 Welcome to this open OER dynamic coalition webinar. This is about the fifth one in a series and this one is very special one because we're looking at capacity building on how to OER. And the this is of course the most important part about the recommendation because it is the principle from going from theory to practice and it is also one which is much more complicated. It's an element which is much more complicated than than it seems at first today we we have with us a very interesting panel. The first speaker will be Dr Wayne McIntosh he's the UNESCO OER chair in New Zealand and he's also a director of the OER foundation. We have developed one of the first and most widely known courses on how to OER with OER foundation and which has served as a model for a number of other resources which are out there. And this will be followed by Dr Jacques Deng of the University of Utreun Numerique France and Dr Deng will be providing an overview of the work of the University of Utreun Numerique and also its collaborations with the larger Francophonie and a focus on resources in French. We will be followed by Dr Daniel Burgos who is the UNESCO OER chair, I'm sorry UNESCO chair in e-learning at the University of Ojas in Madrid. And he is he's we're very fortunate because he will be talking about an initiative in the Mediterranean and also initiative in Spanish, which is also important and finally we will be. We will have an intervention from Dr May Ahmed Shamandi who is the director of the regional, the regional center for ICT, which is a category two in education which is a category two center of UNESCO in Bahrain. And she will be speaking of the work of the center in in in the sub region in the Gulf States and therefore also in what's happening in Arabic. Now as you can see we're looking at the different languages and we're looking at the different perspectives and the reason for this is that it's the while the recommendation talks about the importance of capacity building of course there's also a dimension of multilingualism and accessibility. So we're trying to bring together these elements, just to let you know UNESCO recently did a mapping of existing OER resources on how to OER. And it may seem strange but there are not that many, they weren't, it was very difficult. Because while there are many OER resources, it didn't seem to be that there were a lot of resources on exactly how to make an OER how to license and how to work with OER, which is kind of ironic because that is the first step that is needed for people to progress in this field. And while it is important to put in place policies and strategies, it's really important to know how to actually use an OER. So I think this is the unsung hero, this topic is the unsung hero of the OER field and with that I'll stop talking and I'll give the floor to Dr. McIntosh. Wayne you have the floor. Thank you, Kiora everyone and Zainab, thank you very much. I bring you warm evening greetings from New Zealand in the deep south of the South Island. So, with luck I should be able to start a screen share and get things moving. So just a couple of contributions from our perspective here at the OER Foundation. It's always to start is always to think about why we are here and just to recap, there is no form of educational delivery that is more cost effective, more scalable, or more sustainable than open education. The work that we are collectively doing around the world is important work in terms of widening access to affordable education futures. Just a little bit about context. I work for the OER Foundation, which is an independent charitable organization that provides networking and support to education institutions around the world to achieve their objectives using open education approaches. And the OER Universitas or the OERU for short is one of our flagship initiatives. I should also point out that we support smart philanthropy. We have an initiative called the OERU Outreach Partnership Initiative where institutions in the developing world can join our international innovation partnership for free. And it's smart philanthropy because the organizations in the industrialized part of the world which contribute to membership fees in fact help support this broader network around the world in terms of what we are aiming to do. A little history. History is important. The capacity development course I want to share this evening, in fact, had its origins a decade ago with a little funding support from the UNESCO peer office. We initiated a wiki based course back in the day called Open Content Licensing for Educators, which was one of the first open courses focused on building capacity in OER and the use of Creative Commons licensing. And we've been through multiple iterations with this course to date we've served over 8000 learners, registered learners from more than 100 countries and it's refreshing to see how this original gift from UNESCO continues giving as we move forward. A little about how the OERU works we set out, well, more than a decade ago, and colleagues like Sir John Daniel who was previously the ADG at UNESCO, alerted us to the challenge that we were facing that we had, you know, more than 100 million learners over the next 20 years that needed to who were qualified for places in higher education, but either through lack of funds or lack of provision in their own countries