 All right. And there we are with our happy peppy music. Welcome. I'm Alan Levine and we are live now on YouTube for our first show of today. We're doing two of them hoping to bring you the stories and the people behind some past open educational awards for excellence. So we have a great lineup here and we even have a sneaky guest who came into the studio somehow. And again, this is something that we do and this is purely conversational. There are no slide decks. There are no presentations. Just a chance to meet some colleagues. And I'm going to bring everybody on stage now who's lined up. And so welcome to the show. And we're going to bring on everybody. If I click all the buttons right, I think I have two people. So welcome again. Here you are in the studio. Again, this is OEG live. I'm Alan Levine and we have with us people who have previously won or been associated with open education awards for excellence. For anybody in the YouTube studio, no, to respond to the question in chat, the slide decks need to stay outside for now. But feel free to flip through them if you're really bored. And so I really want to welcome, first of all, colleagues, Saurav and Anusha, who are tuning in from India. They got an invitation like yesterday and they agreed. And so I'm going to ask Saurav first and then Anusha to say hello. And I'm going to embarrass Anusha because she started calling in from a car and she's just in the hotel. So welcome, Saurav. Tell us where you are and a little bit about the work that you do. You might be muted and I hate when people tell me that. There we go. Yeah. Hi, Alan. Hello, everyone. Yeah. So right now I'm in Delhi and mostly my work is directly with government advisory and intervention design implementation mostly. And my past association and also my current association with connected learning initiative clicks, where I try to push those processes, those products and the school management issues into many states, intervention states. Here in India, we try to implement the clicks program in six participating states. And me and Professor Anusha Ramnathan was trying to anchor those initiative in the intervention sites. So in the past, I think Alan in 2019, when we own this award, at that time, we in a very pilot phase, we try to push open education resources into school, into entrepreneurial areas, into remote spaces. And we try to understand from our learnings. But over the period of time, we pushed the boundaries and currently we are working more than 5000 schools in India. And also Anusha will share more about our international collaboration where we try to evaluate those resources and put that into Tanzania, Bhutan, Maldives and other geographies. Thank you so much. I definitely want to hear more about the 5000 reach that clicks is having. And we're going to bring on Anusha, your colleague on this project. Hello and welcome. And where are you right now Anusha? I reached my hotel room. I'm very efficient. Or maybe the system is. So we could go from airport to hotel room to half an hour in some states. Thank you for having us on. We're very pleased and excited to be a part of the Open Education Consortium. And in fact, you know, we have been part participating in some of the seminars, webinar conferences. And we came to know about it largely through our work with MIT, the Massachusetts University Institute of Technology in Boston. But we have learned a lot about open education resources. And as sort of a saying working with low resource context, sometimes some of our machines in places in some states are very old by 10 years old as computers. When we started the work in 2015. And we said we need to change them. And we are in 2023. And we are still working with those same machines. So I think I don't know whether I should sometimes feel, you know, feel disheartened that the machines have not changed or feel happy that they have still managed to serve purposes and bring education and technology to children who are very excited to sometimes just wear an earphone headset and speak into the mic, hear their voices recorded and, you know, enjoy the aspect of being not just consumers, but also producers. And that was really some of the goals that the Clicks journey has been in. But as sort of a saying, we have grown since then. We have grown into other states from where we were in when we, you know, wrote for this award in 2019. We have grown to more states and to more countries. And so that's exciting for us. Oh, thank you so much for joining us. And I want to come back. I'm going to have so many questions to ask. But I'm going to bring on now, Tiffany, who just popped into studio and she's probably wondering what has she gotten herself into. Welcome, Tiffany. Just say hello and tell us where you're from. And we'll get a chance to talk about the work that you were recognized for just this past year. But welcome to the show, Tiffany. Hi, thank you. Can you hear me okay? Perfectly. Okay, great. Well, I am, I am here from Georgia in the United States. And I am part of a team that won the reuse remix adaptation award last year for our Open Textbook, Open Technical Communication. I'm sorry, I can't remember what else you asked me to do. No, that's why that's it. We'll come back. Like I said, informal show, we're going to get a chance to say hello to your colleague. Tamara, welcome, Tamara. Yes, Tammy. Or Tammy. Hi. Yeah, I'm Tammy Powell. And I'm a professor of English at Kansas State University. I'm coming to you from Kennesaw, Georgia, which is in the Atlanta metro area. And yeah, we're super excited to talk about our project, Open Technical Writing, Open