 Okinik Sokwa, Idam Eskenatini, Nistuna Danako Aksi Estewaki. Hello, all my relations. My name is Jamie Medicine Crane. My traditional name is Brave Woman. I come from Kainai and Bikani nations, which is the Blackfoot people of Southern Alberta. It's such an honor to be here with all of you. Here in Amiskwachi Wahegan, excuse my pronunciation, I am Blackfoot, not Cree. It is such an honor to be here with all of you for this OE Global Conference. I think it's very special and close to my heart because Northwest College is hosting it. And that's where I'm working right now as a curriculum developer or designer. And it's such an awesome time to be there because there's so much in education that we have never really fully looked at. And our people here on Turtle Island have been impacted by education in many ways. And I'm going to share some of that throughout my little time here with you. But I just want to welcome all of you. I'm going to play an honor song to honor Mother Earth, to honor our land that we're on. Since our conference theme is around sustainability, I just want you to keep that in mind. How are you going to keep this land and this world for our generations to come? So I've been thinking about what I want to say to all of you from all around the world about sustainability. And I was thinking about a lot of the teachings that I've been taught as I've grown up to be this young lady in front of you. One of the things that always stuck in my mind or one of the things that stood out in my mind while I was thinking about all of this is that relationships. Relationships is really important. Relationships with ourselves, with the people beside us, the people around us, our families, our communities, but not just people, the other beings, the animal beings, the plants, the sky beings, all the beings that make up this universe. And when we look at the relationship to the land now, it's as broken as the relationship that we have with each other and with ourselves. And one of the things that I started thinking about that an elder shared with me is that ceremony. Ceremony was created to remember. We do ceremony because we remember ceremony so that we could remember. And so I think about that because every season, my family has ceremony. And we just had a ceremony not too long ago where we opened our bundle. And in those bundles, there are sacred objects and sacred, I guess, artifacts are in this bundle that are thousands of years old and that have been handed down from generation to generation. And in each of those bundles, there's different teachings, different songs, different ways of doing things. So when you go to ceremony, they're not the same. They might have some similarities, but there's some differences in the ceremonies. And that was one thing that when I moved up here to Treaty 6 to Amaskachi, Wohagan, that I realized is that ceremonies are different. You know, like I come from the Blackfoot people and coming up here to Cree country, Cree territory, the ceremonies are different, but they're the same, but they're different. They're same in that we're honoring the land and we're honoring the beings that help us to live in this world. And we're thanking them. We're thanking our ancestors for being here. And I thank all of you for being here. And I thank all of you for being educators and having that open mind to be able to change education. Because if you listen to the stories of the history of education here on Turtle Island, it wasn't the greatest. There is a lot of trauma, and it still has rippled effect. I'm the first generation in my family that didn't go to residential school. And if you don't know much about residential schools, I ask you to learn a little bit more about them to understand the history of this country. And the reason why I wanted to share that with you is because we have a relationship with the land, just like this flute. The story that I heard about this flute was long, long time ago. This was an instrument that was created for a love song. And it was this gentleman. And he really wanted to get the attention of this young woman. And no matter what he did, he would not be able to get her attention. So he thought, I'm going to go out to nature, and I'm going to go pray. So he went out into the forest, and he started praying. He started asking creator and his ancestors to help him in this journey. And not too long later, he was sitting under this tree. He heard this sound, and he kind of looked around, didn't know where it came from. And he heard it again, and he didn't know where it came from. And finally, he looked up, and there was a branch sitting up above him. And on top of that branch was a woodpecker. And every time he heard that sound, the woodpecker would make a hole into the branch. And so with his intuition, he knew that he had to take it down. And he started playing a song. And he took that song with him. And he started walking back to his camp, and he kept playing that song. And as he got closer to the camp, the people started like, oh, what's that sound? And the woman came out of her teepee. And when she came out of her teepee, he started playing her song. And finally, he got her attention. Do you know what happened after that? They lived happily ever after. So that's the story that I have with the flute. And one of the things that I was listening to, one of my favorite books is called Braiding Sweetgrass. If you haven't heard it, that's a really awesome book to read. It's also available on Audiobook, because I drive a lot. So I listen to a lot of Audiobooks. But she talks a lot about that relationship, that reciprocity that we have with the land. And when we think about sustainability and when I think about sustainability, I think about that reciprocity. And I think about the teachings about our people, about the Nitsita B, and not just the Nitsita B, the Blackfoot people, but a lot of indigenous people believe about the seven generations. So when we look at seven generations, we think about the seven generations behind us. And we also think about the seven generations in front of us. And how this world is going to be sustainable for them. I remember when I was a little girl, I was, we go to the river, and I drink the water out of the river. Now we can't. There's certain places that you can. I had the honor of climbing Chief Mountain, which is in the United States this summer. And there was springs all over. And I was drinking that water like crazy. Because water is life. Without water, we can't survive. And so how are we going to create a sustainable world for our youth, for the generations that haven't come, and for all the people, for all of us that are here? And it's about building that relationship, relationship with ourselves, with each other, with the land, with the animals, the sky, and the stars, and everybody. So here's another song for you. Before I leave, I just want to say, Gitsigakomim. And that means I love you in Blackfoot. I hope that you have a wonderful conference and continue to think about building sustainability through our open education resources, in education, how can we create those learning spaces for our learners to be engaged fully in different ways? So thank you so much. And Gitsigakomim, we don't have a word for say, for goodbye. So we always say, gittamatsin, which means see you again. Well, good morning, everybody. One more round of applause for Jamie. Thank you. OK, well, welcome to day two of the OE Global Conference 2023, Building a Sustainable World Through Open Education. My name is Dawn Witherspoon. I use she, her pronouns. And I'm one of the program co-chairs for this conference. I welcome you all, if you're new today, to a Miskwichiwiskeigen, also known as Beaver Hills House and the city of Edmonton. And I also welcome all of you connecting online through OE Connect. We hope you use the platform to connect with others around your global community. Well, yesterday was quite the day. Talking with some of you last night at the event, I heard words like inspired, innovative, motivated, motivated. That was a new word. Curious. And I can't wait for day two. Well, here we are. And today we have two keynote speakers. So we have a welcome to Canada video from the Honorable Randy Boiseneau, Minister of Employment, Workforce Development, and Official Languages. Hello, everyone. Bonjour tout le monde. Tensei. To wow. I'd like to respect for Lake Knowledge that we have gathered here today on Treaty Six Territory and Métis Homeland Region Four. Thank you to Northwest College and Open Education Global for championing equitable access to education and lifelong learning. As Minister of Employment, Workforce Development, and Official Languages for Canada, I would like to extend a warm welcome on behalf of the Governor of Canada to today's advocates, decision makers, and attendees from around the world to our beautiful city of Edmonton. I extend my sincerest regret that I couldn't be with you in person, but I am celebrating in the energy and enthusiasm of this amazing conference. Open Education is not just a concept, it's a movement that has the potential to transform lives, communities, and entire nations. It's about breaking down barriers to education, making knowledge freely available to all and leveling the playing field so that everyone, regardless of their background, can access the tools and resources they need to succeed. It's easy for us sometimes to take the skills that we learned growing up in school for granted because education is such a pillar of our society, and yet it is so critical to how we live our days as human beings. These skills are what help us connect with each other, find our best first jobs, and create meaningful careers. Education is power. And if education is power, then Open Education extends that very power to many who may have never had it before. This is reflected right here in our city's education district, in my own federal riding of Edmonton Center, made up of so many amazing post-secondary institutions like Norquest College, McEwen University, Nate, and the University of Alberta. These institutions know firsthand how to support students who come through their doors to help them reach their fullest potential. Edmonton is also honored to be the first Canadian city to join UNESCO's Global Network of Learning Cities. Together, we can and will work towards providing equitable access to education for all. Thank you again to Norquest College, Open Education Global, and all of the organizers and attendees for making this event possible. Together, we are working towards a brighter, more inclusive, and more open future. Thank you. Merci. Hi, hi. I have things in a different order. Well, let's start with this one. So there is a padlet that we have created, and we're hoping you'll share some of your key learning moments through this tool. You can scan this QR code, and we would love if you could share some of your key takeaways or your braiding learnings. We hope you will contribute to this collection, and we can share it in the closing session on Wednesday afternoon. So I'll give you a moment