 Welcome everybody to day two of OER by Domains 21. Yesterday was so exciting folks that I was just saying in the co-chairs opener. I hardly slept last night because my adrenaline was like still up here and I couldn't pull myself down so it's great to start off with you guys. Welcome, big welcome everyone to Jane, to Ahmed, to Karnan and to Hassan from the City University and you're here to talk about what's really a professional development module isn't it and a way of practicing. Ahmed and Karnan here are lecturers at the university. Hassan is from the university library team and with Jane they're going to talk about their experiences. It just sounds really exciting and also one of the things I'm loving from the abstract folks is it sounds really replicable. So I think a lot of people are going to be able to go away with some sort of practical sense of how to work but hey enough from me over to you. Thank you. Thanks very much Lou. Good morning everybody. So I'm Jane Secker at City University and delighted to be joined by my colleagues who are going to share some of their experiences of being on my module. So just quickly going to talk a bit about the module and some student feedback or some participant feedback and if I've got time I've been doing some research which sort of got a little bit scuppered by the pandemic whereas interviewing staff about their experiences of open practice digital literacies. If we have got a moment as well I would really like to hear from people about your thoughts about supporting digital literacies and open practice through formal accredited modules. So I started this module actually three years ago in October 2018. It's really a reflection of my interest in digital literacies and open practice and I guess at the heart of that is my interest also in copyright although that's not explicit in the module title. I've had three cohorts go through the module. One which was fully online which is what the people that are joining you were part of and it was informed by a module that does run at the University of Manchester and also some experiences I had out in Uruguay in 2018 where I taught a module called Copyright Literacy and Open Practices to staff at the University there. There's a course blog as well so you can find out more about the module on the course blog. This is just very briefly a bit about the structure I have talked about this a few times. There are three sort of teaching days. We then have open webinars so those they're all recorded they're all you're able to join if you're not on the module. I have some amazing guest speakers some of whom are here today I think and then the module has two assessments. You have to make a video and do a 500 word reflection on an aspect of either digital literacy or open practices and then write a reflective essay. The webinars as I say have been an absolutely fantastic part of the module and I've had really good feedback as well from people on the course and from outside and as I say many of the people will be familiar to you who have spoken at those webinars and real kind of experts from around our community who can talk about their particular interest in digital literacy and in copyright. And in open practice so I'm very pleased to have that as part of the module but something that's available to everyone. The other kind of really key thing in the module is the game that I am co created with Chris Chris Morrison. We had some interesting experiences of shifting this game the publishing trap online so we will always play this game on the third day of the module because it kind of brings together lots of aspects of openness. And it's a role play game it's a it was a board game but we've shifted that online so you can find out a bit more about that on our website that I've just popped the link to there. But I think playfulness as well is really important when you're talking about kind of you know these issues of digital literacy open practice and I really hope that on that last day that the people do go away. You know with with a sense that yes there are some really big serious issues associated with open education but you know also it is about dealing with those and and also kind of sharing our experiences and using games and play. So at this point I would love to hand over to each of my three students in turn. I've just put some details about each of them on the screen and I think we're going to hear a bit from from Karnan first he's a visiting lecturer on the undergraduate program at our business school at City. And also does works as a sort of a freelance entrepreneur are all sorts of exciting things you do. So I hear from you first. I mean perhaps some reflections. Thank you Jane. So Jane just asked me to say a few words about my thoughts on the module and first off can I say I see Catherine's here. There may be some other visiting webinar participants as well. And I just want to say that was a fabulous part of the module and it's a good job it was online because otherwise I would have spent all day never let them go because the discussions that were generated from from those webinars was so interesting. Especially for me because as Jane knows I'm a complete technophobe. I don't do technology. So I challenged myself to take the technology modules on the on the MA that I'm learning about because I thought it was it was useful and it's the way technology is going forward. And from being completely not knowing anything at all about technology and the use of it in academia having followed Jane through two modules now I did technology enhanced academic practice prior to this. I feel so much more empowered in the use of technology to aid my teaching and how we can actually engage with it so much better for the benefit of the lecturers as well as the students. So I think it for me it's been a fabulous course I'm really interested in the use of technology to widen the scope of the availability of education through the world. So you know if you're a child stuck in a very small remote village in the world of nowhere and you're nowhere near a school how can