 Vanessa's Community College here in Haverhill, Massachusetts, where we got a foot and a half of snow over the past few days, which was a little shocking. I'm also serving as the co-president of CCCOER with Lisa Young from Scottsdale Community College. Lisa couldn't make it to the webinar today, but so we're so glad you could make it to join us for the Open Ed and OE Global Recap and Reflections. In case you weren't able to attend the two national OER conferences this past fall in Phoenix and Milan, and we're just following them on Twitter, wishing you were there, we thought it would be nice to provide you with an overview of the conferences and to give you a chance to hear some of the highlights and ask questions. So... Oops. Here is our agenda. I'm going to introduce our speakers. Oops. Sorry about that. I am going to introduce our speakers, have a quick overview of CCCOER, get right into the presentations, and then have some time for questions and answers and make a few announcements at the end of the hour. So during the webinar, it's best to mute your audio. Please feel free to type questions or comments into the chat. Una and Liz will be monitoring the chat throughout the hour. So let's see. So it's my pleasure to introduce Marilyn Billings. Marilyn, would you like to unmute yourself, say hello in a little bit about what you do at UMass? Hi, everyone. Yes, I head up the Scholar Communication Office here at UMass Amherst. I've actually been working for several years now with Sue on a number of different open education projects. So very excited to be here to talk with you today. Thank you, Marilyn. Una. Oh, thank you. So we all know Una, but... All right. So I'm going to be the director of CCCOER at the Open Ed Consortium, but we'll be talking to you a little bit about some new naming that has just been announced shortly. So thanks, Sue. All right. Thank you, Una. And Brittany. Brittany Dudek from Colorado. Hi, everyone. I'm Brittany Dudek. I'm the library coordinator at Colorado Community Colleges Online. I head up our library and our OER efforts here at the system office, and I'll be giving you a super brief recap of the presentation I gave at Open Ed. All right. Thank you, Brittany. James Galapagroskog. Yeah, hey, everybody. James here from College of the Canyons in Southern California. I have the distinct pleasure of working with a really excellent team of folks here at the College of the Canyons to develop Open Textbooks and Z-Degrees. We are currently offering our students six pathways built around OER. And we've got a little publishing house here pumping out Open Textbooks. And to a large extent, our efforts are fueled by brilliant young people and student workers. So I'll be talking a little bit later about the great presence of students at both the conferences. Wow. Thank you, James. And Terry Green. Terry might not be on the call yet. So Jen Claudini from Portland Community College. Yeah, hello, everybody. My name is Jen Claudini. I'm a faculty librarian at Portland Community College. I'll be giving you the very brief recap of a presentation I gave at Open Ed this year about a professional development experience we developed for our faculty looking at opportunities to increase the cultural responsiveness of curricular materials and accessibility using open resources and practices. All right. Thank you, Jen. So as you can see, all of our speakers are both local and national leaders. And they all make amazing... Amazing contributors to the open education community. So a little bit about CCCOER. If you're new to CCCOER, the organization has been around for about 13 years now. Is that correct, Luna? I think so. Twelve. Twelve. Okay. And CCCOER is a community of practice dedicated to promoting the adoption and development of open educational resources to enhance teaching and learning. We were founded to support the community college mission of open access through creating awareness and development of openly licensed low-cost materials to make college more affordable and accessible for students by removing the financial barriers to them. So here's a map of our membership. We have 90 members now, which is amazing from 34 states. And we have actually... We have 15 statewide memberships, and we've welcomed lots of new members this year. All right. So I would like to hand it over now to Luna Daley, who will start off with a recap of both of the conferences, the OpenEd and the OpenEd Global. All right. Thank you, Sue. So it's been really just an amazing month. It's hard to believe, but we've had the two biggest conferences, OpenEd conferences, really within just the last month. Of course, we had OpenEd 2019, just around Halloween, and then kind of bookended with OE Global around Thanksgiving. So, and both conferences have just really been amazing in terms of the breadth of work that's being done, involvement with students, et cetera. So, Sue, if you could click to the next slide, that would be great. So, you know, you may know these numbers, but there were over 850 people at the OpenEd conference in Phoenix, over 400. So nearly half of them were newcomers, which shows that this is OpenEd is really no longer a movement. It's really an established practice now at many of our colleges and universities. I think for many of us seeing students not only be just a keynote at this conference, but there was multiple panels and presentations that were actually run by students by the student purgs was really impressive. And hearing their stories, I think, was, it was just very re-energizing for those of us who've been working on this for so long and to hear how Open Education has helped these students, but these students