to scan that. We'll have it up again at lunch as well, and again tomorrow. We see some of you still trying to get the code, so I'll give you a moment. Alrighty. So there is that ribbon bowl on your table, which has ribbons for braiding, but now it also has some fun facts and interesting tidbits about our great city. The paper has been included as part of our carbon count, so not to worry about that, but we hope you spent some time going through those, and learning a little bit more about us. There's a social event tonight at Northwest College, starting at 5.30 p.m. until 7.30. This is a ticketed event, and tickets were pre-purchased with your registration. There will be buses available from the Chateau Lacombe Hotel to the college and back again, and the first bus leaves at 5.20. The last one back is at 8 o'clock, so don't miss the bus. If you do, you can also take a short 10 minute walk to the college, or back from the college, I suppose, if you're walking together. You wanna walk to the college and go through the main doors that are on 108th Street. There's free parking if you're driving in the lot across the street from the college. If you're not coming tonight, please take advantage of the discounts available through the digital swag, and the QR code is at the welcome desk. There is a talking circle, the closing circle, on Wednesday afternoon at 3 o'clock, and that is, we have sign up, pen and paper sign up at the welcome desk. So if you are interested in closing your time here at the conference in a closing circle, please sign up. There is a limited space for this activity. And during your time today, please visit the exhibitor booths in between the sessions and on the breaks. There's also the poster sessions, which are down at the end by salon 12. We do have a second keynote today, Sandra Lamouche, and she starts at one o'clock. So please come back after lunch by 12.55 so we can get all settled before that begins. And there will be two short afternoon breaks today with afternoon tea served in the 3.30 break. So just take a look at your schedule and make sure you know where you're going. We'll also have students from the faculty of business and environmental technology and our social and digital communications and venture development programs here to volunteer as part of their community service learning projects. They did a great job yesterday helping out with sessions, taking photos and asking for interviews, and they will be doing the same thing today. Please make them feel welcome and do what you can to help them share the excitement of this conference. I would now like to invite Igor Lesko and Marcella Morales to the stage interim co-executive directors of OE Global to bring us updates from OE Global. Good morning, everyone. Welcome to the second day, or Tansi, that's the greeting in Cree language that I learned from Darion, our keynote speaker from the first day a few months ago. Welcome to the day two, what an incredible day one we had yesterday, right? The opening ceremony, Kyle with his group of drummers and dancers, the blessing ceremony by Walter. And yeah, the mayor of Montanis proclaimed day 16 as Open Education Resources Day. Isn't that wonderful, yeah? And yes, the inspiring keynote by Darion. Thank you very much. You really laid the foundations about what I'd seen for conference participants. And as I'm talking to people, I can see how they are applying the principles and values that you described that are associated with this framework during the conference and how they're planning to apply it in their lives in general. So thank you very much. All of these sessions, the concurrent sessions that took place during the day, amazing work, including the reception. Thank you all for being such an engaging and lively audience. So a round of applause to all of you. We are going to be a bit brief because we are running a little bit late, so thank you for your patience to cable green our second keynote. But what we normally do with this session during the conference is that we provide short updates about what we have been up to at Open Education Global, which can include relevant updates and as well projects and activities during the past few months. So welcome, everyone. What you see on this slide is, oops. What's happening? Gremlins playing a trick here. Let's try this again. There you go. Okay, so welcome, everyone. So the first thing that I would like to say here is that recently we have, well, a few months ago, actually, the leadership of the Board of Directors has changed, so we now have a new president of the Board of Directors, Perrin de Kotlehon. Perrin, where are you? Stand up. There you go. Congratulations to Perrin. She's from France. We also have two vice president of the Board of Directors, which include Connie Bloomgreen from Canada and Lisa Young from the United States. Where are you? Please stand up. There you go, Connie. Please feel free to approach Perrin and Lisa, as well as other Board members during the conference. I will speak about it shortly. The Board is tasked with setting the strategic direction for the organization. So if you want to learn more about Open Education Global or what respective Open Board members are doing in their respective regions, please approach them and talk to them, okay? We also had elections earlier this year for the Board of Directors and there are two new members who joined the Board that includes Raju Jangliani here. Raju, please stand up from Canada. Paola Corti here from Milano, from Italy. We also had Kethi Kesselli being reappointed for a two-year term as well. Kethi, please stand up. And here you can see the makeup of the entire Board of Directors. And some of them are in attendance, so please feel free to approach them during the conference. We also have Marisol here. So please speak to them if you want to know more about the organization and what we are up to as well. We also really want to express our sincere thanks to Lena Patterson, who became the immediate past president when Perin took over as the president of the Board. We are incredibly thankful for all the work that Lena has done for the organization. Also, we would like to acknowledge the work of Diana Hernandez from Costa Rica, who left the Board a few months ago when we concluded the elections. Her term was up again. Thank you very much to Diana Hernandez for everything that she has done for the organization. And we have a special person here in the room as well, somebody who has been serving on the Board for 10 years in official capacity, as a Board member, as the president of the Board, as the immediate past president of the Board that spends across 10 years, but actually has been involved with the Board for, I think, 13-plus years, Willem, yeah, from TU Delft. We just really want to acknowledge your incredible contribution over the years to open education global. And here I would like to ask everybody to please stand up and just give a standing ovation. Thank you very much. You may be seated. Thank you, Willem. Incredible work. So now we are going to be speaking a little bit about some of the projects that we are working on and some of the initiatives. And that, obviously, is not possible without the incredible team that we have on board. So again, we would like to acknowledge all of our team members. And as I'm going to be calling on you, please stand up. Una Deili, Alan Levine, Rachel Zhang, Ayla Hedovlat, Mario Badia from Costa Rica, Liz Yata, somewhere in the audience, there at the back, and Jan Gondel from Slovakia. It's an incredible, high-performing team. Thank you very much for everything that you do. Your work makes a difference. We just also want to point out that as far as the attendees are concerned, at this year's conference, we have approximately 150 members or attendees representing OEG member institutions. So a special welcome to all OEG members. And on that note, we have over 200 plus first-time attendees. A special welcome to all of you. That's incredible. Overall, as Open Education Global, we have nearly 240 institutional members and over 160 individual members. We also have a number of sustaining members and several of them are actually in attendance. Several of them are actually in attendance. I'm gremlings again, sorry about that. Several of them are in attendance today as well. So we have Open Education from a sustaining member. We also have representatives from the Massachusetts Institute of Technology. We also have Taiwan Open Course and Education Consortium. We also have Tec de Monterrey from Mexico and a few others. So a warm welcome to all of you and thank you for your support. What we also want to say is that if you have any questions about membership, if you want to become a member, if you are not a member already, please speak to Marcella or any of our team members or any of the board members as well. And gremlings are continuing here. So what else did I, I think that was it? Okay, thank you. So over to Marcella now. Thank you Igor. Well, welcome again. I know Igor was welcoming all of you on all of our OE Global team and board members, but I just want to say bienvenidos. Welcome and it's been a very exciting time for all of us. And I'm here to share a little about the work that we do at OE Global. And the one thing that we really, really like to do is gather people, exactly like we are. We like to create spaces where we can connect the people and create spaces where we can learn from each other just as we are here in this conference. Another thing that Open Education Global does is a yearly one week Open Education Week event that I know many of you participate. And this event is usually the first week of March. We have been doing it for since 2012 and we are very excited that we have gathered more than 85,000 people through the years through this event. So I just want to encourage everybody to mark their calendars first next year. It's gonna be March 4th to 8th, 2024. And we like to think of Open Education Week as the event of the community for the community. If you want to participate joining an event or promoting something that you're doing, please just follow our social media communications so you will know when that call for proposals is open. We also celebrate the community, celebrate the work that the community is doing through the OE Awards. We have granted 237 awards since 2011. This year, 16 awards were granted. Yesterday we had a lovely presentation, a fight for the projects that we were able to hear a little bit more about here. But you can find all the information of the awards on the website and learn about the 16 winners of this year, which I also want to celebrate again and congratulate everybody that has won an award this year. And again, yeah, that deserves a clap. Again, what we like to do at OE Global is not only gather people and try to create spaces where we can share the knowledge. So we foster this knowledge exchange through these type of activities. We have a platform called OEG Connect that many of the presentations of this conference are already uploaded there. And we also have Alan Levine