Technical Communication. And I was really excited to win the award on the Tiffany West too. So, yeah. Excellent. Excellent. Well, we're going to come back and talk more about your award. I'm going to bring to the stage the guy with the big microphone, my good friend and colleague, Terry Green. Hello, Terry. Where are you? Hi, I am in my basement in Peterborough, Ontario, Canada, also known as Nogo Gwinong. And yeah, I'm here with co-conspirator, I don't know if I'm pointing the right direction, Dave Cormier. Yeah, well, this is like a great surprise and treat to have Dave here, who I've run into somewhere before on the internet. And so welcome, Dave. And where are you? And what do you do? I'm at the University of Windsor in Ontario, Canada. I'm a learning specialist here responsible for a special project. And I had the incredible pleasure of working with Terry Green on this project last year with a pile of students. And it was super fun. I'm excited to talk about that too. And it's very lovely to see you, CogDog, and the rest of you as well. I hope you're all having a lovely day. Excellent. And thank you, Dave. And so with that, we've met everybody and we heard a little bit about your projects. And your host here doesn't know exactly what to do. So maybe you want to go back to Anusha and Sarov to learn more about exactly what CLIX is and how these students interact and what they're able to do with this tool that you've created. Hi. Yeah, Sarov can come in very well. We have been with Connected Learning Initiative as a project since 2015. It began as an idea in 2014. And it's really a result of a lot of collaboration. We thought as a connected initiative to bring to students integration of technology in their ability to learn mathematics, sciences, and English. English also because that's an aspirational language for many of the people in our country. It lands them to better doorways, to better pathways, to better economic conditions. And math and science, since they wear tools and open educational resources available, and we've been collaborating with some of the best institutions, not just MIT, but also within India. We collaborated with National Institute of Advanced Science, NIAS in Bangalore. We collaborated with HBCSC, Homi Baba Centre for Science Education, Eklavya. So it is really an amalgamation of a lot of people coming together who were very interested in ensuring that students of 8th, 9th, and 10th in high schools in government high schools in India, which are one of the most lower resourced contexts, are able to access technology. So what happens is there are 10 computers that are under an ICT scheme that we have from 2005. They're distributed to schools and each school has about 10 computers, had about 10 computers then. And we thought we could get them to use these computers to learn and fall in love with subjects that they may otherwise not have been as enamoured with. And you also have to understand in India we are a highly populated country, just the number one in the world in that. So the device access ratio to one device to students would be about sometimes one is to 10, one is to 5, a good system, a good school is one is to 3. And so we thought we will use this low resource context and ensure that we build in collaboration into the design that we make. So if you look at the connected learning tools and there are many, there are modules that are available to download on the clicks.dis.edu. And they all talk to the student and say discuss with your partner and come back and answer this question or try this activity or there is a game of betting whether the kitty will run first or you know the machine will make the going forward and backwards. It's a physics principle game which takes them on gambling tours but they have to bet with their friends ahead of time. So we thought that those could be the kinds of affordances we could give. And thank you, thank you for putting that up. But yeah, this is the modules are available on something that's called clicks OER.dis.edu. They are also available. So anyway, they are that's where I started off with them sort of if you wanted to add or if you have some other question, Oh, I don't know. And anybody else is willing to jump into this is exciting to hear. So this is a device that the students share access to in the school or does it sort of operate as sort of a standalone local. I've seen some of these projects where low resource areas will create something that works over the internet without being connected to the internet. But this sounds more like it's designed to be used between multiple students, which is a really fascinating design problem. And I'm certainly interested in learning more about how you design those kind of activities. So they are it's basically sort of is more the engineer than I am. I'm a language person. But I'm sure he'll jump in if I go off. These are designed modules that can be working online on a browser which you can have available on the site or they could be downloaded onto your computers. It works on windows and Linux only. And they could be downloaded. They work in the school in a server system. So they are all connected on the land. And so students could talk to each other have discussions where they could comment on each other's work. And so they got an internet without in it. So it was an intranet based module rather than internet. But they got that experience of the internet. Many of these schools are in places where your cell phone will not work even for just making regular calls like you won't have a 2G network. You have to get out for two, three kilometers