are amazing in and of themselves and the initiative that they've taken, but Open Education is providing them with so many new opportunities. So in addition to, of course, that amazing conference, there was something that, you know, I think there was the announcement by David Wiley on the very first day of the conference that to some extent played a big role in the conference and contributed to a lot of conversations during the conference and since then. And he has decided to step down as the organizer after 16 years and put and really invite the community to look at next steps and to come up with a plan for Open Ed 2020 and beyond. So there's been a number of people who've been leading this effort to get things going because it's really a very short period of time between now and the fall of 2020 when the next conference would be taking place. So there was emails that went out last week on most of the major Open Ed email listservs and if you didn't receive one, please let us know. We'd be happy to send that to you. It was a letter inviting folks to participate in the planning for Open Ed 2020. And I've put the tiny URLs here on the, sorry, on the slide. And if somebody could put those tiny URLs in the chat window, that would be really helpful. And so the first one is a call for interest and how you can help with that planning. And then the second URL is actually just the publishing of who has already volunteered. The deadline for sharing your interest is December 15th. So you've got a few more days, but please do contribute your interest level to that if you would like to see the conference continue. And there was a survey done during the conference and a slightly beyond that, which indicated there was a really strong desire by the community to have this continue. So, but it won't happen without all of our efforts. Next slide, please Sue. In addition at the Open Ed conference, the day before there was a number of projects that took advantage of having everyone come together and had these amazing pre-conference workshops and Libra Text and the open active pathways out of Arizona had a pre-conference workshop as well. CCCOER was able to participate. We launched a regional leadership in open education at Glendale Community College, where we shared lunch and snacks with the OER IZONA conference, which was taking place at the same place. So that was really fun. And I know Lumen also had a workshop day as well for people who were new to that. And I just wanted to give you a very brief overview of the regional leaders in open education, which is a new effort for CCCOER to really work with state and regional leaders around open education, informing them, keeping them up to speed on what is happening around the country. And so there were four work groups that were established. One is around policy and strategy. And that is really the one where we feel that statewide leaders are often reaching out for information from other statewide leaders on what's happening from a policy perspective. And we were very happy to have Nicole Allen from Spark come and speak to us about some of the work they've been doing in this space. And we'll continue to collaborate with them. The other three areas were the professionalism of the open educator, which is really a recognition that open education is not just a movement anymore. It's really becoming an established practice. Stewardship of open content and data was the third one. And finally, sustainability. And so we have some amazing folks who are leading this process. And if you haven't been involved and would like to get involved, please contact us. And our contact information is available at the end of these slides. We're welcoming everyone who would like to participate in this process with us. And we'll be working on this over the next year to see what direction we want to take this in. Sue, next slide, please. So the other amazing conference was the one in Milan. And that was the open education global. It is the international conference that occurs once a year and is sponsored by the open ed consortium. And there was over 250 attendees there. Half of those were newcomers as well. So a similar trend to open education, although obviously people from over 40 countries were attending. It was an extremely interactive conference. Lunch was standing up and standing up at the round top tables and engaging with all these amazing people from around the world. There was very few straight presentations. Most of them were around one hour action labs, world cafes, lightning rounds, et cetera. And there was a very big focus on social justice and what that might mean around the world, not specifically in the United States or the North American context. There was also a focus on educational technology. MOOCs are a much bigger deal around the world than they are in the U.S. these days. And so various aspects of ed tech. And the two really big announcements at that conference going forward is that the next conference will be in Taipei, Taiwan. It'll be the week before Thanksgiving for those of you who are U.S.