leading the podcast of OEG Voices and OEG Live. And these are live spaces where we encourage our community to share their experiences through these spaces. And again, trying to foster the knowledge, we have several regional nodes. In this case, again, celebrating the CCCUR community and the Oil Atom Regional Node. These two groups or these two different regional nodes are specific, trying to attend the needs of those specific groups. We are also working on the Francophone community that they were gathering this morning. And we look forward to creating more spaces where people can identify and find the needs that they require for promoting and using their open educational resources. And I want to highlight three of the community colleges members that are gonna be having a talk today. So if you want to learn more about the CCCUR members, you can find three talks today, one at 11, 3 p.m. and 3.45. If you want to learn more about the project, the work that they're doing, please don't miss those spaces. And lastly, I just want to briefly talk about the internship program. This was a pilot that we had this year and we were super lucky to have found these six wonderful interns that were working with us. Three of them were promoting and helping us do a state of the art for the Oil Atom Node. Then we had tech support, which was Alan from Kaplan. I should say their names. Cristel Gutierrez, Maria Angelica Martinez and Agustina Huertas were working with us for the Oil Atom Node. Alanotti was helping and supporting tech support. And then in communications and trend research, Hamis-Huma and Justice Okai. And it was such a wonderful experience for us that we're looking forward to continuing the internship program next year. And that's it for me now. So I'm passing along to Igor. So and I just want to highlight again that if there's anything that you want to learn more about the projects that we're working on, don't hesitate to reach out. Now you know our team, our board members, Igor and I, and we would be more than happy to answer any of your questions. Thank you. Thank you, Marcella. Donna, I'm going to be very brief. Just one minute and then we are done. Just one thing that we would like to also highlight is the network of OpenEducation Global has been coordinating the network since 2009. It was constituted or assembled when the UNESCO OER recommendation was adopted. And the purpose of the network is to support the implementation of the UNESCO OER recommendation, but also to work on large-scale OpenEducation initiatives that really require that kind of global coordination or coordinated action and collaboration. There are numerous organizations that are part of the network. Many of them are actually present here as well. ICD, Spark, Spark Europe, Creative Commons, UNESCO as well, and many others. If you want to learn more about the network and its activities, please come join us this afternoon. You will see it's going to be a session from 3.45 to 4.15. And just as a reminder that we do have a strategic plan in place which is built around the three main pillars of knowledge exchange, field building, and value co-creation. And over the next few months, we're really looking forward to working with US members and the community at large on its implementation. Thank you very much to all of you. Have a lovely conference. GOGN is the global OER graduate network and a global network of PhD candidates whose research projects focus on OpenEducation. This year, they are celebrating 10 years of helping open research. Please welcome Beck Pitt and Rob Farrow to talk about GOGN. Thank you so much. And it's wonderful to be here today. My name's Beck Pitt and I'm with my colleague Rob Farrow and we're from the Global OER Graduate Network or GOGN. And we're thrilled to be a partner for this year's OE Global Conference. It's absolutely fantastic and a real honour for us to be here. And we're very grateful for the support of OE Global, NorQuest and the Hewlett Foundation to enable us to participate and be here today with more than 30 of our GOGN members and alumni. So GOGN, we support researchers working in OpenEducation and connect researchers around the world, sometimes working or being the only person in their institution, researching around OpenEducation. We're also very much focused on equity, diversity and inclusion and also on modelling and supporting open research practices. Wonderful. So as was mentioned, we've been celebrating 10 years of GOGN this year and we've been holding a two-day workshop prior to the OE Global Conference, which has been really fantastic. We've brought together 30 of our members, as I mentioned, to connect and to talk about their research and also to kind of work together to co-create and we'll be sharing some more about what we've been doing shortly. So I'm going to hand over to Rob now to tell you a bit more. Thanks, Rob. Thanks, Bec. Hi, everyone. What a pleasure and a privilege it is to be here with you and to see so many old friends and have those connections, again, catch up with people and think about the future. That's a big part of what we've been doing while we've been here in Canada. We're hoping to have something out of this workshop that will give us a sense of strategic direction for not just GOGN, but for OpenEducation research, going forward. So it's really great to have involvement from our members, but we'd also be interested from hearing from the wider community about what you'd like to see from the network. One of the things we've been doing over the last few years is focusing on trying to leverage the network and building our collective intelligence around open education research. We've published a number of openly licensed guides in the last few years, including a guide to research methods, a guide to conceptual frameworks, collections of research reviews, and bundled it up with a whole load of openly licensed materials relevant to researchers. You can find that all in the Open Research Handbook on the website. You're free to remix this, do what you like with it. We intend to add to it on a modular basis going forward, so this will be a living document that it's not just useful for OpenEducation research, hopefully, but all researchers. So go and check it out if you have the inclination. Um, you may be thinking, why do I keep seeing these penguins? What's it all about? And if I told you, then, you know, that would spoil the mystery, but it would also take too long. We'd be eating into Cable's time, I think. But the penguin artwork is done by Brian Mathes, who's our visual artist, and he's set up a way for you to contact us by sending us a virtual postcard. All of our art assets are openly licensed for people to use as well. Check this out. We're also PowerPoint experts as well. So, um, you may be thinking, well, research is not for me, maybe. Um, you could be right, I don't know, but GoGN is for everybody, right? GoGN is for all members. And you're free to join. We're focused on doctoral research, but we have a much wider network of experts and friends. You're all welcome to join. So come to the website, use the QR code, and just check it out. You can join the conversation around GoGN's 10th anniversary on the GoGN10 hashtag. You can also just interact with the network using the GoGN hashtag as well. So thanks so much for your attention, and have a great conference. Thank you. Hi, everybody. My name is Robert Lawson. I'm an instructional designer with curriculum development at Northwest College. And I'm also one of the program co-chairs, um, who helped to put together the program for this year's conference. And, um, I'm very excited right now to introduce our, um, next keynote speaker. This is someone I encountered for the first time at the University of Alberta during Open Education Week. Uh, it was a webinar. And kind of an introduction to open education resources. And I really had no kind of background in open education at that time. Probably couldn't even have told you what an OER is. Um, so, uh, listening to him speak really helped me to understand the open education landscape. It helped me to understand what the Creative Commons licenses were. And, um, he also introduced some very compelling, uh, introductory research on how open educational resources are equal to, or in some cases, better than traditional publisher resources. So it was a wonderful moment. And, um, it really inspired me to, uh, in part get into open education. And, um, so therefore I'm very excited that we are going to welcome Dr. Cable Green to speak to us today. And, um, he's been a very prominent figure in the open education landscape for a number of years. Um, he's done some very exciting work in looking at how open licensing, open education, can help to resolve complex problems, can help to, uh, help us to reach the United Nations Sustainable Development Goals. And, uh, I think this is just fantastic. It really illustrates the power of open education to, to help us with these, uh, with these very complex issues. So, um, I think, uh, he's a wonderful choice to really speak to our conference theme, building a sustainable world through open education. And, uh, I just want to mention that he's done so much work in open education. Um, been involved in so many different projects. Uh, they're just too many to name, but, um, you know, there's the Open Course Library, uh, Open Up Resources, Digital Public Good Standard, UNESCO recommendations on OER, uh, Open Science, Open Climate Campaign, and he's also been involved in the Open Climate Data Project, among many others. So, um, please join me in extending a very warm welcome to Dr. Cable Green, the Director of Open Knowledge and, uh, a real trailblazer in the field of open education. Uh, first, a big thank you for the, uh, for the invitation to come speak. It's always an honor to, uh, to come to this conference at all and to be F, to be one of the keynotes is a great honor, so thank you for that and thank you to the program committee and, uh, the folks at OE Global for the kind invitation. Uh, as I was sitting there listening to people I realized there's several people in the audience that have sustained me, so, uh, Kathy Casterly, if you didn't know, actually hired me, uh, 12 years ago at Creative Commons. I wouldn't even be in this business if it wasn't for Kathy and so, Kathy, thank you for that. Um, so, uh, there are several people here that, uh, you may know I, uh, I almost, uh, died a few years ago, uh, had a liver transplant and there are people here in the audience that actually, uh, came to the hospital and took care of me, uh, when I was there, um, and, uh, one of our friends, uh, David Wiley who actually gave me part of his liver which was an important part of my sustainability, uh, if you don't know the story, he actually asked his surgeon to put a Creative Commons license on the piece of liver that was coming from him to me and because he wanted attribution, forever, and, uh, the surgeons did not think that was funny and they told him to stop talking about that. Um, so, uh, uh, uh, wanted to lighten the mood a bit because we'll