 I'm pleased to introduce our guest speaker this morning, Dr. Sanjaya Misha, who is unknown to some of you, but known to some of you. Dr. Misha is one of our esteemed experts on OER. He has joined Coal in Canada last year, two years ago, in January 2014. And before that, he worked in Delhi in Coal's SEMCA office as the director. Prior to that, he was also working in Paris at UNESCO, where he was the program specialist at ICT in Education, Science and Culture. Dr. Misha has over 25 years of experience in design, development and management of ODR programs, and with a blend of academic and professional qualifications in library and information science, distance education, television production and training and development, he has been promoting the use of educational multimedia, e-learning and the use of open education resources and open access to scientific information around the world. Since during his service in different capacities at the Indira Gandhi National Open Universities in India, amongst many innovative activities and programs he developed the OER based one-year postgraduate diploma in e-learning. Dr. Misha has received various awards, one of which was the ICT, ISTD, Vivi Kanant National Award for Excellence in Human Resource Development in training in 2007. He is involved in developing technology-enabled solutions for increasing the quality of access to educational opportunities at all levels. Dr. Misha's vision is to unleash the potentials of every learner by providing and enabling by providing an enabling environment for excellence through innovative use of educational technologies. I'm very pleased to welcome Dr. Misha to speak to us. He is waiting, he's very excited. He cannot wait to speak to you because the topic is very close to his heart and we are very pleased to have him speaking to us this morning because for us in the work that we are doing, open education resources is indeed very important because we do not want to reinvent the wheel. We want to make sure that we are using materials that can help us to stretch outdoors and in a way this is what OER can also do for us. So welcome to the session, welcome Dr. Misha. The floor is yours. Thank you. Thank you Francis and thank you to the Girls Inspired Team. You have always been inspiring ever since the project has initiated call and I have been an observer, bystander looking at things that are happening and always proud of things that your team has been doing. Congratulations to the team at call and elsewhere and I welcome you all, our partners joining from different locations for this webinar today. It's my pleasure to be a speaker today. Some of the things that I'll be talking, some of you may be knowing and I know Professor Mustafa who is one of my close associates in Bangladesh is also there. So some of the things may not be new to him and to many others but it's always good to talk about some common issues that we all believe in and work together as a Commonwealth team. So its reputation is good in open and distance learning that we always tell, that helps re-emphasize or internalize our learning process. So the presentation today is using open educational resources to expand access to education and training for marginalized groups and within that context of the work that we are doing it's a very basic kind of guide or basic issues around open educational resources explaining what it is, what kind of things it can do, how you as an individual can contribute to creation and reuse of open educational resources. Some of those things, some of the things I will be touching upon in the presentation and particularly to answer to your questions that you might have at the end. Going next to the biggest challenges, one of the biggest challenges that we have today. Millions particularly in the marginalized groups have been lacked to basic resources. For example in 2012 in low income countries only 28% had access to sanitation facilities, 25% to electricity and 67% made it to the last grade of primary education. Gender equality is a long way off. Omen in many countries do at least twice as much paid work as men do. Education also needs to keep up with level market needs. By 2020 the world could have 40 millions too few workers with the city education related to the demand. So the pressure on education for all these things are much but on current trends if you look at we are not going to achieve universal primary education. It will be achieved by 2042, a lower secondary education will be about 2059 and universal upper secondary education by 2084. I think which is a long way many of us would not be alive to see those good results by then. In 2014 263 million children's adolescents out of schools and these are the major challenges, some of the major development challenges we all are facing with. The advantage is for education and we have a lot of research and things that tells us education can help increase agriculture productivity. It improves health and reduces fertility rates. Tensory education helps sustain and expand the high scale occupations. So I think focusing on education one of the things that we focus on sustainable development goals is that if you are focusing on education in fact we are focusing on all other goals. Goal four may be focusing on education on SDG but if you are strengthening goal four, achievement of goal four we are actually going to have impact on all other sustainable development goals. That's what I call as an advantage education for us. But having said advantage education, access to educational opportunities and materials