would not have the privilege of a tertiary education. This challenge of course has been exacerbated by the COVID pandemic. You will all be familiar with some of the reports that have come out of UNESCO. We know that at least two thirds of the poorer countries the low and lower middle income countries have are experiencing substantial cuts to the education budgets. And really, and now is the time for OER in terms of us working together in stepping forward in helping to address this crisis. The way that we work as part of a widening access to open education we assemble open online courses based entirely on open educational resources which means learners don't have to purchase expensive textbooks or register accounts in order to participate in university level courses. And learners can engage in participating in these courses and progress through to the point that if they do wish to present themselves for assessment that they can get assessment services towards credible university qualifications. So a little bit about the course we are chatting a bit about tonight or in your morning and your part of the world. We provide free learning and free certification. As I originally referred to open content or open licensing for educators is in fact now incorporated as a fully fledged micro course leader 103 you can see their open education copyright and open licensing in a digital world, which forms part of a larger microcredential learning in a digital age. So we are you courses is is well founded. We were fortunate enough to be conferred the award for excellence in distance education materials by the Commonwealth of learning. So, there are no concerns around the quality of our courses. We provide this free and open course on copyright and open licensing a number of certification options we provide digital badges for participation which are available entirely for free, as well as administering a competency test in open education and in copyright and creative commons licensing, which successful participants can earn a certificate of competency in this field entirely free of charge. What is interesting in terms of the course our entire infrastructure is based on free and open source software. Our course learning materials are published on a course website we use WordPress, rather than a learning management system and that is by design. We want to make it easy for any institution in the world to be able to host and replicate this open course at very low cost without the need to implement a learning management system. We use a best of breed open source software technologies to support student interaction for learners who are engaging in the course. As you can see, we have developed what some are term it, terming a next generation digital learning environment, using this distributed network of communication technologies that are entirely open source, which means that learners do not need to sacrifice the personal data in order to engage in learning through the we are your network. We have another course for educators that may be interested in developing online courses using this open infrastructure called digital skills for collaborative we are development which is another open course, which is available on this open platform to support UNESCO's recommendation, particularly the action area around capacity development. Let me just leave it there. I mean, I think the work that we're doing is an illustration that while many institutions believe in the value of widening access to learning, what is hard to achieve as single institutions becomes achievable working together as a collaborative network. And if time allows later on I would be happy to demonstrate an online version of the course materials but let me leave it there for the moment. Thank you very much Wayne. Our next speaker is Dr. Deng and he's going to make a link. I think in part of his presentation to some of the work that's been the links that have been done between New Zealand and the Francophonie. And with that I am a Professor Deng's presentation is in French I think so you might want to put on your might want to go to the interpretation which is the globe if you need to have it interpretation and pick English if you would like to hear it in English. Thank you very much. Bonjour à tous et à tous. Merci votre accueil. Je suis Jacques Deng et je représente l'université numérique de France qui fédère plusieurs universités numériques disciplinaires et je vais revenir sur ces différents points dans ma présentation. Donc je vais présenter rapidement ce que nous sommes les universités numériques, comment nous contribuons à l'utilisation des ressources éducatives libres dans l'enseignement supérieur en France et pour arriver aux actions que nous menons en collaboration et en partenariat avec UNESCO, il est différents acteurs de l'enseignement supérieur en Afrique francophone subsaharienne. L'université numérique de France c'est plusieurs universités numériques en économie gestion, dans le domaine des technologies, de la santé et du sport, des sciences de l'ingénieur, des humanités et du développement durable. Chacune de ces universités thématiques est représentée par un comité scientifique qui valide les ressources qui sont développées par les enseignants et les auteurs. Nous travaillons pour le ministère d'enseignement supérieur de la recherche d'innovation française