talk about some serious topics. So today, what I, I want to talk about, um, in terms of sustainability is I think, uh, that several sectors of open, uh, uh, that I'll talk about today have hit a bit of a moment, uh, where it seems like, uh, we may have hit some existential threats, uh, existential threats, uh, and a bit of a crisis moment, uh, but also I think there's tremendous opportunity. And so I want to talk about, talk through what I think, uh, over the last 20 years collectively, uh, we've agreed upon in terms of some foundational principles and how we might use those to go forward. So, uh, this is a brand new keynote. I've titled it, uh, Diamond Open Knowledge. It'll make more sense in a moment. Uh, so of course all these slides, unless otherwise noted are CC By. Um, I have reached out to several colleagues. You'll see them credited at the bottom of the slides. Um, I actually, uh, don't know if their, their works are CC By, so please just use, uh, mine if you want to reuse, uh, or reach out to those other folks. Uh, I am with Creative Commons. I'm the director of open knowledge at CC. Um, as I said, I'm going on 13 years. I was, uh, director of open ed for a long time, uh, was CEO for a while, uh, and now have a broader portfolio of open knowledge, which, uh, which I'll talk about in a moment. Uh, CC, if you're not familiar with us, we are a global nonprofit organization. Uh, we are, uh, kind of the de facto open licenses steward for open copyright licenses that the world uses. We're 20 years old, 20, more than that, 22 years old now. Um, the licenses work everywhere, uh, and, uh, like OE Global, uh, teams around the world. Uh, we call them CC Country Chapters. Uh, and, uh, and they help, uh, countries and other communities locally. Um, just a few facts about, uh, the licenses which sometimes people don't know. Um, licenses are free. They've always been free. They always will be free, and to ensure that we've dedicated them all of our legal tools, uh, to the public domain, so they're there forever. Uh, we are 20 years old. This will be important in just a moment. Um, and, uh, and some other facts here. Uh, of course, uh, the CC licenses are legal tools. They're backed by the full force of copyright. They've never lost in court, uh, et cetera, et cetera. Um, so that's, that's all fine, and that's an important part of what we do is the steward of the licenses. Uh, but that's not the most important thing that we do. So our vision at Creative Commons is to, uh, to work on, create, improve a world where knowledge and culture are equitably shared in ways that serve the public interest. So you see that we're already very well aligned with the strategic plan at OE Global that was just put up. We're talking about public interest, public good. That'll be the main theme of today's chat. Uh, so I mentioned the licenses. I, of course, won't go through these today, but we have this whole suite of licenses so that people can have the tools that they want and, uh, and, uh, public domain tools, uh, as well. Uh, we proudly, uh, put the, we say we put the open and open access research and open educational resources, open data, and other sectors of open. I'm mostly going to talk about today. I'm not going to talk about open culture as much. That's another program area at CC. I'm going to focus on open knowledge. And when I say open knowledge, this is what I mean. Uh, I mean open education and all the components of that. Uh, we mean open access research, open data. Uh, the broader establishment of open science, which is kind of parcel and part, or open access research is part of that, but open science is broader. Uh, the open communities in these spaces and then the open policies that exist, usually at funders to support all of these various areas. So I'm going to take a moment to go through what some of our key principles are at Creative Commons when we are deciding whether or not we want to work on an open knowledge project. So bear with me. These principles will become more important as we go through this. Uh, so first, uh, that, and you've heard me say this for years, publicly funded knowledge should be open by default. Uh, and, uh, by that we mean all of this stuff, research, educational resources, etc. Uh, should be open by default, should be openly licensed. The data where possible should be in the public domain. And there should be a zero embargo period. We shouldn't have to wait to get access to open access research to open educational resources, etc. That's point one. Second, public funds allocated to produce this open knowledge should be spent as efficiently and effectively as we possibly can. Open tends to be more efficient, almost always than closed. Why do we put this point in? Because we never have unlimited funds. We need to be, uh, we need to be effective and efficient with the funds that we have. Uh, and I am a firm believer that that's part of our responsibility as stewards of public funds. That we, uh, we owe it to the taxpayers that paid these to be effective and efficient with them. Third, this publicly funded knowledge should be stewarded, hosted, served up, uh, analyzed by public institutions, the academy and or trusted non-profits. Okay? This is, this will be kind of a key theme throughout this talk here. Um, as we're designing these systems, we should, uh, design from the core out to ensure that they are socially just, that they are equitable, so these public goods can be accessed, shared, contributed to, revised by everyone in the public. Next, commercial organizations where we need them should be treated as work for hire. We should hire them when we need them. Uh, if we sign contracts with them, uh, we should ensure that copyright stays with us, the public or the public institutions or the individual authors who are writing it, uh, and, and not go to the commercial entities. This is this, uh, last point. That the copyright or other intellectual property rights of publicly funded knowledge should be held by us and not by commercial entities. And nor should we transfer the ownership of publicly funded knowledge to commercial entities. You may say, well, obviously not, but in fact we do this all the time, especially in the area of research and data. So I've broken the talk up into, uh, four areas. I'm going to talk about the opportunities we have in front of us. Uh, some of the challenges or headwinds that we're facing at the moment, uh, the changing landscape. There's some interesting new things, uh, happening, uh, and then, uh, a bit of call to action of what we can do next. So what's happened in the last 20 years? Well, a lot, as you've seen from, uh, from GOGN and, and, uh, OER Global and Creative Commons. There are a lot of organizations which are hitting their 20th anniversary. Iskme is another one of the OER Commons. There are several examples, uh, where folks are hitting 10 and 20 years. So over the past 20 years we've had this suite of tools that we've all leveraged and we've taught other people how to use. Things went digital. We can make perfect digital copies. We've had the internet for quite a while where we can share this digital stuff. We've been able to open and license it so we can legally share it and make changes to it as we see fit. And then the costs around these spaces, the costs of computing, the costs of cloud computing, the cost of network, the cost of devices has fallen. We still have digital divide issues, but those costs continue to come down. And so what all this netted us was a set, a tool bag, where we could legally share digital knowledge at the marginal cost of zero. This is incredibly important in terms of access, uh, for more people. It was important in terms of efficiency of the expenditure of public funds. Uh, there was good arguments and continued to be good arguments to be made around return on investment for the investment in open things with public monies. Uh, and we reduced friction. It's much easier to share things that are digital and that are open. And so if you look at the literature, you'll find across all of these various categories, um, of open knowledge, um, that, uh, pick your variable. Open is oftentimes a better and more effective way to do education research data, et cetera. Okay. So we've had those tool sets. This is nothing new. We know all this. Um, we seem to have lost our way when it comes to what we commonly refer to as, as, uh, digital public goods. And so the key phrase here, or the key part of that is public goods. So I oftentimes am sitting down with, uh, with foundations or with national governments or provincial governments and we get, they get caught up in, oh, why should that be open? Is that a threat to the business community? And I say, stop. Wait a moment. Why is it that your government is interested in science? Why do you fund science in Brazil? And they'll say, well, funding science is important. We need to understand the universe. We have to understand our country. We have to understand people. We have to understand problems and how to solve diseases. And I say, okay, uh, why do you fund research? What, why do you find education in your country? Well, you know, there's all these really good reasons. And very quickly, uh, we get to a conversation where we say, yes knowledge is a public good and public goods should be funded with public funds. And yet we continuously allow, uh, publicly funded knowledge to be extracted to be commercialized. I was actually warned about being in Edmonton and using the word extracted in my talk, so I apologize for that. Uh, but we continue to allow knowledge to be extracted and commercialized by, uh, commercial entities and, and have, have the knowledge extracted commodified and then sold back to us. Right? Uh, and so this is something that we've, uh, allowed. Uh, quick, quick, quick side note. Um, I'm not up here to bash commercial entities. Not at all. They just have a different set of incentives than we do. Right? They are not in the, their mission statement is not produce as many public goods as possible at the highest quality level and make those freely available to as many people as possible. Uh, it's not their job. Their job is to build shareholder value and to raise their stock prices and to, to generate revenue. And there's nothing wrong with that. It's just a different set of priorities than often what we're talking about. Right? Our foundation principles are things like this. Uh, open sharing, uh, advances, universal, universal access to these various areas of knowledge, uh, and culture. This is about human rights. If you go and you look at the United Nations documents, you will see things like education is a human right. And they talk about the importance of science for the betterment of humanity. These are not things that ought be commercialized and put behind pay walls. These are things that we all should have access to. I told you I worked at Creative Commons. Creative Commons just had its 20th birthday. That was a lot of fun. We waved the flag, but we were mostly interested in what do we do in the next 20 years. So we started asking questions. And one