are a problem. Just to give couple of examples here that students don't have access to reading test books. An example is in 2012 in Cameroon for one test book there were 12 students for reading and for one mathematics test book there were 14 students to make use of. Same in Togo there were three students for every reading test book compared with eight students for every mathematics test books. We did recently a study with Professor Mustafa that on an average higher education students in Bangladesh spends about 1,850 Bangladesh Taka per year for books and supplies. Another study we have done recently in Malaysia which tells that 76% learners don't buy test books because of the high cost of the test book. So access to educational material, access to education is a problem in many parts of the country or the world. In fact, even in the developing world, in the United States for example, I would say that students spends about 200 US dollars per year to buy test books. About 65% of students inform that their grade levels are affected due to non-purchase of test books. They don't buy test books and that's where they are affected. Over 5.2 million students use financial aid to purchase test books in the United States. So it's not a problem in the developing world. It's a problem everywhere that the cost of test books and education is increasing faster than people can afford to. And that's a concern looking into the big challenges that we have, big educational challenges we have. So one of the solutions that people have been talking about is open educational resources. And that's the topic of the presentation today. So just let me give you some brief history about that from where it started. In 1999, Rice University started a project to create test books online and it was named for Connections. And now it is, of course, OpenStars. If you find online, you will find OpenStars. Followed by that, MIT OpenCourseWare which is a much-hyped and much-successful project in 2001 started. And that led to those development led to the UNESCO taking note of those development and created a forum in 2002 which actually created the term open educational resources. And in 2012, Commonwealth of Learning and UNESCO organized the World OER Congress that led to OER Paris declaration 2012. 2017 is interestingly being celebrated around the world as the year of open. And what's this year of open is about? Why is it being celebrated? So in 2012, 15 years ago, open educational resources term was created. Another movement called Open Access Movement which also started on the same time with Budapest Open Access Initiative was launched 15 years back as well. Clearly, Commons was started around that same time. Ten years ago, Cape Town Declaration on Open Educational Resources happened in 2007. And of course, 2012, five years ago, OER Paris Declaration was adopted. So it's a kind of a coincidence of 15 years, 10 years, and five years of different movements related to openness in educational landscape that happened and the world community is celebrating this. Towards the end of the year and the last quarter of the year in September, the second world OER Congress is happening. And we have recently completed six regional consultations on the status of open educational resources around the world. So a lot of things are happening. Having said this, let me go into the definition of open educational resources, the way it is used, and the way we look at it. OER are teaching, learning, and research materials in any medium that reside in the public domain or have been released under an open license that permits free use and in some instance, repurposing by others. What does this really mean? There are two key terms to focus your public domain and open license. Public domain to many of us in layperson's language is that anything available on the web is in the public domain to a large extent. But for the definition purpose and for the technical reason, legally public domain has a specific meaning to it. Public domain means here anything that is copyright expired. And we know that copyright laws are different in different countries. But mostly copyright expiry happens either 50 years post death of the author or 60 years post death of the author. So copyright expiry. For example, I'll give an example of Shakespeare's work as something that is on OER because of that copyright expiry. The second aspect of what is public domain is if the author relinquishes the right, if you have created something and you relinquish the right to the public, then you may not attribute myself for this work and I don't think this is, I'm expecting anything. Then that material is public domain. So a material has to be in public domain or open license. And open license is the key here and we'll be knowing a little more about the open license. What is open license a little later? So if a material is released with an open license or available in the public domain, then that material is OER. What is open here? Now one of the early proponent of open education, open educational resources is David Way. And he speaks about five hours. Reuse, revise, remix, redistribute and retain as the components of open license. If an open license allows you to reuse, revise, remix, redistribute and retain the license, the copies that you do, what it entails is that you don't have to seek permission from the copyright holder to reuse or remix or do anything with those materials. It allows you to eat anyone, once you release a material in OER, anyone else, I can take your material and reuse or revise, remix. Remix