 Hello and welcome to the next session and I'd like to introduce an old friend, Virginia Rodis from Uruguay and she's going to talk about emergency openness and agency, the adoption of open educational resources and repositories in overcoming the educational crisis during the COVID pandemic. Over to you Virginia. Thank you very much. It was really nice to see you again. Nice memories from the last time we saw each other in all ways. Well, very happy to be here also in the all year 21 and to share the open show. Today I'm talking about the GoGM Fellow that I'm developing regarding the fellowships that GoGM is, it was the first edition of the GoGM Fellows and I'm going to talk about the preliminary results of the study. Well, let's start. This fellow is aimed at investigating the way teachers adopted all year and also repositories in Uruguay during the pandemic emergency lockdown in Uruguay during the last year. Open educational sources have had a relevant role in overcoming the educational crisis and the previous findings of this study that was my PhD thesis allowed us to identify various strengths in the context of the COVID-19 emergency and accelerated the adoption of all year by K-12 teachers in Uruguay. This fellowship was a method to investigate the agency of teachers of public primary schools in their practices of creating, renews and sharing resources. A study made possible by this GoGM research fellowship is being carried out focusing on how processes were developed within the situation of the stream vulnerability of the educational communities. A qualitative methodology was implemented based on the previous critical conceptual model of the adoption of all year that I made in my PhD thesis that is a critical and Latin American conceptual model. Individual interviews with high school principals and group interviews with teachers, I'm going to show the instruments I applied in the interviews were focused on integration into practice, how much were incorporated in the teaching plans, the integration into teaching practices and how do teachers integrate into teaching, if teachers differentiate between all year and other types of contents and what are the common creation and reducing practices in these times. Next, the other focus is our perceptions and attitudes and mostly related to the perspective on open education have changed and lessons learned and what changes do we need to improve the access on education and continuity and the recommendations that teachers have made and also the personal impacts mostly regarding how did they feel throughout the process and how has it impacted in a personal family level. And the theoretical sample was based in three cases studies, one school in Montevideo and the capital of Uruguay and a second one school in a metropolitan area near the capital and the third one is a school in a province located in the north of the country and the subjects were three school principals of each school and seven teachers related to the case studies. Well, I'm going to share with you some results of the analysis that involved 10 hours of interviews to 280 calls and 1039 quotations and these are the preliminary results. Sorry if you heard, this is the gas that is coming to the sound scenario of Montevideo, perhaps you are hearing some noise. Well, the first result is integration into practice, regarding integration into practice is the ICT appropriation. Mostly face-to-face, the tension between face-to-face and virtuality is the most important aspect that teachers include in this course. In every time they come, they were really, but virtuality was really a driver to the adoption of ICT and they make more focus on what happens before and what happens after. Need was another driver, they talk about time and fear as problems to develop their practices. Regarding open education, collaboration is the most cited item regarding open education practices. They talk about training, coordination and communication mostly with students and between teachers and parents. Creation, use and open of digital resources. I want to highlight that creation was the most important practice that they talk about and also reusing and sharing, but they only mentioned earlier less than creation, reuse and share. This happens because they didn't differentiate between OER and other educational resources and they didn't realize that what they do is doing OER. Most of the work is doing it starting teams, policies are important, also quality and also incentives. Regarding OER formats, we found mostly videos, digital books, learning paths and virtual classroom and games and with less representations or presentation, photography, interactive images and posters. Regarding repositories is very important because the most used repositories were the institutional ones. There are the plancival, portal and library. Other sites are also used and we saw that there are not many information about if they can use the resources that are in the other sites and also the way Duca that is a platform of the Ministry of Education. Practices were mostly storage and search, not sharing in the repositories because sharing is happening in other spaces that I'm going to talk about later. Training and promotion and awareness were a focus of their discourses and also copyrights when policies and incentives and they talked about adoption strategies and organization and infrastructures. Regarding educational technology, CREA, that is the Scoloshi platform that is also by plancival, is provided by plancival to the private and public schools in Uruguay. It's the most cited, it was a huge amount of use of this platform during the COVID-19 and currently it's already in use. PAM, that is in Matific, there are platforms regarding mathematics and Uri Familia, that is a platform for a connection with families. Conference is a big blue bath on technology that is provided to make online classes that is institutionally provided by plancival and also Zoom and less Google Meet and WhatsApp and email. There are many apps that they mentioned that are generally CAHODES 11, so they use many apps that are provided by the free but not really open, but they use the apps that are in the internet, also Google Drive, but they talk about inter-resources for students that do not have a good internet connection. Also regarding integration into practice, continuity of learning is the most important thing for teachers and they talk about the students' digital practices, but the most important thing for teachers was students' retention and in this area access technology was the most important thing because in the beginning of the pandemic there were many problems because in the students' homes there were no availability of access to internet, not always regarding