of the answers that we came up with is we really want to work on the biggest challenges in the world today. And so what are those biggest challenges? Well, we all talk about these. We looked toward the United Nations sustainable development goals. And we started off by saying, well, which of these, these are all important. These are all, uh, unanimously supported by, uh, by nations around the world through the General League of the United Nations. Uh, they all need work, but what's most pressing? Uh, we decided to focus on 13, 14 and 15 to start. Climate change, if you haven't heard, is a bit of a problem. And so we decided to start there. Our kind of key idea is that so, so why Creative Commons? Why should, why should CC of all these various organizations work on the SDGs? And our kind of core argument is that if you want to solve any of these problems, it doesn't matter which one you pick. If the knowledge and the culture about these problems is closed and locked up behind a paywall, you don't get to solve the problems. Imagine trying to solve, I don't know, uh, let's pick one. Uh, imagine trying to solve affordable and clean energy. Number seven. But all the research about affordable and clean energy is locked up. And unless you're rich, you don't get to read the research. What if all the educational resources about affordable and clean energy are also locked up? Now learners don't get to read it. UNESCO just ran a study, uh, six, eight months ago, that asked the question, uh, of the schools, primary and secondary or in the United States, we call them K-12 schools, of all the schools in the world, how many of them have curriculum on climate education? The answer, anybody see the study? No, it wasn't zero, it wasn't that bad. It was 48, 49 percent. Which on the one hand says, sounds pretty good, like there's a lot of schools that have it. On the other hand, it's over half of the schools in the world have nothing about climate curriculum. And one of the reasons for that was they can't afford it, right? They can't, it's out of their budget, they can't go buy the curriculum. So, you know, why do we not have OER on all of the SDGs made freely available for all schools around the world? And so this is our argument at Creative Commons. If you want to solve the world's biggest problems, the knowledge and the culture must be open. Knowledge, I think we kind of get in this room. We need the education open, educational resources, we need the research, we need the data, that makes sense to us. What about culture? So my colleague Brigitte at Creative Commons leads our open culture program. The idea there is several fold, but the core idea is that if you look at the SDGs, these are all human-caused problems for the most part. And if you don't understand the culture of the humans that cause these problems, you don't understand the culture of the humans that are going to need to solve these problems today, the knowledge isn't enough. Okay, moving on. So I said we decided to tackle climate and biodiversity first. We took a good hard look at this and what, if you look over on the right side of the screen, this is the punchline. How much of the climate research is open? The time scale here was 1980 to 2020. We've got a live dashboard of this. It's constantly updating and the good news is it's getting more open, but it's still about half of all of the climate research in the world is locked up behind paywalls. This also happens to be climate research which was funded by public governments around the world. So we've given our knowledge over, it's now locked up. Climate researchers can't get access to it. And so it's like this, right? We've tied one arm behind our backs trying to work on climate change and half of the climate research and the data that we've paid for as a public, we can't get access to unless you're a rich institution somewhere that can afford the exorbitant access fees. That's a problem. And so it looks something like this. If you can imagine these are a bunch of climate researchers around the world, we've cut this paywall which is stopping knowledge from moving forward. We decided to do something about that. We put together a coalition called the Open Climate Campaign. You'll find this at openclimatecampaign.org if you want to see more information. And the core idea of the campaign, this is a four-year campaign to promote open access to research to accelerate progress toward solving the climate crisis. We know that opening up the research and the research and the data is not the whole solution. Our argument is if you want to solve climate change you had better have access to all the research and all the data or it's simply a non-starter. Right? If you're interested in the campaign, you can sign up. One of the things, while we are focused on research and research data for the Open Climate Campaign, we are also I know there are several people in the room, we've talked to about this. We're also very interested in the Open Educational Resources about climate. If you have OER about climate at your institution or you've got climate researchers or professors who you think might want to open up their educational resources please let us know. We're eager to make that part of the campaign as well. Second project that we launched is called our Open Climate Data Project. This is not research data this is the largest climate data sets in the world. So this is like Copernicus in Europe and the European Space Agency. This is NASA's data from the United States, NOAA's data all the weather data and the sea level rise data and temperature data. So these are big petabytes terabyte size data sets all around the planet and we brought those folks together and asked the question how can we share, how can you share your data better than you're sharing it today across a whole host of variables. Legal was certainly one of them dedicated to the public domain but a lot of it was about technical interoperability and ease of getting access to an account and getting access to APIs etc and so we're working with them to make that data more shareable. Same argument. You don't get to solve climate change if the data about climate change is not open and easy to get to. Okay, next, challenges. Everything I'm talking about about how we can, we want to keep commercial interests and work for hire. Commercial interests don't like this. Apologies to any commercial interests that may be in the room. Here, there are several things that commercial entities in various sectors of open are doing to push back on our collective efforts. Here, I just want to highlight two very quickly. The first one in the area of research, for open access research we started off 20 years ago, 25 years ago, worried about large subscription rates to journals. So journals were very expensive to subscribe to and basically you had to be rich if you wanted to read and then over 20 years we flipped that and now you have to be rich if you want to write and so we have this thing called article processing charges where the journal said fine, you want everybody to read for free you're going to pay on the front end instead of paying on the back end and we'll make the same amount of money where after your article's been peer reviewed and accepted you have to pay a fee to the journal. So let me back up a step. Your research was funded with public money from probably your national government. You got the grant, you did the research your team worked it you produced multiple articles now you want to publish and what do they ask you for? What do you have to turn over to them? Somebody shout it out? Money and you're a copyright. They want your copyrights and now you own nothing. Your national government owns nothing. Your educational institution owns nothing and now you've turned over the rights and then they sell it back to you again. Rajiv, you have a term for this. What do you call it with your fire extinguisher? What's the phrase? It'll come to him. So this is a real problem and we'll talk about this more in just a minute. The second one in education Canadians here today. This is a big problem in the United States. Apparently this is also hitting all of you in Canada and I think some parts of Europe as well. Our publishers are saying, okay we've listened to the OER arguments day one access reduce costs making sure everybody all students have access to it throughout the year we can play that game as well we're going to call it inclusive or equitable access. So I want you to look at the terms. Kind of like green washing if you will sometimes happens. This is like open washing coined by our colleague. You can actually go to openwashing.org and see a good definition and so inclusive access the idea is that rather than students paying for curricular costs or textbook costs all that gets wrapped into and hidden I would argue in the cost of tuition and so then the students simply pay higher tuition and good news your textbooks and other materials are free. Well they're not free. They've been hidden, you're paying for them in your tuition. The problem with these programs are the challenges for all of you who are working to promote the use and production of open educational resources is now the faculty of these institutions and by the way these tend to be three year contracts that universities and colleges are getting locked into. The message to the faculty is you've got unlimited access to all of these catalog of commercial materials and you can use them and your students have already paid for them and so the incentive to use OER because of cost or some of the other arguments may go down. A lot of faculty are still hanging on to OER because they like the open license part of it. They want to be able to modify it translate it use it in the class the way that they want to but nevertheless this is a headwind. If you haven't seen inclusive access it looks like this. The costs are hidden in tuition there are additional costs for print there are access typically expires either at the end of the course or when the student matriculates from the institution and these are all rights reserved copyrighted materials so there's no legal rights to revise or remix. OER you know the story there. If you want more on this our colleague Nicole Allen at Spark runs a great website called inclusiveaccess.org that talks about some of the facts of how this is happening. I'll give you an example that we just faced in the United States. The White House under the current administration did a good job and said hey all of the research that we fund with public funds in the United States we're going to make it more open and accessible than it was before. So new data sharing standards we're going to take it from a 12 month embargo to zero embargo so that the public gets access immediately. There were a bunch of goodies in it they talked about open licensing for the first time and the importance of text and data mining so this is a big win. Just a few months later the American Association of Publishers went to the U.S. Congress with campaign contributions and other incentives and actually put this language