means I can take some material prepared by Francis, I can take some material prepared by Dr. Mustafa and create something else, create a new derivative and save. So that's the whole spirit of doing things without asking the permission. The issue is to understand why OER. And this is a bigger picture that everyone should ask ourselves. I normally give three regions of using OER, which I say reduces cost, enhance access and improves quality. But corollary to that, I always say that the people who are using OER, they must ask these questions, reduce cost for whom? Is it for the student or is it for the organization that is providing or it may be for the both? Enhanced access. Enhanced access to what? Enhanced access to the resource or enhanced access to a degree or a certification program or enhanced access to lifelong learning. Those are the kind of questions we need to ask to position ourselves in the world of OER, the work we do. Improves quality, yes. This is suddenly improved quality, but how is it important to look at? A test book by itself doesn't really improve quality. Nevertheless, the material that you produce might be of good quality because several people have been involved as a teamwork production or it has been improved upon several materials that has been developed previously. So in a way the material might be of high quality, but does it really improve quality? How the quality will get improved? Those are the issues that need to be looked at when deploying OER. So it's just not talking about creation of OER, but it's about using OER and deployment of OER. Those questions need to be looked at. There are several challenges also to stakeholders who use OER or want to use OER. A survey in 2011 talked about teacher's difficulty, learner's problem, what are the technical issues and management issues. It comes from a study in OER Asia and it talks about teachers find it difficult to locate, adapt and repurpose OER to their relevant world because learning is contextual. Now a material that is developed somewhere else may not be suitable to another place because the cases, the examples that are cited are alien to the learners. But teachers need to adapt those materials and not reinvent the way. So teachers usually lack when to find materials and how to adapt it. Learners also normally have to have an open mind not to learn only from the classroom but to learn from whatever resources available. So it's kind of an opportunity to learn from different modes and different resources. Technical standards and those days were a little difficult. So for repackaging of OER people were worried about how to do things. Today there are many technical tools, easier open source tools available that enables repackaging and reuse of OER much easier than before. But at the same time there are also issues about copyright issues, competitions and free-based courses and others and many institutions. Remember this study was done largely in educational institutions and not in the context that OER involves its fair work to a large extent. But I wanted to flag this up that OER is not everything good. It also brings several challenges that we need to, if we want to adapt we need to do those things well. To re-emphasize a little bit, the OER Paris Declaration, what it talks about, it talks about several key recommendations. I think it has about 10 recommendations but I'm here highlighting three important things that we all together should do it. Hoster and awareness of OER, encouraged development of OER in a variety of language and cultural context. I would like to emphasize here the language and cultural context to a large extent because education is to me is contextual. If you don't learn in your mother tongue, early language, early learning doesn't happen in your mother tongue. It's not going to be as effective as we would expect. So focusing on language and culture while developing OER is an important aspect. It was articulated and emphasized in the OER Paris Declaration. And of course third one, which is one of my works that I had called always push with government is to encourage open licensing of educational material produced with public funds. So what is developed with public funds need to go back to the public, not proprietary, copyrighted by someone else and get benefit out of that product fund which is public taxpayers result. So these are things that need to be always remembered to advocate about OER. Now where can we find OER? So now talking about OER is conceptually philosophical practices. Okay, but it's important to find OER because you know, higher education teachers in 2011 find this difficult that they were not able to find OER. But one of the easy way to find OER is to use search engines in Google. For example, Google has a, some of you if you have used advanced search features in Google, you will find that search by license type is another one. So you can actually select, use the different license type and search. So one of the license type will be modify and share. So you can say, okay, I can modify and share. The other one will be Google will be modify, share and even commercial. So that's, so you, you have those options to search and then anything results comes, you can go there and then you can look at some, whether these are really open license or not before making use. There are long repository and some of those are MIT open courseware, open learn. There are directories like OER commons and directory of open educational resources. The directory of open educational resources is actually a product of