-based. There'll be a Chinese language tract because there will be a lot of folks coming in from Taiwan and other parts of China. So we're really excited about that. And the Open Education Consortium has decided to rebrand itself as OE Global. So the conference name and our organization will be using the same branding. So we're excited about that. And you can see some of the great folks here and some of the scenery from the event in Milan. All right, next one, please, Sue. I think I've used up my five minutes. The conference opened with a student panel, which was led by our conference coordinator, Paola Cortini. And the three students were from colleges and universities in Italy, Germany, and the U.S. And on the far left is Trudi Radke from College of the Canyons in California. We were really pleased that she could join us. And the students were really inspirational. They were talking about how they were organizing other students, how they were involving faculty in their own advocacy efforts and just really an impressive group of students. All right, next slide, please. And finally, I wanted to mention the OE Awards of Excellence. So the Open Ed Consortium, now OE Global, does these awards of excellence every year. And there were so over 17 individual, I'm sorry, project awards. And there was about five or six individual awards that were given at this conference. They're awarded throughout the year, but I think you see a few people here that you might recognize. So we had James Clapper Gross-Clag was receiving two awards actually. And we have the Open Geography Award that went to Adam Dastrop at Salt Lake City. We had Dave Dillon receiving one for his blueprint textbook, Data's from San Diego from Grossmont College. We had Terry Green up at Ecampus, Ontario, now at Fleming College for the Patch, I think it's the Patch Books faculty book. We had Oasis Geneseo receiving that. That was Billy Jones. And finally, we had the FET, the FET simulations out of Colorado, University of Colorado Boulder, also received Open Ed Awards of Excellence. Many more people did too. I thought you might actually know these folks though. So I wanted to share that. And I think, is that my last slide? Yes. So thank you, everyone. And we'll have a little discussion at the end if people want to talk a little bit more about those, about the conference and what happened at all of those. So thank you, Sue. Thank you, Una. And I think we were all looking for ways to increase our travel budgets for next year. Congratulations to all of the award winners. That's awesome. So now I'd like to turn it over to Jen Claudini. And she's going to share a recap of her presentation from the Open Ed Conference. Yes. Hello, everybody. I'm happy to give you the whirlwind here. My name is Jen Claudini. I am a faculty librarian at Portland Community College in Oregon. This is a large multi-campus urban community college with a diverse student body. I've been coordinating our more official institutional OER initiative for the past, I think it's five, maybe six years, five or six years. I coordinated a different OER initiative at a different community college before that. So here at PCC last year, I was able to develop a different professional development experience for faculty that I wanted to tell you about. The Equity and Open Education Faculty cohort. We'd had in our beginning years a pretty good success with getting folks' attention about the cost of textbooks and how open resources could mitigate some of those costs. But probably like a lot of you, I was having the experience where I didn't feel like folks were quite familiar enough with the opportunities that open provide instructors to transform their curriculum. There was a lot of focus on cost and not a lot of focus on using open resources to transform our teaching. So I wanted to think about ways to expand that. Okay, next slide. Additionally, we really have a focus on increasing and improving the cultural responsiveness of our teaching here at PCC. Not to say that we don't have a long way to go, probably like many of you. But I was really interested, our OER teams really interested in helping folks think about how they could use open resources to really bring in our student voices. We felt like the voices represented not only in commercial textbooks, but also in open textbooks were largely white. There was a lot of ableism represented there. And we wanted to think about ways that we could involve our students in the creation and curation of course materials so that those voices and perspectives could be represented. Next slide. We were able to fortunately apply for some one-time special projects funding and the equity and open education faculty cohort was born. This was a two-part professional development experience. Part one, we asked instructors to engage with open resources, basics, OER basics and copyright basics, culturally responsive teaching, universal design and open pedagogy. We called part one explore. The idea was that folks would look at some resources that we gathered and then have some conversations about it and about how those concepts might be applied to their teaching. I'll tell you that in order to design this experience, I felt like it was really important. I have a lot of experience in open resources. I'm super committed to social justice and increasing cultural responsiveness in teaching, but I did not feel like an expert. So I spoke with, there is a lot of expertise around our college and I involve folks from the Office of Diversity, Equity and Inclusion, other folks who had a lot of experience teaching social justice concepts. I engage them in the creation of the materials and I'm so fortunate to have a really fantastic and engaged disability services director who co-facilitated a week of content on universal design. So part one, we asked folks to consider these concepts and then part two, we call it implement. We asked folks to take some of the concepts that they learn and then look at a two week chunk of their curriculum and employ some of these ideas to transform a piece of their curriculum. Okay, next slide. So we had a total budget of $22,000. We were able to move 44 faculty through our part one explore. We provided a $200 stipend for folks who just wanted to complete that