and sometimes just about even sometimes two miles and and then you know you get a signal. So we couldn't do internet all the time. But this helped them get that feel and experience. For the design of the modules it was more in terms of how the facilitation occurred where the students were encouraged to talk to each other before they played a game or discuss with each other about angles or about the story that they heard and they had to choose and play. So it was not in terms of the modules were not have not been designed to be assessment tools. They are teaching and learning tools so students can try over and over again. So their chances they will come in record themselves then hear themselves not like what they have said go back erase it rewrite their script the script that we are now sharing kind of and then go over and rewrite and speak and record. So these are some of the activities I'm giving you us glimpses of English or maths or science. Oh yeah fantastic. This is great and again like I could ask a lot of questions and we want to give room to come back to ask more questions about clicks and definitely deserving of this award in 2019 and it's wonderful to see where it's gone. I'm going to shift to Tiffany and or Tammy that talk about the OER the open technical communication project that you worked on. Can you tell us how this came about and what it well tell us what it is. Sure yeah I can I can tell you that part and and then Tiffany can catch you up on what's going on with it now. So in 2015 the state of Georgia I don't think it was 2015 launched affordable learning Georgia and they called for faculty to create textbooks to share with students for free and so you get a small grant and then you create this these open resources. I have wanted to create a textbook a tech writing textbook partially because I've taught it for years and I saw the prices on the textbooks that I was using just they were skyrocketing and technical writing intro to technical writing is like intro to french I mean you don't need a new version every year it was getting way out of hand I thought and I and also felt like I was having to update my class every semester for these changes when they would maybe swap chapter four and chapter six and then next year swap it back I mean so for all these reasons I felt like we needed an affordable option and David McMurray had written an online technical writing several years before that it had it had fallen out of date he didn't quite finish it and so I thought if we could get a grant to remix and revise and add to that source that would be great so we did get the grant as Tiffany said we were a team of four and Tiffany was the instructional designer on the project and really managed it and so we we put out the first version of OpenTC which you have the link to there in the chat since then it's gone through several revisions and I think at this point I'll turn it over to Tiffany to talk about the changes. Yeah so for the last few years I guess probably I think probably since just after the initial launch I've been doing most of the management and sort of updating of that project and it's gone through so many iterations at this point and none of them really got new names so you know they they weren't considered like you know version two or anything it was just you know okay we updated and so it did have one name change the original textbook had sort of a working name that we just kind of didn't change for a few years and then and then we updated it to this open technical communication and this is that's sort of what we decided to stick with and I think it works for us. The initial you know the original one was created in a program called Softchop and we updated with the same program a few times I think maybe two or three times each time getting better with both design and accessibility and and also consistency and and then I I guess it was about two years ago maybe two and a half years ago I moved it into Affordable Learning Georgia's new platform Manifold we had a pilot version of Manifold that we were testing out and I at the time was in a leadership role at Affordable Learning Georgia so I had access to all of that and decided to basically use our textbook as a way to learn how to use that platform and made it better in the process so lucky yes yeah so we moved it over there and with that made huge leaps in design and accessibility with it I mean we were able to do so much more with it on this platform and the with that we continued also updating you know we also with my teaching department I teach in the technical communication interactive design department at KSU and in with our teaching department we worked with the faculty there to create materials to go with it ancillary materials and so we went ahead and did that we added those in there we had we've had student assistants make a quiz bank for us we've done I think three or four different updating grants on this project each with their own purpose and each one making it better we were also able to set up a an at-cost print version of the textbook which is run through Amazon right now just because that was the lowest cost option that was easy for students to come in and purchase instead of having to you know take a file somewhere to print it that way which they can also do if they want and yeah so I mean right now for the future we are currently planning on a an official second edition we're going to do some reorganizing lots of updating add a few new factors that are sorely needed and and the hope is to make that happen in the next year or two updated graphics yes updated graphics