we actually help those children to get an education to benefit to improve their lives. And I know that will sound very well to PC but that really is the core of I think education is so important to give everybody a fair chance at getting on in life and the way that technology can be used to help that. I think it's just fabulous and learning that through this this module has has really underpinned what I want to do to continue to break to try and make that happen as much as I can. So that's me it's been a great module it's been really interactive great speakers and a great tutor so thank you Jane. Thank you Conan. Thank you. HaSan, would you like to speak next and HaSan is actually one of the library school students. So this module is an elective if you're on our LIS program at Citi. So HaSan. Hi education has always been an important factor in my life ever since I learnt to read for me the module facilitated a merger between my love of technology and my passion for educational advancement as a student. It allowed me to rethink the way I worked enriching the process of research for my modules and further readings. And as a professional equipped me with the knowledge to reevaluate how information is disseminated, especially for the main patrons that are a large portion of the users at the library where I work. It reminded me that someone who grew up on technology that I might take for granted how a library catalogue can be used and maybe a better professional by allowing me to consider and adapt my libraries catalogue for use for many digital immigrants. Thank you HaSan. Thank you. That's excellent and really great to have you part of the program. Ahmed, would you like me to speak for you or how are you feeling? Are you? Well, I try. Okay. Go for it. Go for it. Thank you. Yes. Okay. So basically I don't need. I do not need a book to tell me that the education informant is changing. But I need a process to lead me into this exchange. And I found this is this module, chain module, really helping. For example, before studying this module, EDM one to two, I used to spend hours designing learning material and teaching material. I used to write C, which is a copyright. So no other teacher use my material, missing the wisdom of sharing and adding a new idea. I was not alone. I found this lots of teacher actually do not share. I'm talking about open education resources. So we form a group of people, a group of teacher, and we explain the wisdom of sharing the open education resources. And from there, there's no go back now. So we're sharing our materials, we're practicing, we're adding a new idea and so on. So this module really helped me and helped others to come and see the wisdom of sharing and practicing open education resources. Thank you. Thank you. Thank you. Thank you. Thank you. And it's really lovely to have you join me. And, you know, I hope we get time for people to ask you a few questions as well. I can see some lovely comments coming up in the chat as well. I just want to say a little bit about the wider impact of the module. So as mentioned, there's a course blog. Actually, in some ways, the stats on the blog, I don't think really are that particularly enlightening. I mean, the webinars are actually the thing that people go to to have a look at. I'd really like to get more people engaged with the module and share more information about it. But I was really delighted two years ago, just after I'd run the module for the first year, to do a session with Lorna and Chris and Dave White to talk about the impact that the module would have had on them as webinars speakers. And the people that have continued to be involved in it and shared some really valuable reflections about the benefit that is had for them as well. So I kind of want to carry on really on this journey, particularly after hearing from my students. It's just wonderful. I have been doing some research in this area. It was actually started before the pandemic, and I'm really hoping I can pick up and do some more interviews. I did six semi-structured interviews in the summer of 2019, and I actually presented just a couple of weeks before the lockdown at the Inted conference out in Valencia. There is a paper, an open access paper, if you want to read more about the findings from that, using phenomenography and looking at staff motivations to get involved in the module and the sort of challenges as well. I guess there isn't time to go into too much of the findings for this, but these were sort of the key areas I was looking at in the research, what motivated people to be open. It challenges and issues around understanding all the different terminology in the module. For a 15 credit module, there's quite a lot to get your head around. One of the things I wanted people to do was to be able to choose, they didn't have to learn it all. If they're more interested in open practice, that's where they could go and explore. If they're more interested in aspects of digital literacy, that's what they could explore. But I think confidence around digital literacy was something that I was really, really interested in how, and Carmen, you said some really valuable things there about how the module might have helped you specifically around developing your confidence, and I know you've gone on then to support your colleagues. I'm just going to say something briefly about motivations and barriers to openness. I think this idea of building a community of practice was something that came out of my research and just from my experience of being on the module. I really do think that there are some issues with whether senior managers are engaged with openness. A lot of this feels to me like it's a very bottom-up approach that's coming from teachers. That does lead us to what some of the concerns are, concerns about copyright. As Armid was saying, prior to that, he was very much quite protective of his resources, and he's actually created a community of language teachers now who are understanding more about openness and understanding copyright issues. But there are some still concerns