into the appropriations bill which is how we fund operations in the U.S. government and I quote none of the funds made available in this appropriations bill may be used to implement, administer apply and force or carry out the new memo from the White House to ensure free immediate or equitable access to federally funded research. So you can have your nice little policy that says we're going to share public knowledge but you can't use any federal money to implement it. This is the kind of fight that they bring at the highest levels of government. They do not want publicly funded knowledge to be open. It is not in their interest and they will do everything they can to make sure that that doesn't happen. Changing landscape, I believe there are some new opportunities in front of us. CC, OE Global many organizations worked with UNESCO to help write two really important recommendations that recently came out. The first one was the UNESCO REC on OER this is back in 2019, a few years ago unanimously adopted by UNESCO member states. Next step was the recommendation on open science. Also unanimously adopted in 2021 by all UNESCO member states. This is good, both of these documents say publicly funded knowledge should be open by default. They go further and they talk about the importance of open licensing policies and open procurement. They talk about the values of public knowledge. So we've got these international frameworks that we can lean on, that we can use. Igor talked about the network of open orgs. This is a group of us that convene and we're trying to figure out how can we support national governments around the world to implement the recommendation on OER. There are similar conversations happening around the REC on open science. When we work with national governments, we have scaled impact. So this is also something we're doing with the open climate campaign. We're going right to national governments and we're saying to their ministers of science, will you please require that all future as of this date going forward, all climate research and data is open and now that we have your attention, will you just do that for all publicly funded research? So it seems to me that we're at this point in the conversation where we should be asking how do we share knowledge, publicly funded knowledge in the most effective, efficient, equitable and socially just way. Well, many organizations have an opinion about this. The European University Association came out and said a just scholarly publishing ecosystem needs to be steered by the research community and its institutions through coordinated policies. Next week is International Open Access Week. Their theme, community over commercialization. Right? There is, how many people have heard of Diamond Open Access? Okay, a few of us. I've been watching this, this is kind of why I built this keynote in the first place. I've been watching this emerge in the open access space for the last couple of years. Open access as I mentioned has watched the space go from really high subscription rates where you had to be rich to read to really high article processing charges where now you have to be rich to write. There are parts of the world that don't have the kind of money which is necessary to pay these high article processing charges. And so, they started asking the question this is mostly in Latin America, they're the real leaders in this space. They started asking the question what could it look like if you didn't have to be rich to read and you didn't have to be rich to write. What if both ends of that spectrum were available at no cost? How much money would it take to run journals to run the peer review process to do all the things that we need to do to have quality research publishing processes with all the services therein? Could we do that? And could we do that as a public good, as public infrastructure to support public research knowledge? And their answer was yes, let's go build it. And so the idea of Diamond OA and I should quick caveat here, the word diamond, I'm not sure that's going to stick around. Diamond of course are related to blood diamonds, diamonds are related to colonialism and extraction from many countries and so it's not a friendly word in that sense. So a lot of people are starting to move away from talking about diamond and talking instead about community and operated. It's a bit longer, we'll see how the phrasing comes out but I just wanted to say this is something that's under discussion. But for right now I'm using the word diamond because next week there's the Diamond Open Access Conference in Mexico and so there's still some name recognition around it. But this is a work in progress. And so Diamond is trying to move toward this idea of community or commercialization. How can we the non-profit the academic community actually take back this space? So they're doing it in several ways. Let me bring these up here. So first Diamond Open Access doesn't charge subscription fees, doesn't charge article processing charges. In 2021 there was a big study done just asking the question, is anybody doing this? And the answer was, yeah a lot of people are doing it. There are over 29,000 journals in 2021 there's even more today that are operating on this Diamond model. Something like two-thirds of them are in Latin America. Why are they in Latin America? Because they didn't in many cases the universities and the researchers didn't have the funds to play in the existing commercial models and so they just built something new. It was very innovative. These tend to be relatively small. They're multilingual. They're across all sectors of what we teach in universities all different disciplines. But Diamond OA is more than just about cost. It's also about governance and so the idea is that instead of turning over ownership instead of turning over the responsibility of services of hosting of data analytics of all these things that research needs and does we the community are going to build those things. We're going to build the public infrastructure. We will own it. University presses will operate those things and other nonprofit entities. Both in terms of the content related elements but also many of the services that are provided. So why do we need to do this? Well because over 25 years commercial publishers have created oligopolies where they have controlled the space. Anybody heard about the company Elsevier? There's been a lot of consolidation of the space where Elsevier and other companies like them have bought up journals and when you get oligopolies or monopolies they control the market and they can raise prices and there's not a lot that we can do about it except that there is we control everything. So I'm always careful not to blame Elsevier or Pearson or any of these other companies. None of this is their fault. They are acting as they act as commercial entities. This is our fault. It's our fault when we sign over our copyright. That's our choice. It's our fault when we let our public funds extract it and go somewhere else. That's something that we have the power to stop. And so a lot of what they're talking about in the Diamond Open Access space is this idea that we need to take back control. Researchers need to stop turning over their copyright. They need to retain their rights and not turn those rights over. We need to retain control of the various content and service related elements. There is, as you might expect, a plan for how are we going to do all this stuff. It's called an action plan. This is led kind of, it's co-created by Science Europe, Coalition S, big players like Redilik in Latin America and others, and they've come together and said, let's work on this globally. Let's not work separately and recreate the wheel. We all have the same problem. We all can get together and talk about a common solution and we need to be coordinated in our efforts because we're simply outgunned when it comes to lobbyists and money and resources. We must work together. If we stand in solidarity, there's a lot of union action happening in the United States. I'm a bit of a solidarity person right now. Yay to the unions. We need more union activity. I lost my train of thought. Now I'm thinking about union negotiations. Next week actually in Toluca, Mexico, many of us will be back on the plane to go back there. There's the second Diamond Open Access Conference. The point I want to make here and you can probably see this coming, there is an opportunity to work collectively globally if we truly want to take back publicly funded knowledge and they're showing us how to do it. They've got a roadmap for how they're going to actually pull this off. They are acting globally. They're not acting regionally. They're not acting as individual institutions. They're acting globally and they're taking the time to do it. There are supportive recommendations not just from the UNESCO recommendation on open science but also from the European Council itself. Just a couple highlights here. They want zero embargo period as well. Immediate OA. Authors shouldn't have to pay APCs. Non-profit scholar non-profit scholarly publishing models need to be supported. It's not just Diamond OA. There's other interesting models out there like Subscribe to Open and others. Rights need to be reserved. Pricing needs to be transparent. All things that we oftentimes don't have when our knowledge is extracted into commercial spaces. I would be remiss if I didn't say the letters A.I. while I was standing on stage. I know we're all thinking about it. We're wondering what's next. I think this is an interesting opportunity for the open education space as well. We in the OER space, a lot of our work has been in the fat part of the tail where we have the highest enrolled courses. And when you get to the long part of the tail where there's fewer students, we oftentimes don't build OER there because the return on investment just isn't as high. We don't serve as many students. There aren't as many cost savings etc. We don't have as many people to work on sustaining that content over time. I've seen some interesting experiments where we can take, we can ask certain A.I. devices to help us create OER. It's still in its infancy but I think it's something we should keep an eye on. There's some interesting work happening at the Khan Academy and other places about this idea of personal A.I. tutors. It is fraught with controversy. I realize I'm very interested in that. I saw some, we had Anya Kamenetz, keynote the CC summit last week in Mexico when she showed some research that these tutors are actually just distracting right now in the classroom and aren't very helpful yet. But again interesting, interesting idea something for us to keep an eye on in education. I mentioned I was at the Mayo Clinic getting a liver transplant. I just read a Mayo paper the other day about how they were, they had rubrics that they used to use, that were human created, that helped them make medical decisions for some people that had the diseases that I had and now they're using A.I. to analyze those and instead of running a few