updated examples maybe some more student involvement so how many how many schools do we have using this now um in the united states it's at least I want to say it's like 50 maybe 52 that we know of and and then there are also maybe three or four institutions outside of the united states who have also contacted letting us know that they're using it and asking for our quiz bank which is that's how I track that I am I when people request the quiz bank I just keep track of those those people who are using that because if they're using our quiz bank they're probably using our textbook so yeah that's great soft chalk boy I haven't heard that one in a long time I do remember that and and great to see also manifold actually won an open infrastructure award a few years ago fantastic project from the the CUNY system and definitely has a lot of features that people doing open textbooks of publishing should look at and so great story there and and I'm gonna circle back with another question but hi terry hi how you doing I'm I'm doing well how are you yeah good good what yeah liberated learners like like do you get tired of talking about this um no no good absolutely not good before we talk about that I just I want to say if is this recorded yeah because we should watch the recording that when Tiffany you said soft chalk I'm pretty sure you'll see me Dave and Alan I'll go and we're all thinking that's a name I haven't heard in a long time yeah pretty sure it wasn't web course in the box though so um so yeah the liberated learner um is a it's a follow-up project to a project you worked on a lot Alan the original was Ontario extend empowered educators which was an open educational resource that probably nobody remembered to nominate for a OE global award that they should have and it should have it probably would have won because it's fantastic um but it's a it's built by educators for educators about how to educate in a digital age and so uh you know it was it was made it was great it's a fantastic resource and the idea at the time by Lena Patterson who was the senior director at Ecamp's Ontario that funded it was like we should do this for learners too and in the midst of the pandemic um Ecamp's Ontario came out with some funding through the Ontario government to create stuff like this and that seemed like the opportunity to do oh yeah let's actually do it let's make Ontario extend for learners um so we put in a proposal with I'm from Trent University but we had uh six others or was it six total so Trent Windsor um Cambrian Nipissing McMaster Brock am I forgetting one Dave that said that sound right yeah I might be forgetting one and I'm so sorry I don't think anyway so uh like people like me from all those institutions were on the proposal with the plan to do it for learners by learners we're just here to to facilitate the space for learners to make this for themselves which was a big push for it so we came up with the tagline that it's uh the liberated learner how to learn with style it's kind of playing on the myth of learning styles like those aren't real but you can learn with style and the idea being you know take these modules and you'll be better prepared to be a fully independent online learner and doing it with a bit of pizzazz I think is the hope and um I think Dave if you don't mind describing kind of the process of working with students because Dave's team from the University of Windsor really led the charge of of doing it co-creation with students properly and I kind of just aped that style as Dave went yeah I I'm not sure why the grumpy old man was invited along with the project but I was fortunately it was a super cool project to work on I am I am super passionate about student involvement but a particular kind of student involvement I think a lot of the work that we end up doing with students is unfair to the position that students are in we ask them to be experts in things that they simply can't be right and we expect work out of them that isn't fair and in this case Terry set us up with enough time and enough sort of graduated work and enough patience really to give us a chance to do a couple things one we had a chance to do a variety of iterations with the students I had students working for me during the pandemic inside our office there students who normally could be going out on co-op projects who needed other positions so I ended up getting a lot of students who wouldn't necessarily work with us but it made it perfect for this project because too often you end up with the students who are the absolute shiniest students ever who end up working on these projects and they're not as reflective as the of the day to day students and while amazing these students were not like 99 average students who dream to be teachers in the future and that kind of stuff which is often the students we get working on these kinds of projects but just good students who were willing to do work once they were explained how to do it so there's a lot of training involved we got them set up to do to learn how to do a lot of this stuff and then also I think the wicked problems process that we put them through is one of the most transformative things I've been involved with on a project so what we did is I shouldn't say we what Terry set up just to be clear because he's he's really good at giving credit to other people and not so good at talking about how cool he is is this process over a week where students were were sharing their own wicked problems around being in school so not too often what we end up when we talk about helping students is we take our perspective of what students