase is the inclusion of the particular voices and perspectives of those cared for. And by inserting this phase, Toronto makes clear that both the caregiver and the care receiver are integral at every stage. So she's beginning to kind of unravel the complexity of power in caring relationships. And then later still, seeing a need to strongly emphasise that care is a valuable and moral imperative for a democratic society, Toronto extended these actions or phases to also include ethical qualities that are realised through action. So for her attentiveness or proclivity to become aware of a need, the next willingness to respond and take care of that need or responsibility competence or the skill of providing good and successful care. And then responsiveness of really key point, the consideration of the position as of others as they see it and the recognition that in our caring relationships, there is a potential for abuse in care. And so with this foundation, and with this theory of care, we really found a lot of inspiration and began to wrestle with its intersection with our open education work. And considering that the ethic of care and open education initiatives, one can really see this need for educators to remain attentive to the particular needs and expressions of learners on whose behalf we are doing this work, if we are authentically asking who benefits from open education. So for us, Toronto's theory offers a robust method for analysing caring relationships. And as we pondered, you know, how might we be sure that our actions are aligned with this Care-Based Foundation? We took a stance of humility and knowing we're prone to error, we're prone to oversight, or unintentionally imposing harm. And after all, we've heard from so many in the field that open is far from a simple concept. And this quote from Hodgkinson, Williams and Gray, they talk about open as a reef of a complexity so that it, you know, emphasising that it's far from an unequivocal, unequivocal good. And in this quote, Audrey Waters advocates for an ethics of care and open to counteract an assumption that open alone will do the work for us. We've heard similar calls from many in the field, Catherine Cronin, Robert Farrow, Jeremy Knox, Leslie Gorlay, among many others. And so, though it's not a new realization that the term and the practice of open are slippery, we were really intent on finding a way to adopt a critical stance founded on a pedagogy of care to guide our work as we moved forward. So with all of these influences, we strove to create a framework, which we'll show you in a moment to help us continually ask and answer what and who really counts, what drives us to this work continually, and how are we demonstrating extending or making visible our intentions to the people we work with. We closely considered our values, care theories, as Carolyn has talked about, critical approaches to open and a number of other frameworks that you'll find noted in our references, as we drafted a values framework for our work in open. We've recently extended this framework by including questions to support educators reflection on caring for students when these educators are designing and implementing open education learning experience. And we'll paste into the comments now a link to the framework, which is also included in the handout. So at the highest level, the framework we designed is rooted in Joan Toronto's feminist democratic ethic of care, and inspired by Toronto's conceptualization of care as an activity, a kind of practice. Atentiveness, responsibility, competency, responsiveness and integrity that you see here highlighted are the broadest values that we decided we wish to emphasize in our open education work. And we then expanded these relationships with additional values such as empathy, respect and inclusivity, which you find nested under attentiveness, for example. We give these values shape and substance through first designing examples of illustrative and aspirational practitioner enactments. These are enactments that we've drawn from work we've done, or that we hope or imagine to do. And so here under the top level value of attentiveness, and the next level value respect, for example, is a practitioner enactment we wrote to ground our communication and interaction with others in our open education work. And we follow this kind of pattern for all of the values in our framework. Most recently, as I mentioned, we've added to each value a question to invite educator reflection such as this one. How might you invite students input and learning goals to reshape or mold the planned learning experience? And how might you adjust your plan to match their learning goals, constraints and abilities? And again, we follow this pattern with other values. Incorporating recently, these educator prompts or questions to inspire reflection. Here's another example. Under responsibility, the broad top level value and then the next level value connection, we ask how might you facilitate learners participation in the broader knowledge comments? How might you support learners in seeing themselves as valued voices in the comments? And as creators and co creators of knowledge. So with that, we have such a short amount of time today, but we would like to give you a few moments to engage with these educator reflections and consider them. So here's a prompt question we'd like to ask you to reflect on. Can you envision engaging your colleague educators through the educator reflection questions? And we've given you one example here on screen. And why and how or why not? Please feel welcome to think about it quietly on your own or to go ahead and add to the collective note taking or collective reflection portion of our handout. We'll come back in just a few minutes. Thank you so much for taking time. And now or later, we welcome any feedback or comments and reflections you might have. And also please feel welcome to reach out to us as well. So our framework is a work in progress, and we'll be continuing to develop it. As I said, please feel welcome to reach out to us. We'd love to hear how it resonates with you and how you think it might resonate with others that you work with. And lastly, thank you so much for joining us today. We have a few minutes left to invite your questions and reflections, and I'll turn it back over to you, Lou. That was wonderful. Merinda, Caroline, thank you so much. What you did was bring so much information and depth and richness and incredible ease to that last 18 minutes or so. It was incredibly relatable and I look forward to our continued conversations. Let's see what we've got in the chat. People are just really loving the idea of engaging students, engaging faculty, a comment from Warrick Language. I found that giving my students support through a private reflective space enabled them to first create and share resources with one another and see themselves as part of an open community of educators. I have a question about belonging, really, and how much creating the conditions for belonging is part of a practice of care? What are your thoughts? Yeah, I think that really central to a large portion of our framework is consistently and constantly examining the space that we provide for learners to be involved in both, you know, the actual learning process, but also the design of that learning and really including their voices, that notion of spending time understanding the needs of the one receiving care before even moving in to the application of care or the design of what that care might look like. Constantly providing space and a means of understanding who our learners are, the specificity, the particularities of those individuals as we think about that design. I hope that gets a bit to your question, Lou and Miranda, please. I think too, just as an extension of what Carolyn said, the idea of what might be preventing learners from feeling a sense of belonging and trying to be really attentive to digging into that and to learning more about that in order to be conscientious about what we do about that. Absolutely, that sense of ethical responsibility, being conscientious, paying attention, that word attentiveness, all really resonates with, I guess, what we've all needed and what we want to take forward hopefully into, you know, into the future. I can't believe we're out of time. It's felt like we've spent a lot of time together, but I hope we can stay connected, stay in touch, and I will certainly be continuing to write into that, that generous space that you've provided for us. Thank you so much, both of you, that was really wonderful. Thank you. Thanks everybody for coming along.