explore component. We had $300 stipends for those who opted to implement some of the components that they learned from the explore part into their curriculum. So some folks did only part one, some folks did part one and part two and we also had some development hours included in that budget. Next. Here's a quote from someone who completed both components. This really sank to the heart, I think of the success of this experience. The value in using OAR goes beyond cost savings. When I began this cohort, the cost saving was the only thing on my mind. I saw this alone as an effort toward equity for students. Now I understand there are many ways that using creative commons materials can help me work toward equity in the classroom. This is from Alexi McKee, a biology instructor. She struggled a little bit on her implement component for a marine biology class, but she talked to me later and said that she was so enthusiastic and encouraged even after putting in some hard work that she had transformed the curriculum for several of her biology classes and was looking into doing more. Alrighty, that's next slide is the last one. The whole curriculum that I developed for this professional development experience is licensed under a CC BY, Creative Commons BY. You're welcome to take it and implement it. It lives on a Google site. Here's the URL for that Google site. I have, we're working here in Oregon to try to get some state funding to offer it on the state level. But I'd really love to help anybody who's interested in taking this experience and adapting it or applying it in your own context. I think I'm done. Wow, thank you so much, Jen, for sharing that with us. That looks like a great model and I'm sure you're going to get a lot of interest in the site and the materials that you develop because they're always great and high quality. Thank you. So now I am going to turn it over to Marilyn Billings and she's going to talk about Massachusetts Open Education Achieving Access for All project. Great, thank you very much. Let me just first start by saying that I started our open education program back in 2011. And four years ago I was part of a team that started a whole regional open education conference program. And that's kind of how this started up was having a regional program to get some of the local people really jazzed about open education including the Massachusetts Department of Higher Ed. So they came to one of these programs and said, oh, you've got to apply for our particular grant that we have at that time called a PIF grant. And so it's a collaborative. What we had was a collaborative grant project that was funded by the Department of Higher Ed. And it was pitched by us and then run by four of the public higher ed institutions in Massachusetts. The team included two community colleges, one of the state universities, and then the UMass AMRs campus. And what was great about this particular team is that it really represented all three segments of public higher education in our state and the various regions across the state. And on the next slide, you'll just see a graphic depiction of the state of Massachusetts if you can forward that slide. There we go. And you'll see all the community colleges there in yellow, the state universities in red, and UMass campuses in the blue there. So we really cover a large experience within the state of Massachusetts in the U.S. So then if we go on to the next slide, I want to talk a little bit about what some of the goals were of this grant that we applied for and received. We wanted to really raise the total awareness of open educational resources throughout the entire higher education landscape to build capacity for doing this work in undergraduate higher ed. And we have a whole program here that's called the Massachusetts Transfer Block. And those courses are those that students in the community colleges can transfer into the state universities and the University of Massachusetts system. And so we wanted to focus on that particular area and also provide professional development opportunities by workshops and course creation. And in the process of doing all this, we were addressing the big three statewide priority objectives within our entire state, which includes access and affordability, retention, student retention and success and graduation rates. And I'm sure all of you know how that just goes across to all of higher education actually. So then if we go on to the next slide, so what did we want to do in order to figure out how to assess this landscape? And it was to create a survey. And so we took some of the survey elements based on the work that Sutashian and some of her colleagues had done in one of the Go Open projects and also looked at some of the other surveys that we knew of and created a survey that would help us in figuring out the knowledge capacity of the various institutions, what they were doing currently and then identify training needs. If we wanted to go ahead and do workshops and develop some of these materials for future use. So we sent this out to the chief academic officers of all of the 28 publics in the state in the fall of 2018. And it was completed by various OER people that was either librarians, instructional designers, and sometimes it was a faculty member or some administrator. So it really ran the gamut of those types of people. We received responses from 100% of the colleges and universities with a little bit of prodding, obviously, to get that kind of baseline that we really wanted to have for future work with open education throughout our entire state. So then a few advance, there we go. So when we took a look at that, the first objective