need for help but in this case they spent they wrote I think it's 60 stories or something Terry is a ridiculous number where they were talking about the challenge the challenge that affected them the most and the thing that was hardest for them not I couldn't find the door or I didn't know where my classroom was but deep problems that were difficult to address so we use those as our core starting material um yeah we use those as our as our core starting material to develop not solutions but approaches for handling those things and sort of it ended up being kind of a lot of gritty difficult challenges that a lot of students have some great examples there the dog ate my focus Crayola markers got me through my first year university at school 24 seven my motivation is trashed some of their language maybe I shouldn't repeat but they're real student problems and we started from those and the students themselves work their way back from those to try to come up with different ways and different approaches that help them and also help the people around them address those issues so ended up being a really powerful project to be involved in by the end of it I would say the students were pretty much running it but we had a good year of lead time before that there's a real gradual release of responsibility in that process where there's a lot of training up front that I gave my students to give them an understanding of what we're trying to do to sort of crack through that societal like if you ask an average 20 year old what the problems are of school they'll all give you the exact same answer because they have socially accepted answers that they're supposed to give what we really try to do is dig underneath that and I think the students were willing fortunately to trust us and then eventually took over responsibility and really I think did a great job bringing that project home excellent and and it's continuing I'm sure and it's evolution and so one of my favorite projects not because I know Terry and Dave just because of its fresh perspective on really looking at the student experience I I'm like we could spend a lot of time I want to learn more about every single project here I'm curious to hear from everybody obviously it's great to get awards right you know it feels good but can you tell us just about like what what that meant for your project and and also maybe help make a case why people watching or listening to this later should think about nominating someone's project their own project or someone else's fern award so how did and not just to grandstand how great the awards are but really we're interested in hearing from everybody how this has sort of impacted the work that they were able to do after the work that they were recognized for so I'm going to flip back to Anusha and and and Sorov and over there with the Klicks project sort of you want to go take that I seem to I have a teacher syndrome of hogging the show yeah so yeah but just to say three reasons if you very quickly asking me to point out one is for people to understand how they can talk about the value I mean when you are kind of commenting and arguing for your own or your project or someone else's project you are able to pick out the pieces of what is very valuable to that project it's just the process of that is very validating it tells you and renews your faith and why you set out to do what you did in a way the second part of it is as you said it feels very great to be appreciated but in addition it brings about a lot of other connections and collaborations it gets other people to know about your work it gives you a chance to put it out on a platform that is perhaps new to you and therefore you meet new people and you learn how your work is perhaps a drop in the ocean of the variety of work that is actually out there in and the kind of people who are doing the work it allows you an opportunity to network and learn and do better at your work so those are the three reasons and I think we have taken all of those three in Klicks definitely we have learned how to network better we have learned how to present our own work better think about our work in different light actually because other people from other contexts asked us questions that we you know suddenly while we were answering them realized hey this is another way that we could shape our work in so those are the reasons thank you and I've been intrigued through all these stories I've heard that there's like a start of this in the mid you know 2015 era so the work started the recognition came later and then it then it's continued and that's to me like what what this work should be about I don't know if you wanted anything to that that Saru yeah hi hi so uh yeah um so I just want to get back into this the larger idea of this problem statement that uh continuously coming to us through Klicks program so in India the school opens in average to 20 days per year in a year and in technology it is very easy to intervene anything in general but when it comes to specific something which is very school-based within this 220 days is a very complex thing and through the Klicks project the larger idea is that how we can create an ecosystem where underprivileged high school going students can access to good quality content which is more open but the derivative result is very interesting the derivative is that the moment it starts thinking about open education in general teachers have picked that idea in a very radical way so automatically they go into different platforms search new content produce new content and the engagement with students over years is also