scenarios they're having the A.I. run millions of different scenarios and they actually improved the rubric and got better outcomes as a result just using chat GPT-4 to run some analyses. We've got universal translation, climate solution options interesting things. I think those are something for us to keep an eye on. I'm particularly worried about the challenges right now. I think now is the moment where regulation is starting to happen discussions are happening at the highest levels and we need to be in these conversations today. I think that we need to be looking at public infrastructure just like we need public infrastructure for research and for educational resources. We also need public infrastructure for A.I. training data sets for machine learning for compute power, etc. We need to make sure that if we're going to use A.I. in education that these A.I. things are not hallucinating and making up fake citations and none of that, that's just all garbage and garbage out. How do we make sure that these training sets of A.I.s training on are not biased today? They're tremendously biased and we can't look at them and the algorithms are closed as well and so our ability to critique and analyze and improve and iterate we don't have access to that today but we must have access to that. And then this last one here I think goes to the heart of our movement which is how do we ensure equitable access to A.I. knowledge analysis, knowledge production for everyone? If you look at the big A.I. players they are moving toward paid models and the question just like article processing charges on research will people be cut out because they don't have the money to pay for these services? I'm worried about that but we need to keep an eye on it. I'm not going to read through this, this is too way too much text, I'm going to invite you to go look at it. Out of the Creative Commons summit last week, so I should say our theme for the conference was A.I. and the Commons and so we talked a lot about A.I. and at the end of it we came out with this, this is on the Creative Commons blog. You can find it but it's seven principles for regulating generative A.I. to protect the interests of creators, people building in the Commons and the community's interest in the sustainability of the Commons so that was our angle on this and like I said there's seven here, I'm not going to read through them but I want to highlight number seven because it pertains to this talk. We said to counterbalance the current concentration of resources in the hands of small number of companies these measures need to be flanked by public investment, public infrastructure for computational infrastructures that serve the needs of the public interest users of this technology on a global scale in addition there also needs to be public investment in training data sets that respect the principles outlined above, principles like making sure that people are opting in and their data is not being sucked up without their permission. So if you're interested in this space I invite you to go take a look at this. Okay, so what do we do now? There's a lot of stuff that's going on, we've got threats, we've got opportunities. What should we do now? I think first and foremost we need to recognize that we have tremendous power and not just us in this room but governments that are giving out money have tremendous power and we can fight back without fighting anybody we just need to change our own behavior and our own actions and so this is an example, this was an article I believe in The Guardian that talked about 40 leading scientists leaving an Elsevier journal. The journal was called Nero Image, this was like the top journal if you were into neuroimaging of the brain using CT and MRI scans this is where you wanted to be published and Elsevier this journal was incredibly expensive, Elsevier wouldn't lower the cost, the APCs were very high and these editors which really were the people that made the journal quality and high impact in the eyes of promotion tenure committees around the world, they said no more, we are leaving they got up and they walked and they went and they created a brand new open access journal and they said we're taking our expertise and our reputation and we're going over here and don't publish there anymore and they put out a memo to the entire neuroscience community and they said this is what we did we talked about doing the same that was within their power to do so they didn't have to fight Elsevier they sent Elsevier a memo that said we're leaving, good luck we can fight back with the policies that we put on the money at CC we often refer to this as shifting the money to open so if you require that publicly funded knowledge is open by default guess what, it's open by default if it's educational resources funded you have OER if it's research that's funded you have open access research, if it's data you've got open data we have to have policies that require that things be open when they're funded with public funds, if anybody needs help doing this give me a call, we'll get you the resources we'll help you do it so that's a very top down if you take our money you're going to open up what you build because it's public funds this is a bottom up approach so I'll pick on Rajiv again Rajiv is at Brock University he can make decisions about how he spends his budget including how they procure materials resources, data, educational resources et cetera and so he has an opportunity at a local level even if there isn't an open policy in his province he can build and buy and commission what he needs done he can ensure that he keeps the copyright or Brock University keeps the copyright or the authors that are doing their work at Brock University keep the copyright and then they can choose if they want to to share and openly license put this in shorthand it's buy what you need own what you buy and share what you own we can do that locally I've just talked with our as you can imagine I'm all kinds of fun at parent teacher conferences I always wear my CC shirt and I ask them are using OER and my kids are just like um please stop but we I asked them this I said you know how much so we live in Olympia Washington and they have a 500,000 USD budget every year for curriculum acquisition and procurement we've got about 100 cells on the Excel sheet we've got about 8 subjects per grade we've got 12 grades that's 96 cells with our $500,000 every year guess how many of those cells they can update two a year so my kids had political science textbooks in high school that are copyrighted in 1998 has anything interested happen in political science since 1998 just a few things we need to build the infrastructure the public infrastructure that we need to make the knowledge open and to solve the world's biggest problems the project that Creative Commons and Open Futures and others are working with with NORAD in Norway right now and we're building a stack of open source software services to serve up open climate data so I mentioned the climate data project we have at CC where we're helping the world's largest climate data sets open up and be more open we're going to take API feeds and we're going to jam them into this open source software just like Norway has its seed bank this is like an open climate data bank and not only will you be able to go there one stop shopping for all the open climate data you might need at no cost all open but you'll also be able to get services so if your province or your country wants to create apps to help people have smaller carbon footprints for example you don't have to recreate the wheel you don't have to build the infrastructure Norway is going to fund the infrastructure to make that simple and easy we're calling this the open earth platform initiative it's public infrastructure for public knowledge I mentioned Redalik this is an organization in Latin America that is providing infrastructure the entire stack of infrastructure and services that are needed to support diamond open access journals heavily used across Latin America and increasingly used across Europe and the United States and other countries as well so much so that they're getting into conversations about hey Europe you seem to be using our platform a lot can you kick in some funds to help sustainability my colleague at Redalik her name is Ariana Garcia she's amazing if you haven't seen her speak she says the same thing that I say this is up to us this is our choice we have the power and this is one of her slides from last week she said look we got two choices science can be a commodity that gets extracted goes to commercial interest gets sold back to us and science will be embargoed science will be controlled by commercial companies science will be APC based you have to turn your copyright over that's what we've been doing or science can be a public good and we can have immediate open access we can have epistemic justice I love that phrase that she uses we can make sure that these are equitable everybody in the world can both read and can participate in writing because science is not just for a few countries science is for everyone so that's what diamond open access is working on they're building public infrastructure what would diamond open education look like or community owned and operated education can we do the same thing can we also have a global conversation and be coordinated around these ideas can we go to our national governments and say hey you signed on to the UNESCO recommendation on OER it says publicly funded educational resources should be opened by default can we work with them to enact those policies and then can we also ask those governments to fund the infrastructure or support existing open infrastructure to host all of that I think we can and I've been talking to a lot of folks that are interested in putting together such a coalition can we build a coalition both inside the open education community and outside I was talking last week with some folks who said you know we need to partner up with labor unions they know how to do this better than we do and particularly teacher and education unions because this is a point that they care about how do we both plan for the future and figure out like Diamond Access says what are the what's the stack of services we need just like you saw with Ritalik but also how do we fight what we often times refer to as a rear-guard action because the publishers are not stopping the commercial entities are coming to your universities all around the world and they're trying to sign these three to five year deals where the cost of educational materials gets jammed into tuition and it makes OER or any other open activities very difficult at your institutions we have to expose that we have to try to stop that we have to educate our faculty and our administrators we need to make sure that we don't let that get too entrenched because as we build the plan for the future we don't want to leave behind universities that are stuck in these long-term contracts the theme of this is sustainability people always say geez how are we going