really was to do these regional training workshops. There were five of them. They were considered to be professional development opportunities for faculty, librarians, instructional designers, other staff, administrators, things of that nature. So we had some really baseline programming that we did on finding open educational resources, what really are they, strategies for increasing their adoption, getting how to get started with them, and really had a wonderful session by one of our instructional designers in the state on accessibility, of course, materials, because we wanted to start right off with that from the get-go. Sessions on the use of open licenses, Creative Commons licenses in particular, and then followed that up with some Q&A and some general kinds of sessions based on some of the feedback that we received from that survey instrument. Then the latter part of that day, we focused on the faculty asking them to review an open textbook in their field. We had a particular rubric that we were following, and for those faculty who completed the survey, we attended the training and the review of the textbook. They got their $200 stipend, so that was pretty successful. The chance opportunities are that those particular faculty will be more apt to adopt an open education textbook into the future. So then our next objective was really to develop this course development day, and our focus was on those high-enrollment courses that were in that Massachusetts Transfer Block that I mentioned earlier, and knowing that these materials were available through open stacks, open textbook library, and some other places, what we had heard from the survey, and obviously we've all heard, is that faculty really need to have additional ancillary materials, whether it's PowerPoint slides, textbooks, et cetera, I mean test banks, et cetera, those kind of things. So that was the goal, was to get together the faculty for higher education spectrum, so that was interesting too, because they were people that had never worked together before. They picked a particular course that they wanted to work on, say it might be biology, or economics, or math, or something, and worked together in small teams. We hired a facilitator from OpenStacks who had some previous experience with this, and that led to the creation of a lot of materials that will be going up on OER Commons relatively near future, and for those faculty who completed all of this work, they received $1,000 stipend for that work. So, keep going with that. So then, let me just tell you now the finances. So what we received from the Massachusetts Department of Higher Education was $150,000 grant for the 28 public higher education institutions, the cost of the regional workshops, and all the work that went into that, including the various expenses involved, was about $16,000. The course development day with the facilitator and all the other pieces that came to it, along with the stipends for the faculty members, was over $53,000. And then, because we actually ended up having fewer faculty complete their work, that was one of the challenges that we're going to have to address in the future if we decide to do this again, was that we had some additional monies left over. So we decided that we would become members of the Open Textbook Network and ask them to provide us with some additional services going forward with faculty stipends and things like that. So that'll be happening over the next couple of years, actually. But the really excellent news was that our projected student savings, just based on the courses that we did work on, is $631,000 in the very first year. Raised a lot of awareness throughout the whole state on this, and I think we've really wetted the appetite of the folks that are here. This year, we'll start having Massachusetts Open Education Resources Advisory Group. That group has not started yet. And we have some other things that are going to be happening into the near future that you'll be hearing about in future webinars, I'm sure. And I also wanted to share what our resources page is here on our screen that maybe Sue can post into that chat window. So thank you all very much. Thank you very much, Marilyn. And I'll say that working with this statewide collaboration, the show is one of my best experiences working in OER so far. Having all three segments working together, it was really great. We really learned a lot about the needs of the different faculty at different universities, state colleges, and community colleges. All right. So now I would like to introduce Brittany Dudek, who's the library coordinator at Colorado Community Colleges Online. Brittany. Great. Hi, everyone again. So we have done a preliminary research project into the impact of zero textbook cost courses on our student performance metrics. We have over 84 zero textbook cost courses with two Z degrees, and we're working on another one. So if you want to move to the next slide, we wanted to know, given some of the unique parameters that CCC online operates under, is there any effect with zero textbook cost course materials? So CCC online operates with a centralized course design model using master courses, meaning that we design one English 121 course, for example, that is designed with assignments, discussions, pretty much everything kind of packaged together, and then we duplicate that out for however many sections we need. We also are a quality matters institution, and all students have access to materials on day one, even if our courses are not, we are a zero textbook cost. We are not a inclusive access institution, but we do use primarily, I think all, but two or three of our courses have digital