very fascinating and more meaningful I think that is what a unseen version of the Klicks project that we recently realizing that in the initial inception it was not there but gradually when we discussed more with the teachers more with the education administrators we found that people took that idea and create their own pathways and their own stream of thinking and engagement with open resources yeah thank you so much Terry wicked problem you have two awards like we didn't even mention the patchbook award but like like how's this been for for you and in the work that you've been doing there in Ontario well I tell everybody on the street that I won the award and they don't care the crossing guard didn't care at all didn't know what I was talking about I'm totally kidding it I think for the the Ray Lerner award was great because it's like proof that Dave Cormier can carry any project like I'm on it to joking again I think it's proof that student co-creation can work like it's already been proven but like you know now it's proven so much that it got an award so that's what I really love about it and also I made sure to make everybody know because there was we have a credits page and there's almost I don't know how many but like a hundred hundred people or more on it that I emailed everybody I could from it saying we got this award put it on your resume so that everybody like anybody can say I was part of this so I hope they follow through on that because it's a you know showcase piece of their work that that has proved to have been good so I like that impact of the award myself what do you think Dave I think so much of the work that we do is ineffable to the vast majority of people right so like we're doing digital things with students on the internet and I think at some level people just think we're kind of playing with toys on the internet I think there's a whole swath of the university culture who just thinks of it is because it it often doesn't involve in this case there was a grant associated with a lot of these projects working with students don't involve giant grants they don't like there's no paper thing that gets handed around like all these things happen digitally I think having this kind of international recognition solidifies the work a sense and people's minds it gives them a sense that the work you're doing is not just you playing with the imaginary internet people but rather that there is some kind of community out there that cares about this and sort of gives it a different level of authority a different level of of meaning right so like we don't need that reputation that that sort of recognition for the work we're doing working with students we care about the work we do but in order to keep that work going I find these kinds of recognitions are super super helpful because I can say to the provost or I can say to the vice president academic oh look here's this solid consistent thing that actually makes it into uh annual reports and that kind of stuff and it makes it that much easier the next time we come up with a plan that sounds ineffable and sounds like it gives them some sense that there's value to that work so I think it's really important particularly when it comes to this a lot of the digital work that we do that's great and now we're spending all of our time with these you know chatbot things which is my whole life I know I know I know I see you branding yourself I'm doing sorry I will get started but Dave and I know how to push buttons right all in good fun Tiffany and Tammy so the the award for the the open communications book um no feels good but like what has it done for for the project and for yourselves as people in the field well I think for the project it definitely um it definitely helped us I guess reach a bigger audience um you know I uh I I did get a slew of new requests for the quiz bank right after the awards were posted um a lot of people very interested um at least in looking at it if not using it um it also sort of um ignited I guess the interest of in doing a second edition sort of uh pushed us to move move forward on that I think that it was always in the back of our head um but it it sort of gave us the interest to look back at it and see like what what could we improve even further on this um you know we've won this award for our amazing adaptations and updates and stuff so how do we keep doing that um and so I think that's those are the big things for the project I will say um personally you know on an individual level I am I am very early career still um I'm working on my phd right now and while I've been working in OER for a few years um a few years is not all that long in comparison to a lot of people doing open and so getting this award and um having that recognition is extremely helpful in an on an early career CV like mine um and and it also sort of uh it helps legitimize the these non peer reviewed works um you know I I don't have a lot of peer reviewed publications and so because and this is my biggest project that I've worked on and so having that award sort of helps legitimize that in in at least in the eyes of those who don't care about OER um you know so I I don't know if you have anything to add Tammy yeah I mean I think that is a huge thing that uh we were at we are at KSU and we worked on this textbook in 2015 and uh the ALG grant uh sort of forced us to push it out in about eight months and anybody who's pushed out a textbook in eight months knows it's not the most beautiful thing but Tiffany and I we have been working on it Tiffany really took the reins when she went up to the ALG program and still