out there, and I think there are definitely disciplinary differences. Finally, I guess the role that training and support and a formal accredited module plays is I think it's just one part of the picture of what we offered at Citi prior to the pandemic, but particularly in the last year. Now learning technology team provide a huge amount of support, and I think that their contribution is invaluable. They say the modules are one small part, but also I think peers and colleagues who take modules, who go on different workshops, then can go on and provide this really valuable layer of peer support as well. The peer mentoring that I see after people come on my module, and you can hear, you heard some about that, is really important because I think what people want is they want the support in their own discipline and from their own context, and we're all obviously time poor, so that's a real challenge. So I know that the modules impact is small, but I do feel it's significant and I think it's growing, and I do think that since the pandemic stuff have been more receptive and aware of the need for open practices, but I know there is still huge variation in experience, and I want to go on and find out more about that. But I do think that we have seen a greater incentive. I think what we need to do is work out how we can tackle that with our senior managers and our leaders so that they understand open practice, and that's certainly something I've been thinking about quite a lot at City. So that's it over to you. If anyone has any experiences that you'd like to share at this point, then that would be great, but I just also do want to say a big thank you to everybody who participated in my research and also to my students today coming along, and special thanks also to Chris, who I have listed here as my ever-critical friend. Any time for questions if we've got any? I don't know how we're doing for time. We're doing good. We've got four minutes left and we can get through a lot in four minutes. That was fabulous, and that sense of where you are now as a moment in time, showing us all that's gone to build up to that, the impact it's had, and the thinking about going forward. I love that. I love seeing a snapshot of a journey there. I think it's Teresa saying that lots of language teachers do see the advantages of sharing an understanding. On the shape, it's part of an existential challenge really, and something about continuing to support people to understand the language around open as well. Catherine's saying that the senior management gap is absolutely real, and I absolutely agree with you there, Catherine. It's great to see in this presentation inclusivity and social justice foregrounded as guiding principles. Absolutely. Have we got any questions, folks? A few clapping hands. Chris, who's Chris? Brilliant to be part of this module and being able to participate. You can see the question from Alex, actually, about how we engage senior management buy-in and whether the Edinburgh model is the way to go. I think having a policy is really important as well, and Chris and I have presented on this because in some ways we see what I've done at City and what he's done at Kent has been a bit of a contrast in that he's gone for a policy, and Edinburgh obviously have the open education policy. It's something that would be really challenging and slow to get to happen at City, and so I haven't yet tackled that, but I guess it's my next real challenge to do that. But I don't know if Armed, Colin or Hassan, is there anything you'd like to share just in the last few minutes? Anything? I would just say that I have become completely converted to the extent that I mentioned to Jane. I was asked to write a guest editorial for a professional body newsletter, and I chose to write about digital literacy and the importance of how all management consultants absolutely need to embrace better digital literacy because that is the world is being shaped. So I think I have become sort of evangelised I think on the whole digital journey from having been a complete luddite about a year ago to being right at the forefront, and I think it's just so exciting. I think some of that support that is needed to allow it to have its importance that it merits within the higher education sphere, and I think that was part of the paper that I wrote, it's my final paper for the module, and I think it's something that I will certainly be chiseling away at in the leadership environment that I'm involved in to ensure that we do see how much having that digital ability can help both staff and students, and then overall obviously your institution and higher education at large. Yeah, brilliant. Thank you, Karen, and the comments are still coming in around, you know, around what's next and getting this sort of work really embedded. Louise is asking any top tips about who to approach to create similar courses within institutions? Well, I think I'm fortunate in that I'm part of the educational development team, so I'm one of the academics that teaches our module here, and I think what we do need is to get more awareness amongst academic developers about, you know, the openness and digital literacy, and these types of modules I think are relatively rare, so I would be very happy to talk to anyone who wants to have a go at trying to take it forward and run a similar module at their own institution or look at how it could be embedded perhaps into, you know, I teach a module which I've just renamed actually, it's now going to be developing digital education, but I think it can easily fit within existing modules. You know, I've just been fortunate enough to be able to have my own dedicated module for my interest, but I'm very happy to share any of the course, you know, the curriculum design or the module specifications and things like that, so please get in touch with me people. Yeah, brilliant. Thanks, everybody. We're out of time. That was a great start today too. Thanks so much for coming along and sharing your experiences. Thank you. Thanks. Thank you, everybody. Thanks. Thanks for my answer.