integrations, and we use a variety of vendors to do that. So our model provides a really excellent sample of courses to test the effects of zero textbook cost courses on our student success rates. So you can go to the next. So what we did was we looked at all of our courses that were zero textbook cost, and then we identified which ones were taught for three consecutive semesters using traditional publisher materials and were taught for three consecutive semesters using zero textbook cost courses. So that might be a summer, fall, spring, a fall, spring, summer, a spring, summer, fall, whatever that looks like, but it was three consecutive semesters of both traditional and then three consecutive semesters as zero textbook cost. So while I mentioned that we did have 84 courses, looking at those parameters of three consecutive semesters, only 12 courses were eligible for assessment. We did have 20 courses that technically met the parameters, but this is the shortened version of the presentation, so only 12 of them were actually available for this. We had four courses that were liberal arts and humanities, and eight courses were from the math and sciences. As I mentioned, we're a centralized design and master course model type of institution, so all of our courses for this project were developed using our normal team, and our normal team consists of an instructional designer, a department chair, the librarian myself, a subject matter expert who has a graduate degree with 18 hours in the field, as well as our associate dean of that area. So we had three sets of courses that we looked at for this project, and for the purposes of this brief presentation, I'm gonna go ahead and show you the overall set of courses, so the 12 courses, what their overall effect was on zero textbook cost. So we go to the next slide. So overall, looking at academic year 18, there was a 4.57% increase in pass rates for zero textbook cost courses. There was a 3.22% decrease in fail rates and a 1.36% decrease in withdrawal rates, so that was really exciting. There was also a slight increase in our enrollment in these courses, and this was that set of... There were five courses that we looked at for this section. And then on the next slide, there were five courses that were available that were actually taught for two full academic years, so academic year 18, which is summer of 17, fall of 17, and spring of 18, and academic year 19, which is summer 18, fall 18, and spring of 19. So that was six consecutive semesters of traditional publisher materials and zero textbook cost materials. So the next slide will show you the effects on that. The courses are... This was our first course set, so you can see that these aren't exactly the easiest courses. We had two anatomy and physiology courses, a pathophysiology course, an interpersonal communication course, and then intro to sociology. So for those courses, comparing academic year 16 and 17, which were the traditional publisher materials, and academic year 18 and 19, there was a 6.9% increase in our pass rates, a 6.26% decrease in our fail rates, and a 0.64% decrease in our withdrawal rates. And we looked at over 14,000 students for this. So we're really excited about this personally, even if there were no... There was no impact at all on our pass rates or our fail rates or withdrawal rates. I would be thrilled with that as well, because given that all of our students have access to material on day one, no impact on student success rates or completed rates would be okay with me, but I am beyond thrilled that there was such a great increase on our pass rates and such a great decrease on our withdrawals and fail rates. So the next steps are on the next slide. One more, sorry. So I'm waiting for our academic year 19 data for the second set of courses. I am looking for the fourth course set data, and then I'm also going to start looking at the qualitative data. I'm looking at our community of inquiry score for teaching and social presence, and then also looking at the qualitative student feedback. And I think that's it. Wow, Brittany, those numbers are really exciting. Looking forward to learning more about that. All right, so now I'm going to hand it over to James. And James, did you want me to... Did you want to share your screen? No, I'm going to go with no slides here. Short and sweet, how's that? So maybe, well actually, can you back up to the slide that Oona shared from OE Global that had all the students on stage? Sure. If that doesn't make people dizzy while you're going back. But I want to share with everybody what I think is a really exciting and very appropriate trend. Yeah, that was at number 10, I think. So yeah, an appropriate and exciting trend has developed at these major conferences over the past year or so. And that is of including students. I'm so gratified to hear all around the country from regional and local events that student panels have become a regular feature of holding events around OER. And that's terrific. It hasn't necessarily until this year really been the case with these larger conferences. I remember at the OE Global 2017 conference in Cape Town, a colleague from Ontario, Jenny Heyman during the closing session, really issued a challenge to all those attending saying where the heck are the students? We have to find a way to get more students here. And so I'm very pleased to say that this is happening. So let me start off with open ed at open ed. I think there was really, there were probably 20 to 25 different undergraduate students there. I was, I'm very fortunate that here in California with our friend, Barbara Olowski, and with the great support of the Michelson 20 