qui définit nos objectifs et notre stratégie. Nous alignons les ressources qui sont produites avec les maquettes des différents diplômes et nous développons la représentation de l'enseignement supérieur français dans les instances internationales au service de la coopération et du développement dans les différents pays. Et nous combinons l'expertise des différents champs disciplinaires de ces différentes universités numériques avec des actions transversales, suivant les veilles, la sensibilisation et tout ce qui est les compétences transversales. Enfin, nous agissons pour disséminer les résultats, la connaissance, la compréhension des ressources éducatives libres au sein des établissements et au sein des nos partenaires dans la coopération internationale. Nos actions s'articulent autour de plusieurs domaines prioritaires. La transition entre l'enseignement secondaire et l'enseignement supérieur avec la rupture qu'elle représente dans les modes d'apprentissage et dans le mode d'investissement de l'apprenant. La réussite en licence ensuite. Les trois premières années de licence qui sont indichies en termes d'imitation de l'échec. J'éloquais déjà le développement des compétences transversales et bien sûr nous nous appuyons sous une vraie technologie pour utiliser des différentes technologies émergentes. Enfin, nous mettons en œuvre l'ensemble de nos capacités, de nos ressources pour améliorer l'inclusion numérique en France et aussi dans les différents pays membres de la Francoconie. Voilà un petit peu le panorama des ressources que nous avons qui servent aux apprenants pour apprendre, se former, préparer les examens. Et on peut avoir donc des ressources vidéo, des MOOCs. Et toutes ces ressources sont accessibles au travers d'un portail national avec je le disais des ressources validées par un comité scientifique, validées par des ingénieurs pédagogiques, indexés par des standards l'homme qui vont évoluer vers MLR et qui sont moissonnés par un standard qui permet la collecte par l'ensemble des acteurs et des apprenants. Nous nous appuyons sur ces développements technologiques pour migrer ensuite vers des plateformes moodles nationales et coordonner les échanges entre ces différentes plateformes pour diffuser le plus largement possible les ressources dans nos différents pays partenaires. Au-delà des ressources, nous avons également des diplômes communs que nous mettons en oeuvre, un des exemples en termes d'inclusion et le projet SONAP qui est commun aujourd'hui à une dizaine de regroupements d'universités qui représente un diplôme 100% ligne à partir de ces ressources éducatives libres et qui utilise à rapprocher de l'enseignement supérieur les apprenants qui malheureusement ont été amenés à renoncer à la poursuite de leurs études pour différentes difficultés. Donc ce sont des personnes qui peuvent être empêchées qui sont à leur maison pour des raisons par exemple médicales qui sont dans des lieux où les universités ne sont pas présentes mais où les collectivités ont mis en oeuvre un campus connecté d'un tiers lieux. Et cela peut s'appliquer également à des personnes qui sont en détention et qui veulent préparer leur reconversion pour la sortie de cet environnement. Alors aujourd'hui nous travaillons beaucoup avec nos partenaires à collèges, amis de l'ICDE, de l'UNESCO, des universités virtuelles des pays africains au service de la mise en oeuvre de la reconversion d'UNESCO sur les ressources éducatives libres. Et dans ce cadre-là nous avons créé un groupe de travail francophone qui a été lancé par le ministère français, ICDE, notre université numérique bien sûr, et différents partenaires d'Afrique Sud-Saharienne sur lesquels je reviendrai. Donc le groupe a été lancé formellement en mars 2020, alluré de la pandémie et nous avons pu développer nos activités depuis cette date. Pour les membres donc que j'en ai cité, je serai notamment dans l'UNESCO, la Commission nationale française pour l'UNESCO, l'Organisation Intensiale de la Francophonie, ICDE. Avec ICDE le partenariat a été étroit dans la mesure où ICDE disent d'abord une population anglophone, des apprenants anglophones, et nous leur apportons un regard, une capacité à neutraliser avec les pays et les acteurs du monde francophone. Nous avons, sommes déjà en contact avec les partenaires, que nous voulons faire participer à ce groupe de travail, les universités virtuelles des différents pays d'Afrique. Aujourd'hui le Sénégal, le Malais, le Congo, demain d'autres pays, et également des ministères dans ces différents pays, parce que l'articulation entre les ministères et les universités est cruciale pour faire adopter des politiques et des stratégies nationales qui soient cohérentes. Et également, il faut le dire, des universités physiques et des partenaires du secteur de l'Afrique. Donc nous soutenons des initiatives qui existent d'ores et déjà, comme l'initiative du bureau Dakar de l'UNESCO pour soutenir les pays du Sahel, au Burkina Faso, au Mali, au Niger, au Sénégal. Nous avons contribué des ressources pour la plateforme de la continuité pédagogique dans les pays du Congo et nous déployons des ressources en partenariat avec les universités et les universités virtuelles. La dernière handade étant, par exemple, l'Université chèquante adiope de Dakar. Enfin, nous collaborons avec ICDE sur une enquête qui réalise, qui a une couverture, vous le voyez sur cette