though I think at KSU we had this book but people were like you know so the whole it's the prophet in you know your own town not that we're prophets but just that you know well it's just Tiffany and Tammy like they have this book whatever um it did the book itself did help me get tenure I'm late career so not tenure but full professor um and so I'm late career and so I think for me it really legitimized the work that we've done it showed our colleagues that no this isn't just another thing Tiffany and Tammy did um that people are using it that it was recognized internationally um I definitely plan on using it for my post tenure review so I'm I'm grateful for that as well um but yeah I think as Tiffany said mainly it legitimized the work that we've done um and yeah we're now we're really like oh we need to update this and also we're looking at some other some other tech writing stuff that um we can perhaps create as an OER all right Tiffany you're well in your way you're your way ahead of most of us when we started so but but but stay humble um um open floor now is is there anything going on in in the open education world that that you're really moved inspired by or that you may think this deserves a nomination this year anything anybody's work or projects that that you've come across um in your own travels I feel like I can't comment because I may or may not be on the award selection committee moving forward so I don't want to sway any feelings out there I'm aware of some nominations come in though but but you should you're at everybody's welcome to to nominate um and we we um I hope this is this is the first year I've sort of been pulling the puppet strings on the awards program and I want I want to bust the database okay so uh just so you know the I wanted one of these for the open patchbooks in 2019 I nominated for that myself you can nominate yourself and win and end up in Italy in that case so just a suggestion yeah but that was a fantastic project there are many out there yeah but but you know there's actually you know there's way more projects and people in the field right now than there were even we started talking about 2015 and so um there's a lot of great programs out there and um uh if if uh obviously I'm putting everybody on the spot here I think um I think that I mean the the sort of aspect of open that I'm most excited about right now is the um you know OER has always had a connection to social justice but one of the things that I'm looking at with my dissertation um sort of as a it's not really the research that I'm doing but it's a big part of the exigency is that um sort of using the affordances of OER to further social justice so more than just um you know how does making textbooks free affect students but rather how can we use OER to do better um and so one of the projects that actually comes to mind and now I'm like well maybe I should nominate them one of the projects that comes to mind that um that really does that is uh there's a a an open textbook also with affordable learning learning Georgia that was you know done through a grant um that actually created a a need it filled a gap in British literature um focusing on African and Afro diasporic people and influences in British literature and because you know the textbooks that are out there for British literature don't have that emphasis and they really that's sort of a gap that was needed and so that was uh that's one thing I can put the link in the chat for that um great yeah that's one of the projects that just comes to mind that does that that sort of uses the affordances of OER to fill gaps where they're needed and to further the diversity and social justice needs that are out there fantastic and there is a there's an award category for OER and diversity equity inclusion so I'm gonna I'm gonna be emailing Tiffany every day to ask her if she's submitted that nomination and as well something we added this year because you know categories being categories we have a wildcard category so there's room for things that maybe don't fit in in any other category um and so anybody else have any thoughts even if you just want to talk about like not maybe award-worthy stuff but like what's going on in in your work right now and that's kind of you know got your fires burning for open education um I see people I'm just if nothing else than to refute the comment from earlier um so as I was earlier taunted my whole life has been AI for the last six months anybody who's working inside of a university you'll know it's the only thing anybody wants to talk about we just got asked today for the rules that people should follow for using AI in the classroom yeah I'm learning um but that's that's where we're at and so for me the the response that I keep giving people is the openness that you need to conquer this is already there right so that to me is the most interesting thing so for me when I say open there's OER but there's also open practices there's also widening participation like all these sort of visions of what open means and a big giant a huge tent we'll say and they use it to use the American expression um my open has a very large tent and I think that the response to all this AI business is that as long as there are no specific definitive answers as long as we're trying to understand all the knowledge that's out there and sort it and figure out how to analyze it and put it together in that open practice sense then this AI thing is just another tool in the bucket it really only threatens the sort of textbook practices right and I think that that to me there's an opportunity in open right now