to pay for this in my opinion the answer is very simple we need to find open knowledge as a public good there's I I get hit every time I say this but I'll say it anyway there's often times enough money in the system we're just really bad at how we spend it in the United States alone just for K-12 we spend between six and nine billion US dollars a year procuring educational resources in higher education it's closer to nine to 10 billion US dollars a year how much money would we need to build open educational resources for all subjects all grades is it more than 20 billion dollars my guess is probably not right but those are choices that we can make I've already said that I'm gonna skip so final slides here this is not easy right easy for me to stand up here and talk about it but I realize this is really hard work what I put to you is that we no longer have a choice right the open access community got to a point where frankly they were you know they just said this is untenable we have article processing charges getting entrenched systematically and we are not going to beat the commercial entities on this fight we're simply outgunned and so we need to take the table cloth and pull it off the table and have a clean table and we're gonna build a different model that has different principles where we own everything we run everything and if we need the commercial entities we will use them but they will be worked for hire as I said out of the gates we need public knowledge in order to solve the world's most pressing problems if the knowledge about climate change if the knowledge about education if the knowledge about gender inequality poverty life on land life below water pick your favorite SDG if those are locked up behind paywalls we don't get to solve the SDGs and last it's our job to ensure that publicly funded knowledge is a public good accessible to everybody not just the rich I put to you we should work together to solve big problems there are plenty of them in the world let's start working on this thank you very much we have time for a couple questions yes please thanks so much Cable I think you may have given us a theme for next year's OE Global Conference perhaps I was wondering if you might suggest for people who are really energized by what you're talking about here anything that's coming up in the next few months that we might direct our attention to how to engage in any particular aspects of the work that you've laid out here that's a good question well if you're free next week come to the Diamond Open Access Conference in Toluca, Mexico it's going to be great so that's what's on my brain right now is the next week there are always opportunities to get involved with the open climate campaign of course but Kurt I think the honest answer to your question is that we today in the open education space I don't think we have a good answer to that question like they do in the Diamond Open Access space if you ask that question in the Diamond Open OE conference they would say here are five ways to get involved right now and I think that's a conversation that we need to have is are we ready to act collectively to actually start to you know starting with a plan so they have a Diamond Open Access plan that plots out the next 10 years and what needs to be done can we do the same thing in the open education space it's not easy right and there's going to be a lot of disagreement and a lot of drafts that get written but I think that's the direction we need to have so that when questions like that get asked we actually have on ramps for people one of my favorite organizations in this space is Mozilla for projects that they run they oftentimes put out a short pamphlet that says if you are looking for a job here's what you can do if you're looking to volunteer five hours a week here's what you can do if you only have 30 minutes a week here's something that you can do and they find ways if you're a graduate student here's how you can get involved and so I think we need to get a bit more organized so that I can give you a better answer that's actually what I think Hi Cable it's nice to see you Cable I have kind of a tough question so when we talk about our community and we have a great large community here and we have a lot of organizations large organizations like Creative Commons they get the lion's share of the funding for open small organizations, small people, small nations do not and so I'm wondering if there's a way as a big community we can start to solve that can we mentor can we train for leadership and asking for funds you're super good at it if you walk to a government representative in the US you get listened to for those of us who don't have that connect it's much harder but there's so many great ideas so many grassroots ideas certainly the time in publishing everybody needs to be paid for their work appropriately right so how can we as a community find ways to talk about how we get funding and train folks to get more funding Great question I would say there's yes thank you I think there's two important answers to that first is that we have to have the funders at the table as we're having these big conversations so for example next week in Toluca, Mexico the big open access funders are all there the Gates Foundation will be there, Arcadia will be there and many others that fund in the research space big scientific institutes will be there and several governments will be there as well because as the plan was being written for diamond open access part of what was implied in that is we need you the funders to fund along this plan and not off the plan and that's that was also a change for the funders the funders were used to a model where they had they talked with their grantees and grantees would say hey I've got this idea of this thing that I want to go do and the funder would fund it and it was a bit of flowers blooming but not a lot of coordinated direction and so the funders really have in the open access space have really adjusted their framework to talk about funding along that line and so when it comes to smaller organizations individuals what I think they've done well in the open access space is provided a way for everyone to be involved and because the funding is starting to align along that plan there's just so much work that needs to be done in different parts of the plan there's spaces for people to plug in and because the funders are committed to fund the plan it's more likely that more entities receive funding I think that's part of the answer I think another part of the answer is when you go in coalition it's easier to participate both with ideas and to receive resources and funding if you're part of the group that's acting in concert against a common plan and I've seen some of that happen we had several people at the CC summit who were independent consultants who were attached to several of these larger projects and that was how they were getting involved because there was a long-term plan I hope that's helpful last one one more question Hi Cable I'm just wondering all of this at the macro level sounds great because we're building a system that makes the previous system obsolete however if we take it down to the individual we're often those of us who are working in open education are a single person or part of maybe a two person team on the ground or in a situation where publishers they have their trusted relationships with individual academics they're short cutting a lot of the systems by striking deals with individual academics they've got access in that way from if we're looking at this as being quite overwhelming from an individual perspective what are some of the practical things that an individual can do at their institution to start to make these changes good question right this comes up all the time I think there's two answers to that the first thing is that all of us collectively have a responsibility to locate, identify and start to solve pain points that make it hard for people to be open so for example one of the things they're talking a lot about in the diamond open access space is you know hey I'm a researcher I'm just trying to get promotion in ten years so that I can become a tenured faculty member I have to publish in six reputable journals and my promotion tenured committee defines reputable as this set of commercial journals and I want to publish over here in open access but if I do I'm worried I'm not going to get promotion tenured that's a pain point right and part of our job is to go to those deans and those department chairs and go to those promotion tenured committees through a variety of channels and say to them you need to support your faculty because you know part of it is the first half of my slides right now it should be a public good what you are incenting and in fact requiring of your faculty is for them to publish in closed spaces where a they're not going to be read as much b anybody who can't afford the you know expensive subscription rates or maybe your faculty member can't afford the expensive apc fee to even get published in the first place so why you know we have to educate them about how the existing models are harmful and why they need to change their promotion in tenured so part of it is identifying pain points another part of it is helping the individual actor the individual faculty member the educator the researcher to realize there are some things that they can do on their own so for example with researchers we say stop turning your copyright over here's an authors addendum that you can use from authors alliance or from spark there's several of them out there where you say to the publisher yes I will publish with you but I will not give you my copyright and if you have a problem with that I'll go publish somewhere else and more often than not they'll take it and then they can put it in green open access in their institution repository and put a an open license on it and share it we can do the same thing with our educational resources right as an act of self power we can openly license and we can share if we choose to do so so there are things that we can do as individuals to continue to contribute to the commons and use from the commons that will send signals to our colleagues and then there are also things that we have to do at a higher level to essentially clear the pathway we need to get these barriers out of the way so that sharing is easy for example with the open climate campaign we're actually we've hired OA works to provide direct support services to researchers who want to develop their climate research and might have questions about how to do that like we need to clear those pathways to make sharing easy great Dr. Green thank you so much for your wonderful keynote address it was very inspiring and I'm sure there'll be a lot of discussion about this in the next couple days and as a token of appreciation we would like to present you this gift on behalf of NorQuest thank you beautiful thank you very much thank you so much yeah I guess it's break time so please head out into the lobby and help yourself to coffee and snacks