carte, essentiellement de pays anglophones. Et c'est donc là que se trouve la synergie avec ICDE, puisque nous allons apporter des beaux-coups de pays en gris en Afrique, francophones, au sud du Sahar. Donc avec Wayne McIntosh de Ouillard-Uniersitas, nous avons participé à l'adaptation de ce cours qui donne accès à un test artificiel de compétence sur le copyright et les licencieurs, le cours NIDA Centra. Donc c'est un cours qui a été développé par Ouillard-Uniersitas et l'Université d'Otago. Et donc, l'action de mise à disposition de l'environnement français a été coordonnée par ICDE, Ouillard-Uniersitas. La traduction remarquée a le fait par l'Université d'Otago et je les en remercie très chaleureusement. Et nous avons participé à la revue technique et à la validation pour l'environnement francophone avec notamment la nécessité de bien adapter ce qui relève la propriété intellectuelle du copyright dans un monde aussi bien de droit anglo-saxon que de droit civil. Et avec cet outil, nous souhaitons contribuer à le renforcement des capacités dans les pays d'Afrique francophone, notamment au travers de l'action de sensibilisation auprès des acteurs. Et c'est une démarche que nous souhaitons pouvoir mettre à l'expulsion d'autres communautés linguistiques et notamment en Afrique, la communauté l'isophanique. Donc le 9 juin prochain, nous organisons un premier auteuil francophone en mode virtuel. Il s'inscrit dans la continuité d'un forum ministériel qui est organisé par le bureau d'une escoua d'Acair de l'Asile et qui est avec laquelle, dans le cadre duquel, les ministres donneront une impulsion forte et nous serons chargés, dans le cadre de cet atelier, avec des représentants de ministériens censés en supérieur de développer des plans d'action pour la mise en œuvre opérationnelle de l'usage de ces ressources et d'études. D'autres ateliers suivront dans l'année, donc notamment à Nord dans la conférence à OpenIQ Global, à OpenIQ Berlin, et nous souhaitons vis-à-vis une réunion face-à-face lors d'une grande conférence en Afrique en 2022. Voilà, je vous remercie de votre attention et je suis disponible pour répondre à toutes vos questions, vos sollicitations et je vous remercie de votre attention. Merci beaucoup Jacques pour cette intervention et pour montrer aussi le lien entre ce qui se passe au Nouvelle-Zélande et dans le monde francophone qui est quand même très impressionnant et le travail important qui est mis en place par le monde francophone pour soutenir le renforcement de capacités dans ce domaine très important. Avec ceci je donne la parole à Dr Daniel Burgos, qui est le chair e-learning à l'Université Internationale de Roja en Espagne et aussi le chair e-learning en Espagne. Daniel, I think your presentation is in English, is that correct? Hello, Senep, thank you so much for the invitation. Senep was commenting and thank you for being here, all of you, for this gathering together. I'm working as a Nesco chair on e-learning and this means that we are very much focused into open educational resources and the practical implementation of this OER. In this case I will talk about e-games, online educational games into formal education. So if you want to know a little more about what I do, what we do on this topic you can go to our website called transgeniclearning.com, you have the link there and you can go and see a little more. It's not completely updated, sorry for that, but they promise to do it by the summer break. So transgeniclearning.com. If you remember, we talk about open education and OER, there are a number of ways to approach this, a number of frameworks. So the first framework is talking about the nine pillars of open education that involves not just content but other things like technology access licenses and other things. Other people like from the European Commission, the JRC, the Joint Research Centre, works with the ten dimensions of open education. So the point to me is that there are many things, OER is not just about content, it's about a number of things that we all know. And all of them are very much connected, not just to education, which is one of the main SDGs, at least for me, but also education connected to the other SDGs like trans-connection. Education is basically the backbone for many others, like for instance, work with health or zero hunger or a number of them. Education is the actual backbone through all these SDGs, at least in my opinion. So when we talk about all these, my point is that we take education, we take open education, and we try to make it something applied, something practical, implementable. For instance, through this, this is digital inclusion, in fact, digital inclusion is social inclusion, because if you are not digitally connected these days, it's like that you are out of this world. Digital inclusion means a lot. So in this case, Medici is a project called mainly for practitioners focused on digital inclusion, aka social inclusion through digital means, okay. If you go to digital inclusion, in fact, I will show you here the website here, which you can find actually because my presentation will be very practical. I can show you what you can find is a number of instruments and tools to find good practices focused on digital inclusion and open educational resources across Europe. So you can find through this sort of Google map, a site, a number of good practices