Million Minds Foundation and our friend, Ryan Erickson-Coulos, we are able to work with a group of eight students, undergraduate students from our state university systems and our community colleges to develop a network of OER advocates. And we were able to support two of those students, one from San Jose State University and one representing College of the Canyons to participate in open ed. And that was really fun and great to see see the event through their eyes. But even more, the OpenStacks crew had a whole crew of student interns there. I can't, I don't recall the specific number that they had. I'm going to say six-ish, eight-ish OpenStacks student interns were there. The Maricopa District, the Maricopa Community College District, our host district had probably half a dozen, if not more students there. And they were featured in many sessions talking about the way in which students are involved in the work that they do at the Maricopa District, both in terms of outreach and advocacy and working alongside academics and faculty to select materials, search for materials. And as we do here at College of the Canyons include students in our workflow and they're really the engines of our open textbook production here at College of the Canyons. Also our good friends and allies from U.S. Pergs were highly present. Kailin Nagel and Katelyn Vitez of course advocating for students speaking on behalf of student interest and they had at least one student with them. So there was a really strong presence at OpenEd of students. And then at OE Global 19 in Milan you see here on the screen an image of the opening keynote our conference host Paula from the Polytechnic of Milan from the very beginning she envisioned the opening session featuring students. So she was able to identify and invite three students to participate. One on the right hand side or in the middle of the screen, Robert from Germany. He was speaking about an open pedagogy project that he's initiated at his university. Giuliana in the middle there is a computer science student from the Polytechnic of Milan who is speaking passionately about the power of open source software and then Trudy Radke from College of the Canyons was speaking powerfully about open education in general but specifically about the open textbook projects that we have here in the United States. In addition, they participated throughout the entire conference Trudy from Canyons helped to facilitate sessions with me and Una and that was a lot of fun to see her working and then colleagues from Nelson Mandela University in South Africa have a project they entitled Open Ed Influencers and they had one of their students open ed influencers with them and they're focused on student advocacy. So there are a lot of different models out there. Some of them are internship models. Some of them are student employment models. The project we have again in California with the support of this 20 million minds foundation we are paying students and honoring them for their labor. So there are a lot of different models. I encourage you to think about how you can like some other institutions go beyond the local and regional events and start connecting your students to these larger events. It's at a minimum it's an incredible opportunity professional growth opportunity for these young people but I think in this picture it's a way in which we can responsibly grow our influence and grow our community and think about really enacting our goal, our collective goal of making things open by default. So with that thanks so much and I'll close with the one of the thoughts spoken by Robert there on the stage he said that in the end trust your students. That was their overall trust in our students. So thanks very much for fiddling with the slides. We appreciate that. Thank you James. I think we can all agree that having the students present at the conferences and through advocacy is very powerful and really key to like you said to this movement keeping it going. So now I'd like to introduce Terry Green and Terry is going to talk about the open faculty patch books. And Terry was there with a future student. Very cute. Terry I'm not sure if Terry is with us today and a lot of us just flew home in the last day or so from Milan. I'm going to put the link to his project which is the open faculty patch books and it's a collection of faculty work on open pedagogy and pedagogy in general in open education and I wonder I've read some of it but I'm not very familiar with it and I don't know if anyone else online is familiar with this. As we know Terry is up and yeah thank you for showing that. He is at Fleming college in Ontario Canada. I think this work is actually reflective of educators around the world but with a big focus on Ontario. Rajiv I know that you're from British Columbia but you may be a little bit more tied into this and I wondered if you're still online and maybe you'd like to share something about that. I don't know if Rajiv is still with us. He may have had to. While he's getting unmuted perhaps I will also this is James again I will also say that there is an open learner patch book that Terry is curating. So the idea is that these are living breathing documents that grow and expand over time as we in the community contribute to them, with no master narrative hence the image of the patch book. I hope I'm not butchering the intent too much. Right I mean there are quite diverse reflections from different educators around the world and I so and this was one of the award winning from the OE Global Conference so Terry's work and he put together these collections. But there are people featured from all over the world so I hope