cognitive learning. You can also find photos and videos on Flickr. You will have open licenses, 3D commons licenses there. You will also have videos in YouTube on CC BY license. The YouTube licenses are standard licenses and they are copyrighted, but YouTube also provides, if you are uploading videos, you can upload video with CC BY license. So I've come to this, what is this CC BY that I have just referred now. How to recognize OER? One of the way to recognize OER is to look at these symbols in the right side. Looked at CC and ROM, that's really commons inside a circle. Normally you might have seen copyrighted materials, it's C within a circle. And those are completely copyrighted materials, which if you are reusing beyond fair billing of someone's work, you make permission. But if a material has these four icons used in that material, then you don't need to take permission. You can take those as OER and reuse for your own purposes. There are lots of different platforms I would like to highlight for you. You can search on Google about these sites. The idea is to say that there are a huge amount of learning resources today available as OER. The list that I'm showing here is just some of those. There are many I have available. You can find materials for different levels of learning. It's not just grade 1 to 12. It's not just higher education or undergraduate education textbooks or engineering and technology. You can actually find wide range of topics on these sites. And you can repurpose those things to your own context. Of course, the fair use is to attribute those people. But you don't need to take permission from those people because they already allow you to make use of those being in open educational resources. I would suggest you to look at some of these sites for searching open educational resources. I think I would suggest if the slides can be shared, send it to the partners, they can actually click. This slide has the links. They can directly go to the links. They don't have to search on Google, but they can click on these. So Google Advanced Search. Creative Commons has a search facility which is called CC Search for using images and other things. One of the most common things that I use is CC Search. So I search open images for presentation and other things to use from CC Search. So you are not paying for images. There are a lot of paid sites. But at the same time, you can use CC Search to get free, equally important graphics from there. Joram is a site from UK. Expert is from UK. Connecting with budgetaries. This free, full PDF directory of OER. Skills Commons. I think some of you might be more interested in the Skills Commons website. So some of those things I have quickly listed this. But there are a lot many available on the web. This is a normal question that I get from everyone. Can I contribute to OER? I think to me anyone can contribute to Open Educational Resources. If you have something that you know you can contribute to OER. It could be a recorded knowledge. It could be a tacit knowledge. But if in order to convert that tacit knowledge to OER, most commonly I said record it on a video. Record it on audio and just share it with an open license. Remember, anything that you create, you retain your copyright by default. So even if you are creating an audio program or recording something up your own, you retain your copyright. Unless you share that material with an open license, it won't become OER. So in order to create OER, the only thing you need to do is to use an open license on your work to tell others that your work is OER. That's it. So you can use any tool, not text, graphics, audio, video, animation, any tool or a website to create OER. So it's not something different. OER is just about doing everything else as usual but putting a license condition to let others that you have allowed others to reuse, revise, remix and redistribute your work. So that's as simple as I would suggest. But what's all about this licensing business? What's that? See, as I have been talking about, licensing is at the core of OER business. And by default, all learning materials that we create are all rights reserved. That requires permission. Whereas OER doesn't require permission. So to go a little bit about the licensing issues and copyright, what copyright does? When you create something by law, you as the original creator, you get credit. That means you get attribution, that you are the author or your creator. You can copy it and give it to somebody else. You can redistribute it. Nobody will stop. You can license it to someone else to sell or to distribute or do anything. You can perform or do something. If it is a play, you can do a cinema on that or you can perform. If it is a play, you can license somebody else to perform on your behalf. So many other things that you as the copyright holder can do. If it is not on OER, we cannot do any of these things. So the key is this. By doing OER, we are allowing others. And as she is a license issue, every copyright law allows the author to license their work. So what it doesn't allow is copyright prohibits unauthorized use of distribution performance adoption. Copyright law allows some extent, in the context of fair use or fair delay, that you can reuse some of those things and then do some of the things on our academic work. But sometimes it's not clear how much you can reuse under fair use clause. But certainly fair use allows you to do criticism, commentary, reporting, research and other ways. You can do some of the work, but not all. We are looking at, for