in the city is on the summary of these practices with direct access to the site in case you want, okay. It's a very practical project relating open education, open access, open technology, and in this case, digital inclusion. We also have other type of cases, for instance, Kiron, maybe you know Kiron, they were with refugees mainly from Syria and Lebanon into Europe so they can actually follow their studies from their countries of origin into Europe with direct recognition linked to French mainly and German universities and all of them through open educational resources. We have also Khan Academy, which is very known, but it's very much used for school teachers to integrate open educational resources into the formal education, which is the main topic of this presentation. And of course we have Fada, which is a repository in open with open educational resources in Arabic, mainly used in Middle East, a university like in Palestine, for instance, or in Jordan, and we also have for sure I wanted to put here. Yes, I mentioned to my colleague Wayne McIntons, hello Wayne, how are you doing? Thanks for your presentation about the Open Educational Resource University, which is largely known in a very practical way and project to integrate open educational resources into the formal education for everyone. So there are a number of cases studies that we can use. For instance, in this case, how to integrate OER into formal education. OpenED, Unir.net, is a repository, a hub of courses designed and produced by European projects. So you can go to Keystone, Inspiring Science, Open Med, and out of them you can retrieve all these courses and enroll for free. You can find it here. This is OpenED and you have courses in English and in Greek and in Arabic and in French and Spanish, of course, and you can go in there register for free and use them as sort of a MOOC. We have around 3000 students right now enrolled. In addition to OpenMed, what we can find is for instance this, the Open Policy. Unir, my university, Universidad Internacional de la Rioja, in Spain is the largest university, online university in Spanish in the world, and we develop an Open Policy in Spanish and English to be carried out and implemented by our professors at the institution. You can go to this policy here also, and you can find all the definitions, introduction, background priorities that we have settled in our university. Also, thanks to the contribution of many people, because in fact this was really supported, not just internally, but also externally by, and this is the internal, all the directors by directors, departments, and everything. So, and the final thing, how to integrate these resources into formal, and in this case, working with games, there are two projects called Open Game and Compete, Compete Project that work with online educational resources, online educational games as resources into formal education. You have the links there, and I can show you briefly. The first one is called Compete, focused on entrepreneurship competencies. Okay, so you can work mainly with stress with students that work later in the market. And there is a game to follow there and to integrate into the formal syllabus of business schools mainly. This one is called Open Game, which work with competencies for university professors that work with open educational resources. One of the things that we do with Open Game that you can go there and check what we do is a game, and in fact there is a game here that you can play and find through the game a number of resources that you can use into your lessons, into your formal education, and then also work for achieving these competencies for the. Okay, I think we have to move to the next presentation because there seems to be a problem with the connection. Dr. May, would you be ready to take the floor. Yes, Missy. Please. Thank you. Thank you very much. We will just move on to the next one and we'll take Daniel back if he's able to reconnect. We're very fortunate today to have the participation of Dr. May Shimandi, she is the director acting of the regional center for ICT it's a category two center Venus go and it's it's in Bahrain talk to me you have the phone. I'd like to share with you today the kingdom of Bahrain experience and open educational resources. I think it's about that open education resources are one of the most important means that facilitate access to knowledge and create opportunities for learning and education in cooperative and sharing manner. They opened the doors widely for creativity and innovation. The Ministry of Education vision is to develop a strong and creative education system. In order to achieve this, the Kingdom of Bahrain government intended to improve the quality of student learning outcomes and empower them digitally by developing teacher performance and increasing community awareness of open educational resources. So, Kingdom of Bahrain contributed in writing the second chapters, second chapter of the UNESCO book, based on Bahrain experience and open educational resources and that was in 2016. Earlier before that, we started with the support of UNESCO with regional workshops, which was held in Bahrain in November, I think, yeah, November 2011. So we started the journey early hand by hand with the UNESCO. And also, we can go to the challenges versus initiatives accessibility. The Kingdom