to really take this to a whole other place and I think it's really really exciting oh totally and um you know I don't want to delve into the topic that you can't escape from um but like um like I did come across I think uh Quatlin Polytech had a really great you know everybody's like scrambling like what's our policy and like we're trying to create rules and policy for something we don't even understand and it's moving so fast um and I'd be just curious for um because you know we're kind of in our North American perspective for Anusha and Sara of like what do you in India what is the conversation in education about artificial intelligence and especially for open education like the big question like I'm going to take that because when Dave started with that uh I just yesterday we had an orientation because our campus opened it's a new semester for us and we were telling them about the fact that their assignments have will be on Turnitin for plagiarism and Turnitin has now a new component of AI and then we told them you should have Grammarly AI subscribe so that seemed like a contradiction so we were telling them about how they need to use it intelligently uh but the conversations are very much the same as they are in the North in university setups because in universities the students who do come in have the privilege of being able to access technology use AI and so you need to maybe teach them how make them more aware of how they need to be conscious uh and conscientious users of AI so yeah that's a conversation there are a few naysayers who will say um no no no we need to get back into more there's a lot of focus on written examination suddenly coming from universities that we're going towards open assessment because they are now oh but if a student uses AI what would happen so that's a conversation going there but I would also state that in a lot of our states and I think we need to be very aware that in the global south the government has a lot of huge role to play in what gets adopted in the systems a lot of our students in the global south access government schools the number of schools may be fewer but the number of students accessing those schools are larger because a school may cater to many more students and in that case when governments sign on to acknowledge and state that they will use open technology open practices open processes um it becomes a huge thing it is commendable and there there is a lot of policy and advocacy required and needed and we do have some states in India which need the way we're working with some countries that you know Tanzania Nigeria Bhutan these are places where there is more of these systems and people are learning how it can be more affordable accessible practical so it is the conversations are changing and AI also is aiding some of these conversations so yeah sort of over no no this is good any comments serve yes just adding one two points with Dhanusha so in the teacher education space I think in few geographies in India so people seeing open AI as a opportunities because this is mostly people's picks teacher speaks in regional languages and open AI gives them a lot of opportunities and window to get into new world new articulations new experiences and people believes some of the people believes that open AI gives a lot of opportunity for them to create new interactive classroom experiences for their students and also in illustration instruction design as well so that's my proposition see we we can escape it and I think we need an award for like the most rational response to artificial intelligence and I'm still looking for nominations but that's not the topic of the show I just want to give the floor open to anybody who wants to add anything else I just can't thank you all enough to be for showing up and being part of this kind of crazy format but anybody want to say something that that would help people like say like wow I should get off my butt and get something nominated before June 30th for the 2023 awards well I have a strict do anything Alan Levine asks policy myself so if you take on that policy out anyone out there listening you should nominate because Alan and that's you too and it's good advice it doesn't take too long I don't think I don't pay Terry enough yeah I'm waiting for the courier with my bag of money it's all loonies Terry anybody else because I feel like I've been blabbing a little bit but I'm just so happy to see this group here oh it's very fun to do these kinds of things and learn about other projects it's very cool thanks for inviting me I have nominated Pratham story book Pratham book story paper there's a cool platform where people can come in and create stories and open images open great cc by 4.0 international license images and create their own stories re-level stories so a lot of our teachers use these tools and really like it and it has stories around the world so okay fantastic I think we lost a little bit of the audio there but I'm so happy to see that one mentioned and I don't want I love story weaver it's it's such an impressive project that I don't think a lot of people know about so that's what my list nominate if someone else wants to steal it and get in front of me they'll just get two nominations but again I want to thank everybody I'm gonna clean up my banners here and again we're going to be doing another one of these shows tonight we have Wayne McIntosh from New Zealand and Alejandra Ribbendaira from Colorado who are going to share their awards and anybody else who who may just happen to show up so I want to really extend my appreciation for people who have done this and I