example, there is a test books, which is on physics grade 12, which is very much everywhere else. What do you want to reinvent with? If it is on OER, you can just reuse that and without creating that material. So that kind of stops we are talking about. Open license is all about movement towards that, making available teaching and learning resources universally available to all. There are different ways of doing licensing, open content license, GNU free documentation license, open publication license. There are many different types of licenses, which can be attributed to open licenses. But one of the most commonly used and currently kind of defect to open license is about creative commons licenses, which will come in a while. And what the open license is, it can be applied to any copyrighted content and allows any person to reuse other content without asking permission. It allows anyone worldwide to use a copyrighted one without necessarily having to pay a fee or royalty to that extent. Because when it's a copyrighted one, many people ask for a certain amount of fees or regularly getting royalties for that purpose. And of course, only if a person desires to use a work in a way other than specified in the license. Because the open license is specified certain conditions. If you go beyond the specific conditions of an open license, then you need permission of the copyrighted one. And as I said, the most common one currently is creative commons license. And creative commons is an organization with an corporate organization in the United States. It promotes reuse of content to promote innovation and creativity. CC licenses are very flexible. It has six different types of licenses, of which only four are open licenses, which I will again re-emphasize in a little while. CC licenses, let me re-emphasize again, are not alternative to copyright. Every material, even if they are released with a CC license or even if they are OER, they do have their own copyright. The copyright is never thrown away. Copyright is always there. What the CC license makes is that it allows people to know that this is a copyrighted material, but the author has allowed you to reuse in different contexts. The six types of licenses of creative commons are like this. CCBY, CCBYSA, CCBYNC, CCBYNCSA, CCBYND, and CCBYNCND. You might be wondering, what is this, BY and SA and C and ND? They are actually those concepts. BY is attribution. Attribution means that if you are using somebody's else's work, you must attribute the original creator of that work. That means all the six licenses of creative commons makes it sure that the user attributes the original creator. CERA like SA. Any license that is with SA need to be shared in the same way. That means the creator is telling that if you reuse my work, I want this to be in CERA like in the same way that I have done. So what it does, it creates a chain reaction. That I have created a material and CCBYSA, if you are reusing my material to create another derivative, then you share your derivative with the same license. Non-commercial says that you can do anything with this material, but you cannot sell it. You can't make money out of it. So it's not for commercial purpose. ND is telling that you can't really create a derivative of my material. So you can use edges, but you can't make derivative. As of now, the way open licenses are treated, the licenses with ND are not considered OER. They provide least freedom, but ND is because it doesn't allow you to repurpose, remix, recreate something based on the original. These are not considered OER. Personally, I have my disagreement on this development, and I have been making efforts to, in my own ways, that we should also consider CCBY, the materials with ND licenses as OER, because at least it provides access to learning materials, access to learning of certain materials. If certain materials are usable, they should also be considered. But technically, those are not OER as of now. The 3D Commons licenses technically has three technical issues that allows it to be one of the most commonly used. It has a legal code. The licenses are actually weighted by best lawyers around the world. So they have gone through several legal cases and tests, so there is a level of legal endurance. There is a common code that is iconic based as you have seen. It makes it a self-explanatory, and people can easily understand it. And the third one, that there is a digital code in every license. If you use the logos and use the license creation tool from the CC site, then what it provides is the search engine to locate a CC rights expression language. That allows to search similar license material. And today, there are over 1 billion CC license material on the web. So that's the power of the digital code. You can actually go to a license tutor on the website and actually copy and take two steps. The first is to allow adoption of your work. So you say yes, no, or as long as they say I like. Or the second is then you say that are you going to allow commercial use of your work? Yes or no? Then it will give you the license of what license you should use. You can copy the code and put it on your website and put in any material that you want to use. So it's as simple as that. It's not rocket science for that purpose. Sometimes back, I also created a flow chart to make people understand. I have a three-step approach. This is a manual way of looking at things. First ask, are you going to permit derivative or not? Derivative is permitted or not? So if you say no, you do one way. If you say yes, go