of Bahrain offered several education services. Digital library portal, which was, which is a word winning of the Islamic educational scientific and culture organization as a Cisco for open educational resources first edition, and it was in 2018. This portal offered free educational resources through providing learning units that have been produced by educators and learners, not only the educators, educators and learners, which followed certain policies and procedures. And also, we have the Ministry of Education website, and it is valid and all the Bahraini and non Bahraini students have access to free public education services, including being provided with textbooks, teaching aids, and learning units. And all these resources are annually updated. If we will talk about the quality guidelines for digital educational content production standards have been issued. More than 5,500 educators and learners were trained on standards of for digital educational production, which enabled and assisted educators and learners to assure quality of their content production, and to ensure that their learning units meet their educational goals. Also, many workshops and meetings were held for teachers to obtain and improve their skills, knowledge and tools needed to successfully produce their project and achieve their goals in sharing with others. Workshops were held to raise the awareness of open education resources and the importance of sharing content. These workshops targeted multiple stakeholders in the Ministry of Education. Also, workshops were held and attended in cooperation with UNESCO. As I mentioned before, materials on OER were posted on portals and social media to help disseminating the concept and culture of OER. Regional meetings were organized to promote the knowledge of open educational resources. Fourthly, license and rights. More than 8,000 educators and learners were trained on how to use creative comments trained the trainer. Materials on creative comments also were posted on portals and social media to spread the awareness of creative comments concept and rights. Now we reach our most important part, ongoing plans. Improve current capacity building programs. As I mentioned that we started with regional workshops with the support of UNESCO from 2011 and starting from 2015, we had our own workshops. It was held to raise the awareness of OER for teachers and students. And in March, 2021, a newly customized workshop was held targeting more than 40 education technology specialists. So we changed the target. And now we started already and we are working on developing this training program to implement OER in practice, to move from the theory to practice. We are working on it hardly. I hope it will be done within the next few months. Secondly, establish partnership with higher education bodies to popularize open educational resources. By coordination to hold a meeting with higher education institutions to introduce the framework for the use of open educational resources. And then from working groups with countries in the region of separate the knowledge of open educational resources. That was based on the recommendation of the Arab ministers of education meeting held in November 2019 in the kingdom of Bahrain, which focused on disseminating OER, according to the approved standards in the Arab countries through encouraging Arabic digital content production and provided on open platforms for all. Benefiting from RCICT. So according to that RCICT in cooperation with Alexo arranged a meeting with around 14 Arab countries members in which they exchange knowledge of OER and build five different working groups. These groups are policy and planning team, standards team, capacity building and development team, open educational resources platform development team, and finally partnership enhancement team. And that was really a big job and we are going and working on it right now. Then arrange meetings with with with webinars, arrange meetings and webinars to exchange knowledge and experience on creative comments. And it's right coordination to hold meetings and workshops on protecting intellectual property rights and creative commons license. So, a webinar will be held by end of May. Further develop the existing digital library portal, which is an open education resources portal as mentioned previously. In conclusion, allow me please to extend to UNESCO stakeholders, this fruitful meeting, and I would like to particularly thank Miss Zeynab and Miss Eleni for all the effort and support provided from their side and their constructive communication. Thank you. Thank you very much, Dr. May. Thank you very much for sharing the important work being done by the ICICT in Bahrain. I would like to just see with Daniel, Daniel, Professor Burgos if you'd like to just take the floor again he got frozen in the end but now he's defrosted. Sorry for that. Thank you so much Zeynab. I was frozen I don't know how but anyway, I can just catch up with our last message I don't know exactly where I was frozen. But we can do we can do something on that so I will share the screen now if that's okay with you. Okay, I was commenting my presentation was focused on how to integrate OER into formal education and one of the things is about games. So this thing that you are seeing right now is the home page of the open game project, the open game