 Great. Thank you. Great. Well, good morning everybody. I really love this lightning talk format, but nobody told me I was going to go between Rajiv and Shawna. So, boy, tough, tough act to follow and tough act to proceed. Anyway, glad to be here. Good morning everybody coming to you from Los Angeles, California. I want to share today some information about a project we implemented here in California, supporting students to develop a student advocacy toolkit. My partners in the project were, oops, sorry, can I have some technical difficulties here? Hold on a second. Sorry, everybody. My partners in the project were our good friend Barbara Elowski, a longtime open education advocate in the United States, and Ryan Erickson-Coulas with the Michaelson 20 Millie Mines Foundation, headquartered here in Los Angeles. Today we would like, I would like to, let's see if I can, I'd like to share with you why we developed a project to support OER student advocates. Secondly, how did we engage them and finally identify some lessons learned. For me, being here participating in OE Global makes me think about the story of student advocates really in the framework of OE Global and the increasing participation and presence of students in the global OER movement or field. I think back to the OE Global Conference in Cape Town in 2017 when at the end of the conference, our friend Jenny Heyman raised her hand and challenged all of us to ask ourselves where are the students, why aren't there more students here. And if you look at the conference this year at the conference program this year or even at the conference program for the open ed 2020 conference last week, there were a lot of sessions devoted to student participation, student activism, which is terrific. I don't want to give, I don't, I don't know if we can give Jenny the entire credit for this but certainly she helped me to think about the importance of centering students in our efforts. And later that year in 2017 at the open ed conference in in Anaheim, California, there was a wonderful opening keynote panel featuring students from Santa Ana College. The following year OE Global recognized student work with the first open education student award I was super, super honored to have a student from my institution. Natalie Miller received that received that award she had done a lot of great work with us at College of the canyons implementing a developing and implementing a marketing campaign. And she helped me to think about the or understand the power of involving students in our open education programs which seems like a such an obvious, such an obvious step to take. Then last year are when we when the OE OE Global Conference was hosted by our friend Paulo, Paulo in Milan, she organized a student panel as the opening keynote. So there's been a lot of great work in the past couple of years to really center the student experience and the student voice here and open education. And this this made me think and and my friend Barbara helped us to think about what we could do in California in our massive state of California you see some statistics here on the screen about how large this is the higher education systems are in California in the California community colleges in which I work we have 115 institutions serving over 2 million students 62,000 faculty, our state university system you see the statistics on the right hand side. So massive system, there's, there are many pockets of innovation and and work with ZTC degrees and OER in both systems. And we wanted to do something to really raise up the student voice and to help center the students in the, in the, the developing open education space in California. And for Barbara and I were very fortunate to have the support of the Michael's 20 million minds foundation to develop a student advocacy coalition that would permit us to recruit students, train them engage them and most importantly pay students honor their work, pay them to work as student advocates. The output for them would be developing a student advocate toolkit that could be used by other students to learn how to become an advocate for OER. We engaged and leverage the existing network of institutions in California to identify eight students from three from different community colleges and three from state universities. We recruited them we train them in OER basics we trained gives us training on how to use OER Commons which would be the ultimate destination for the student advocate toolkit. And we also gave them some support in public speaking in outreach how do you differentiate approaching a faculty member versus approaching a member of the community versus working with the student government versus working with your public boards. And most importantly, I think we encourage them and they really took this on themselves to build a community of practice as as their working group, so that they were helping each other. Just, just want to share a couple of a couple of highlights of the stories of this students we were able to work with some friends at Grossman College in Southern California had already engaged some students on internships to learn about open educational resources so you see two young men who were involved in the project and they were they were they're the first people first people in their families to attend higher education. And they were incredibly honored and enthusiastic to to support the idea of open educational resources as you can imagine. As all of you know, once students start learning about open educational resources they quickly grasp the power, particularly if they're coming from life circumstances that have not been filled with privileges. Another great student we worked with Jennifer at San Jose State University. She was an immigrant first person her family to attend higher education as well. It was a wonderful student ambassador for open educational resources on her campus organizing on campus events and conferences. Overall, we we worked really hard to engage the students in teamwork on the on the left hand side, you'll see an image of us in our first meeting coming together to introduce ourselves to to our students and them to one another. On the right hand side you'll see a picture of some of us last year at the open end conference in Phoenix, sharing out our project as well. It was a fantastic journey with these young people as they learned about we are and learn to trust themselves learn to become more, more effective advocates on their on their own campuses and across the state. The final output of the project as I mentioned was a toolkit a collection resources. We saw here on screen some of the, some of the major topics covered in the toolkit, ranging from what is we are and why do we need it to how to create we are how to market we are, and then we are activism on your campus and beyond your campus. Those of you who may have worked in these areas before will recognize many adoptions and adaptations of existing resources in in in this work. One of the one of the great things I think about the what our students did was to adapt it for use in California you make it make it make it contextual and useful for for their realities in our system. You can find the toolkit at these links you can go follow the links, I'll put that in the chat, or and or you can go to OER Commons and search for the OER student advocate toolkit and few lessons learn challenges on one on the one hand and lessons learned on the other hand. I'm working with, let's say, young people and oftentimes people for whom this was their first formal engagement timelines and paperwork sometimes were a challenge getting people to respond going to be able to fill out paper paperwork and turn it in. So of course you have to be flexible you have to be explicit. So you're asking somebody to turn in an invo an invoice of course it might be they might not know what the word invoice means so you have to be patient and and very explicit and walk them through what what that means and why it's important. One minute remaining. Thank you. The communication channels were quite interesting we did we had expected our students to communicate in some in some ways via email and some some shared space on OER Commons we created, but they really just like to engage in group chat and they were very comfortable working Google docs and so on so you have to be ready to learn where where they are and accept them where they are terminology for their roles differed all over all over their institutions so it's really important for us to understand and adapt to the local context. We also, in many cases encountered challenges or students encounter challenges and not really being recognized or valued by their own institutions so if you're considering engaging students in similar kinds of work across institutions. We're just connecting with the administration at their host institutions or home institutions, so that the home institution can understand the value that they're bringing to their institutions as ambassadors, but