one way. Then you ask, commercial use permitted or not? Then you say expect user to share their work with the same license. Yes or no? So each takes you to different route and then you get into the license that you would like to use. So I found it more explanatory for people to understand what they are doing rather than a website or machine telling me what I'm doing. So this makes it clear to a user that I'm doing with my knowledge of what is happening if I'm using this flow chart. That's the beauty of the flow chart. Nevertheless, the CC license tutor on the scripted commerce website is much user-friendly. The next thing I will talk about is that if you create OER, do look at the CC license compatibility chart. Some licenses are compatible with some licenses. Some licenses are not compatible with some licenses. So I think it's good to look at the license compatibility chart while remixing materials with different licenses. So I'm not going into detail on this. I would encourage you to look more into different resources that we have at call website. There is a basic guide to OER and there is a course, an understanding OER, another publication we have. And there is a very short course on OER. It's a short online course, two hours course. So if you would like to spend a little more time on this post, this presentation, I would encourage you to go to this site called tell.callve.org and then you will find there is a course on understanding open educational resources. You click that course and then it will say give you some technical details and then you enter the course and then you are on. It doesn't ask you about email or anything or user ID or password. What it will ask you to, when the course starts, it will ask you to type your name. And if you complete the course in one sitting, at the end you will be asked about 20 questions and you complete 80% score that it will give you a certificate with your name. So you can download that as PDF and print your certificate on an A4 page or you can put on your Facebook or anywhere. You can tell that you are now got a certificate on OER from Government Library. So those are the things that I had to say here today and I would like to thank you for this opportunity and I would like to respond if you have any questions for me or comments that I would like to learn from you. Thank you very much. Great, thank you so much, Ms. Jaya. I know it was super informative. We already had a few questions during the presentation so I'm going to ask Ms. Dhaka, can you read off your first question? Ms. Dhaka, are you able to respond? Yes, thanks Christina and thanks a lot Dr. Sanjay Mastra for this nice presentation, very elaborate and it was self-explanatory. So I didn't have that much question but one thing I was a little bit confused about the fair use, already he mentioned about this. So my question was about the fair use and is it universal principle when we go for fair use? Because these are copyrighted so does the context matters? So for example in Bangladesh we have a copyright law so the fair use should be defined in the copyright law. So if I use something from a material or an article which is published in Sweden so can we follow a common principle to adopt these materials or take these materials from anywhere? Thank you very much. Thank you Mr. Mastra but that's a very common question and common difficulties in the copyright laws. The fair use or fair billing principle doesn't really say how much is fair to use. It says the nature of use as such that if you are doing in your research a citation or a quotation to your work or if you are a journalist and you are reporting a research work you are allowed and if you are critiquing your work you are allowed to do that. So the nature of use is emphasized but the amount of use of the material is not clear and that's where the open licenses come into picture because people are not sure how much if I take I will not be sued for breach of copyright. So those who are creator of learning materials are always in trouble always in difficulty that whether I am violating the law and that's where the open licenses come into effect. So this is a tricky question in the sense that there is no thumb rule to follow in what is fair use and that makes the copyright laws complex and therefore we are and open licenses are recorded. Francis? I have a question on the languages. Within the context that we are working there are different languages. So is there a shortcut to finding OER within a specific country in that specific language? So in Bangladesh for instance or Pakistan or Mozambique ways or predominantly Portuguese how can you advise our colleagues what avenues to follow in that regard? Yeah, language is searching materials in languages, any different language other than English is always a problem and tricky thing. There are language searches on Google. We can use that but not all languages are covered on that. And if you are searching one language you are getting material in that language alone. You are not getting everything else on that. But I think technologies are not yet rich enough to allow transliteration or conceptual searches do currently. So it's a challenge. I'm told some of our colleagues in Slovenia have developed some technologies recently and they are testing in that direction. So that's a challenge currently and even in many languages we have this problem. So we are predominantly in that sense as of now is English language way but that's our job like the OER Paris declaration emphasizing on OER in local languages. The more local