this, for example, laptops because plancival provides one laptop per child, but mostly regarding access to internet, but also participation, meeting peers, keep contact were very important things for teachers, also accessibility and motivation. Regarding curriculum change in the didactic contents, teaching practices have changed, there were a lot of reflective practices going on in education and innovation. In the organizational context, the organization of work and the environment of the center were very important and also the internal relationships and the external context, they talked about school and society relationship and the quality of mind and influence like the policies of the educational system and also the sanitary policies. Regarding the other categories that are perceptions and attitudes, I want to share with you some lesson learners that I think are very interesting because they bring the teacher's voices. Teacher's role is fundamental in the classroom, I do not know if authorities became aware of the amount of resources stated by teachers in these three months, an infinite world of possibilities because a lot to do with our biographies and trajectories as well, at least the fear has been lost, you had to learn and was someone who supported another. Returning to resources to be able to work, to analyze data actively, to be able to reuse them, to redesign them according to the purpose, changing the pedagogical intention to be able to take advantage of them, to find meaning from that place and appropriate it. I think there are a lot of lessons learned that I choose this because they are very, very powerful and regarding representations, I took this one that are in vivo calls but now the technology looks for its place by itself. Now we are prepared for 2021. It was a shared learning, it was a community, quite an experience, it was to continue or leave teaching. They are very, very powerful and personal impacts regarding the personal identity and teaching professional identity. I want to highlight the emotional impact unless the quarantine and uncertainty, tiredness, recognition, need to recognition and personal growth. In relation to teaching professional identity, teacher's subject, mostly relation with technology was a topic, agency, meaning of teaching and professional satisfaction. And regarding teaching career, professional development was very important and also teacher's trajectory. So preliminary findings, there is evidence of new practices of use of year, available in national repositories. They are reusing practices, mostly they involve few adaptations but it's mostly connected with inspiration based on reuse. Sharing practices are separate between peers and on a human scale in the educational institution or between nearby institution. They constructed, they build relationships between each other and they managed to share in creative ways, not only by using repositories. Lack of knowledge of the difference between your year and other educational resources and creation practices in teacher teams. Also leadership role of the school principal is really significant and there is a relevance of the pre-existence of a professional community in which in service training is shared. The role of teachers already trained in educational technology to promote and lead the work of other teachers in the school but also a high instability of this transformation is observed in the evaluation and sorry in the evolution towards their return from face to face education. So I think it's very important just to finish to highlight the importance of the requirement to establish mechanisms of to promote the realization of creation, adaptation and sharing of our year give visibility to the value of these practices and also give sustainability to the learning created by the pandemic. So these are the preliminary findings. I'm not sure if I have them well in time. Thank you very much. I think I'm unmuted now. We've got a few moments for questions. You can see one of the questions there which is how the project is moving beyond 2021 for example. So what next is the question Virginia? What are you doing next with this project? Well I'm going to do a research paper and also to bring back to authorities and also to the participants of the study, the findings and so as to lead I'm also I'm now a day currently I'm UNESCO chair in open education in Uruguay so I think it could be an activity that the UNESCO chair can lead to make authorities know about what has been happening in schools and what teachers learn about that and how can we make a sustainable action to this learning. Okay and I'm going to pick up another question from the from the chain of questions. There's a particular question and it chimes with me. I have got school age children as well and they were sent home and we were okay because we had devices at home for them. How did that impact you know so that what did the learner were learners sent home from school in Venezuela did they have to study at home was was there a digital divide? Yes it was a digital divide Uruguay hasn't made a lot of efforts during the last decades so as to to make the digital divide lower but they are a structural social and economical divide and cultural divide that impact in the in the appropriation of digital technologies and also the the way that students could manage during the with with their learning and their student practices during the pandemic when families can be with the student and die the theme of her during the connection and during the online activities and everything that is involved in learning students can go on but there were many many students that that have been left so yes and and but what I saw in my study that was that teachers made charitable efforts and a huge amount of efforts to connect with these students with those students are they were looking for them in in in the houses in the in in in in places talking with the neighbors to to contact with them or and I think therefore that the the teachers made in this context to to make that no one is left behind is really really really huge. Listen I've been I've been tweeting away in the background and pushing your message out I think the knowledge of primary teachers in Scotland about OER probably is less than the the knowledge you're reflecting that primary teachers in Uruguay have so I quite I quite liberally tweeted that out to annoy some of my Scottish educational policymaker friends so really useful piece of work thank you for a lovely presentation I'll see you shortly in the in the green room where we go after after this session and I just like to thank you very much and I'm sure other people will be applauding on the on the on the on the YouTube stream so thank you so much thank you