project is a project focused on building competencies with university professors that work with open education resources and want to work with this OER into formal education. Okay, so through the development of a game, a serious game, we get that so this is the website that you can go anytime there. And this is the game itself, you can find the game very easily and the game is a very simple one cartoon style one, where you can go through a number of modules scoring display in this case, classes and laboratories classroom, you can find how the things are there for instance this is the auditorium, and you can find a couple of people where suddenly you need to find a number of clues to follow and to find information okay. And finally, get access to a number of resources and content and a number of analytics about what you have done. The point is that through this game that is open is not still released but it will be in one month or so. Through this game, you can find a number of resources to build competencies for university professors and this is a way to integrate games as an OER into formal education. There is another game here in Compete, a Compete project that also creates a game to manage stress into academic managers. And this is again an open educational resource that will be delivered into formal programs, university programs maybe mainly into business schools to manage this stress for academic managers. And finally, if I can just to leave my data just in case you want any information further about how this OER focused on online educational games can be integrated into formal, formal academic programs. Thank you so much and my apologies again for the technical glitch. Thank you so much, Daniel and thank you to all the panelists I think we've had a tour of the world and the languages to some degree and we've been very fortunate we've seen that in fact there are courses on licensing and developing and using reusing OER and there is also a link made in many contexts to open education which takes into account the openness of many different aspects of the educational process. And of course there is the links to ensuring that there is advocacy to different stakeholders to understand better the value of OER to the educational sphere especially in today's current context in which as Dr. Berger's pointed out digital inclusion is social inclusion. We have a number of questions and we'll just go through them we have some time we might go over by three minutes or so, but we'll go quickly through the questions. The first question, it was to Dr. Wayne McIntosh, OER Foundation, is the course still available the OERU course, Wayne? Oh yes, the course is openly available for free registration, any person in the world can join at any time to participate and we're happy to speak with any organizations that want to extend capacity development. It's a free gift that we're sharing with the world and our mission is to help people learn how to do OER, so yes, it is totally available. Wayne perhaps you'd like to put the link into the chat and into the question and answer so people can go if they want to find out more. Sure, I'm happy to do that, I'll do it right away. The next question was an exchange between Djibouti and UVN, I think it was resolved. It was, and so if it's okay, we'll skip over it. The next one is also from Djibouti, read it out loud for the interpreters. Can I just go through the panelists, maybe start with Jacques? Merci Zenette, je crois qu'il y a plusieurs éléments, il faut effectivement voir une partie d'infrastructure technologique et de soutien des autorités et le cadre juridique qu'on a évoqué avec le cours Lila 103. Ensuite, le plus important, c'est effectivement de convaincre les chaque enseignant, on peut avoir des approches larges, les approches individualisées. Dans mon institution d'origine, c'est vrai que nous avions pris l'habitude de traiter chaque enseignant comme un auteur, un artiste et de se mettre en place et de voir ses préoccupations pour pouvoir intégrer l'usage et ressources du tête libre dans son cursus, sur son activité, dans son programme d'enseignement et de recherche. Donc c'est important de prendre en compte les besoins des auteurs, des enseignants, tout en ayant un cadre juridique, technologique, économique qui facilite plutôt qu'ils n'y nibbent leur volonté de créer des ressources. Thank you, Jacques. Let's move on to the next. Daniel, would you like to add? Yes, sorry, I think that the translation was messing up with the audio. I think that the fight here is about the right balance between the licenses. In addition to what Jaco just saying which is right right away and I think it's very, very right on that. I think that the actual fight is how to integrate all the different types of licenses. So the OER can be actually integrated with the proprietary resources and they do find a sustainability model. They are just to survive everyone. So the point to me is that there is no choice. It's not just a binary build where you can select to either or you can go to one corner or the other. We need to find a common agreement and this is the actual key for a real implementation in my any addition to the others. Okay. But to me, the license is the actual key to open the box. Thank you. Okay, thank you. The next, the next question is seems to be to Wayne McIntosh from Paul West. You're both