languages OER are created the more translation of already existing English materials to different local languages, national languages happen the more it will be useful because the web is as we know today is more populated. I think sometime back I did search it was 65% of dominated by English. So it might be a little less now but that's a problem. For the next speaker I think that is where your sort of the question that you raised also can I contribute to OER? And that is sort of the challenge on each and every person who speaks another language then English to contribute to that pool of OER in that specific language and in that way we will build a repository of OER in specific languages. So people should maybe take the online course on OER and then get more confident and say yes I want to contribute. That is what I'm taking away from your presentation. In fact what is happening that people take some of our call resources and translate it. See that's another way of improving understanding of promoting OER. I know some colleagues in Brazil and Peru and Chile they take our materials and translate in their own language. So I would suggest some people to write in their local language about OER educate others after doing this course or after doing the presentation. So that's a way of promoting it. Great, thanks. Tijita you have also posted a question. I'm wondering if you could read it out loud. Tijita are you able to respond? So Tijita can you hear us? I'll read it out with Tijita if you want to add anything please let us know. So she had asked how I can control online revised educational material once it is published on the internet. What do you mean the word routine? Yeah once a material is released on the internet or any other medium for that matter and you are putting on a license or I'll say open license you don't have any control over that material. So somebody else takes it and wants to create something else based on your license conditions. Within your license conditions that you have put it somebody else can do anything. You will not be able to control that material in that way. But the retain means that if you have reused and created a derivative work then you retain that material for yourself. This is also another interesting way that I present that in fact 4R is sufficient if I have to say retain is actually by default is part of the license. When you are creating something you retain the rights to make whatever you want to do with that material. So retain is by default that sense. But David Whaley is talking about retain from the context of different formats that you are releasing on a PDF you can take a print and you have it and you distribute the print as well. So you retain in that context. I'm a little shaky on retain so I would accept that because I myself is not convinced about adding a 5R on to the 4R previously on OER. But you don't have free control once you release something on OER. Okay, Mustafa, I see you posted another question in regards to Facebook and I'm not sure if that was answered so could you read that out loud? Thank you. This portion is related to the translation. So if something is copyrighted, if I translate it for my context so will it violate the copyright law in that case? I think that is why it's so important that I'm personally putting the challenge out there for our partners to take the online course on OER because the only way to have control over these things is to understand it ourselves. So it is not as was indicated by Sanjaya. It is not like weeks and weeks on end studying. It is very short. It is very much to the point. It is very user-friendly. So it will help us and as we normally say not only in this specific project but that is a lifelong asset that you then have. It is something that you can practice and that you can use no matter where you are and with where technology is going and where education development is going I think it's a must-have especially when we look at what are the benefits of OER why do we need to use OER? Why are we using OER? Why are we propagating for using OER? One of the issues is broadening access. Another one is save money. It's less costly. So with all those challenges I think it is imperative that we consider empowering ourselves in this area. One of the questions I saw from Mr. Mustafa Taip there is about use of Facebook photos. You upload photos to Facebook. These are OER. Facebook terms of use have been changing quite a lot often. When I became a member of Facebook long time back they were using a CC license very clearly on their website and the terms of use. Today they don't use the terms of license. But what did they say is that when you post some photographs on the Facebook you are giving Facebook the rights to reuse or do anything with that photos because you are giving them the full permission of that content to those materials as long as you don't delete it from the website. So you have the privacy and freedom. But those really do not become automatically OER as of now. Previously, yes, it used to be on the CCBY. So I used to tell some of my colleagues they used to write, put their photos and they used to write CCBY as a. Then I used to tell them, oh, by default it will be CCBY. So why are you writing CCBY as a? But as of now, it's everything that you post is your copyright. And you are sharing with others that means they can share it with others. So they are not violating anything. As long as you are sharing it public anybody shares it, reshare it they are not violating copyright because you have made it open. So it's your