that this, yeah hope that that URL works and hope to have Terry join us another time. Thanks Sue. Alright thank you Una and James. So Una would you like to open it up to questions at this time? If anyone has any questions for any of the speakers I think we have a few minutes that we can do that before hours up. Absolutely yeah Sue you go ahead and we don't have any questions right now in the chat window but people can enter those or if you'd like to just unmute yourself if you'd like to talk about any aspect of these conferences or the future of OpenEd please do so. I don't see anyone unmuting so I will take that and move on to the next slide and wrap things up. So if you go to the CCC OER website and you click on get involved up at the top of the website Liz keeps a nice list of all the OER related regional conferences and events so you can take a look at that list from there you can register for the conferences submit a proposal you can also join our community email list if you haven't done so already which I would say is probably the most dynamic email group I have ever experienced if you have a question or problem that you're struggling with you'll receive lots of help support resources from our members and you don't need to be a member to join the community email list it's open to everyone the webinar archives are available on the website so within 48 hours we post a recording of the webinar and the slide so you can access those there and watch them at your own time and the OpenEdWi call for proposal starts in mid December so would you like to talk a little bit more about OpenEdWi I'm sure I'd be happy to do so thank you Sue so this is the annual big event for sharing around the world your project and hearing from other folks so the submission the website will open the week of December 16th so it will be open through mid February for submissions and then of course the event occurs March 2nd through 6th and there's many ways people use OpenEd one is simply to find out about all the amazing things that are happening around the world in OpenEd and Liz our support specialist will be sending out information focusing on North American events but that's not to take away from any of the amazing other events because sometimes the schedule is a little overwhelming so we tend to send out a short little blurb about things that might be of direct interest but this is also an opportunity for you to download some of the graphic things, the posters that are made available and use it on your campus to create awareness so many of our members do that they have activities students around advocacy they have activities with faculty and librarians are often very involved in this so we'll have more information on that in January but we wanted to let you know before the end of the year so you can start thinking about what you might want to share any kind of live events that you might want to share in terms of webinars and so forth and we'll have more guidelines in January that if you're new to this so thank you Sue all right and I just saw on the chat that Terry has joined us so if we want to give Terry a few minutes to talk about his project and I'll go back to your slide Terry and welcome here we go hi sorry sorry I'm so late I'm still confused about the time I think the transit yeah yeah so the open patch books there's two of them there's the open faculty one and the open learner one and it's basically a collection of thoughts on how to go about teaching and learning so each one's written by a different person and we put out a list of topics with the idea that if you were if we got a different person to write on each of these topics we would what would result it would be like a crowdsourced kind of textbook on how to teach in college and then the learner one is a textbook on how to go about learning and what was cool about it was that everybody came back with really situated stories true stories of how they go about like for the learner one stories about how they go about their reading how they go about their writing how they manage their group work how they manage bullying even some people still experience bullying in higher ed I didn't realize that so and then you put it all together and you have kind of a collection that covers things and so that was the idea and so I will from the idea I just went and kind of sought people out to contribute and I still do so it's an ongoing project that I'd love to have more more contributions from anywhere so that's sorry that's the quick and dirty idea of what it's all about and it was pretty awesome to get to go to Milan to present about it. Thank you for sharing that with us Terry and if you'd like to type the open learner catchbook into the chat that would be great. Absolutely. I look forward to exploring those and learning more about the project. It's amazing and Terry if people want to contribute they should just contact you directly using the contact information here. Yeah, yeah. So there is the URL for open faculty patchbook and the faculty one has a word site where we collected the stories but then also a press book where we kind of curated into a book format. I haven't done that yet with the learner one and should I put my email in there? Oh, it's right there. Yeah. All right. Thank you Terry. Thank you. Sorry I'm so late. Oh, that's okay. Is it recorded? Oh cool. I can watch later. All right. So we already talked about open ed week. All right. So our spring webinar series will be published and announced in January and on behalf of CCCOER I hope that everyone has a great end to the semester and a happy holiday season. Thank you so much for attending today's webinar. Thank you Sue.