coal alumni so at Wayne McIntosh could UNESCO at UNESCO help to connect with possible sponsors for such micro skills courses I think you're referring to the legal courses. Aim IMHO should be to support the most essential SDGs to help elevate alleviate poverty. Wayne, go ahead. It's aimed at you. It's, yeah, it's, it's a challenging question and I think it's a challenge that we need to start tackling. My own sense around this is, if you all work openly and transparently together, we've got a better chance at finding solutions to these challenges, and certainly from outside that there we are foundation. We have an open willingness to collaborate with anyone that wants to address these challenges using open solutions so my short response is yes let's keep the ways to make open education futures happen. Thank you. The next question is from Haiti. Ministry of Education and Haiti would like to be part of this initiative that would be wonderful. And if you like, Mr Nazis I will put you in touch with some resources in French and get back to you very shortly. Fauzi, who's the UNESCO OVR chair in Lebanon, asks, how about the OVR commons website? Are you sharing your resources on the Bahrain hub? And Dr May, how can we collaborate between what we are doing in Lebanon and the work happening in Bahrain? Dr May, the floor is yours. And so is the question. Actually, we need to take a more over-wide idea about what's going on in Lebanon, but what we are having, we don't have a Bahrain hub, we have a digital library portal. And this portal, it has the, you know, the products of it, all by the educators and learners. So it is educational portal, actually. But also in RCICT, we are working on a portal, but it is a specialist portal in education in technology, information technology. It will be considered of the researchers in this field and it will be all open access. Now we are working on it. I think it will be available or valid by 2022. Okay. Thank you very much. But I can leave my email and our colleague from Lebanon can contact me and we can see what we can do further after this meeting together. Okay. You can send him a message through the chat or I can. I'll keep my email in the chat and my contact number so he can contact me. Okay. So we have one last question. It's from our colleague. Does OER also provide support for connectivity expansion? I'm not sure exactly if I understand what's meant by the question. Does anybody want to address the question? Wayne, do you have any inputs? Like yourself, I'm not entirely sure what is intended by the question, but clearly one of the biggest challenges in many parts of the developing world is affordable and reliable access to internet connectivity. And this is a challenge we are facing in many parts of the world, but increasingly there are alternatives for more affordable access using mobile connections and the like. And there are interesting developments in being able to provide technological solutions for downloading local websites that individuals will be able to access using wireless without incurring data charges. But I'm not sure if that's the question related to the affordability and costs of internet connectivity, but it's a complex challenge but again, working together we can move forward in finding solutions. Daniel, would you like to add anything? Yes, just a couple of things in addition to what Wayne just commented. When we talk about the developing world, which is very true, please don't forget the rural areas of the developed world. Okay, so we have in Europe and many places where connectivity is still an issue. So it's a worldwide issue. It's a challenge for everyone. Some places have a very good connectivity and some places haven't. And many of these places are inside the large developed countries. So rural connectivity is really a challenge. And one solution for that is my second comment is that we need to work on some models that don't require connectivity all the time. So you can have to work with asynchronous models. You can call it online merge offline learning context. So at the end, and you get connected whenever you come, but you don't have to be 24 seven, because this is not possible for so many people in developing countries and also in rural areas with low connectivity regions in developed countries. Thank you. Thank you very much Jack. All right, thank you we are four minutes over time would like to thank everyone for all of your inputs for your time and thank you to the panelists for their presentations. I think in conclusion we can see that in fact how to we are is much more complicated than it seems but it is a very important issue that has many different facets that really need to be continually developed and part of the discussion. With that would like to conclude this webinar and we'd like to thank you again for coming and we look forward to seeing the next webinar which will be held in June will announce the dates a little bit later through the through the through our updates which are sent by and I have put into the chat the link for you to register for more updates on the only our dynamic coalition and the different webinars and activities. And the next one will be on issues related to policy so thank you very much to everybody. And I'm wishing you a very wonderful day or evening or whatever time it is where you are, and I'll push it. Thank you.