permission level that decides whether it is OER or not. So, but other than that if I have not shared and my contact is not Francis is supposedly not in my contact in Facebook and C takes an image from my things and print it somewhere else then it's violation of copyright. But if C is on my Facebook and sharing it on Facebook C is not violating anything. So it's reusing photos from Facebook and other things we have to be very careful that not to violate the rights of the original person who has posted it. Thanks so much. And I see Mustafa that you posted the link of the course understanding OER. So thanks for doing that. No, that's not the right one. Yeah, that's not the right one Professor Mustafa. If you click on this link the link will ask you user ID and password. So I don't recommend to use this link. I would recommend to go to tell.colvee.org and then click on the course understanding open educational resources. Perfect. And that's also on the slides and I can make sure everyone gets that information as well. And we are hearing the end of the time for the webinar. So, oh, thank you also. Thank you very much. Professor Mustafa. And if anyone has any final question now will be the time to ask it. Yes. I want to thank Christina. I want to thank Professor Mishra Dr. Mishra and Sanjaya as we know him. He really doesn't mind how we call him. So he's also a former professor of mine. Thank you very much, Sanjaya for making the time to speak to us this morning. We know OER is in your bloodstream. However, when one makes a presentation you have to prepare for it whether you are an expert or not. And we really appreciate the fact that you took time despite your own very busy schedule. The demanding schedule that you have at this time with all the conferences happening to sit down and focus on a presentation for Girls Inspires webinar today. For us these webinars, the monthly webinars is a very important item on our communications calendar because we want to ensure that each and every person we are working with has the tools to execute his or her task to the best of his or her ability. And we have identified all the various dimensions of working on this project and OER is a very important one because of the fact that we are developing learning resources in different contexts and we have to be conscious of the fact that we are working with marginalized communities and within that community it is not always possible for us to print out or to buy a textbook or to print out materials because of the cost involved. So I am very pleased that you have listed as a type of OER also videos, YouTube, etc. Because sometimes there is the perception that when we talk about OER it's a book it's something that you find online it's a narrative, it's a text. But we also now have a better understanding that OER is not only printed material it's not only a narrative that's written down there is a whole list that was indicated and we know that the session has illuminated some of the things that was already there for people but in some cases it has given new information to some of us who didn't know some of the things and that is always very, very helpful. So I know the team and all the participants wherever you are in this meeting has learned a lot from this session and we will definitely make a follow up on this in 2018 because we have the schedule already for this year and part of the follow up would be maybe to have one of the people who would have taken up the challenge to do this course to say something about the course and what happened after the course and say I have done this course and because of this course I have achieved A, B, C and D so that would be not only useful for us in the output for us in the Girls Inspired team but also for the Commonwealth of Learning and specifically for Professor Mishra in the work that he is doing to see that yes, more and more people are using this and we also want to encourage your colleagues to take this message to your teams as you know, Christina will send you in the slides but she will also send you the recording and the recording will be on our site where you can go back and you can bring the recording as we normally do I want to just remind you of that with your teams they can sit down and let them listen to the presentation and if there are more questions we want you to go to the community of practice online platform and write your questions there to Professor Mishra or connect with him on Facebook or Twitter and post your questions there but let us take this and do something with it as usual we will also send you a post-webinar questionnaire to find out anything that you want to say to us about it and anything that you want to learn more in future about OVR thank you very much all of you wherever you are, where you have signed in from Bangladesh Supercash I'm so happy to see you here today I've spoken to you in quite a while I see we have Tanzania we have Pakistan we have Mozambique and we have Bangladesh do we have India? I didn't see India but we have the four countries that's part of the project and I think we have people also here in Canada signed in thank you very much with that I'll head back to Christina for her final words before we close the session thank you thank you so much Dr. Misha for the wonderful presentation I'm going to end it now and I will be sending out a recording and slides and additional information later today and happy E to everyone that's joining us from the University of Pakistan thank you so much thank you everyone thank you, bye bye thank you Christina yes