 No, we are. I'm going to share a video. Have you ever seen the video? I'm going to play it. Yes, yeah. Hi, I'm Prisinha Desmão, associate professor at Federal University of Ternambuco, USP, and in the last 10 years, I started and work with technology mediation learning. Sustainability and the 2030 agenda are primarily concerned with promoting lifelong learning. In the face of global actions to support the fight against Covid-19, many initiatives were created, products and process developed and underdevelopment. It is no different in Brazil as well as that there were few. In this life, classification of research projects according to the SBGs aims to present and show analysis of a set of research projects and other ends to groups of SBGs in topics of interest to global health to support the development of an open educational resource repository, Ridley. Since 2016, I started to study and practice open education and quickly became interested in open education researches. Through the SBG, I was able to develop projects that supported the development of USP digital educational ecosystem, things like tools and methodology that better integrated teachers and learners. This year, USP created a spread, Secretariat of Open and Digital Education programs, where I work as coordinator of open education research projects. A little about who and where we are. Brazil is an extensive country of great cultural diversity. UFPE is located in Recife, a coastal city in northeastern Brazil. We have more than 35,000 students in face to face courses and about 350,000 students in online and blended courses. How can we gather SBGs group by the main areas of interest in global health? This proposal deals with the idea to create an open educational resources repository in view of the great development of academic scientific materials and products to face COVID-19. The use of OER is a worldwide trend extremely reinforced by the context current experience. Positive impact related to the creation of an institutional OER, especially with information about COVID-19, is the visibility of the scientific and academic reference of great value nationally and internationally. There is no one size fits all when it comes to devising solutions to start an OER initiative. It is important to understand the needs, including as a way of encouraging open educational projects. Nowadays, this decoration involves maintaining, preserving and adding value to digital research data throughout its life cycle. Therefore, the active management of research data reduce threats to its long-term value and mitigate the risk of digital obsolescence. Meanwhile, objects safeguarded in trusted digital repostories can be shared among the broader research community. UFPE financed an accredited project to develop prevention and co-paction against COVID-19. All together, 94 projects were founded. But for this project, we only analyzed 77. Aware of the great development of academic scientific materials and projects to face COVID-19, we designed and implemented an open educational resource repository developed for academic improvement, READMEAD. Partnership is the key. Working on real-world problems usually requires the combination of different kinds of specialized and contents-dependent knowledge, as well as different ways of knowing. Here are our partners. Sabi, research group that supports students and professional trainings in different areas of work and has an important role, the production of digital educational resources and educational content. Spread, recent creating the institutional cell that serves that README community in support of the necessary regulations, monitoring the records of educational resources, and in use of authorization and assignment terms. Atena, institutional repository at UFPE, received the README community. ICDE, OER, Advogacy Committee, this partner was essential, helped us with UNESCO OER recommendations. Aware of the wealth of ongoing investigations, all methodological actions were planned with the integrated strategy of four phases. CET, we listed all finds and draw the preliminary view of the model to be developed. Understand, we have all the concepts and gather the scientific academic expectations collected in a survey. Refine, the first edition of README repository. README, the repository itself implemented. It was created as a community in the institutional repository at UFPE. The parameters that integrated the README open access policy is based on the Brazilian copyright law to guarantee that the educational resources of README can be disseminated and we use freely by anyone, whether in educational activities for self-learning or use in the daily practice of professionals in specific areas provided. Concerned about guaranteeing the requirements for a sustainable OER model, considering giving the restrictions imposed on education by COVID-19 and the resulting digital transformation. It is important and urgent to look at progress towards the SDG-4. It is necessary to consider new low-cost approaches to teaching and learning as a way to generate a more equitable and current impact. The first categorization covers projects associated with different things and integrate strategic actions catalogued in four main groups. Diagnosis and identification of the virus. We analyzed 22 projects. Health public policies. We analyzed 30 projects. Economics and society. We analyzed 11 projects and creative industry with 14 projects analyzed. The idea was to group according to the many areas of interest of global health, the sustainable developer goals based on their targets. The grouping was possible after a survey with all project coordinators involved. The results also helped to define the document types implemented in README. As all projects are related to health and education, SDGs 3 and 4 are present in all groups, as well as SDG 6, 9, 11, 12 and 17. Once they are concerned with health, innovation, community sustainability issues, responsible consumption and productions, mailing of garbage and partnerships involved in studies. In the second categorization, a set of actions and an integrated strategy were carried out to understand and catalog 7-7 projects and adhere then to the four SDG groups on topics of interest to global health. The first group was challenges and resilience for global health. We cataloged 18 projects. The second digital information and communication technology applied to health education. We cataloged 18 projects. The third entrepreneurship and technological innovation in health. We cataloged 10 projects. And the last one, health communication, develop and sustainability. We cataloged 31 projects. One difficult encounter was ensuring that each project could only be in one of the groups. After this achievement, the search model in the developed OER community was defined. Finally, during the process of including an educational resource in the repository, questions directed the best group to be used. This is the page of Athena institutional repository. We can see the README community, the only one ready to receive open educational resources. I would like to thank the University of Ternobuco for the financial support. Thank the README team and partners for the hard work developed in four months. I dedicated this project to all teachers and students who seek and involve knowledge. Congratulations. And for OER 2020, my gratitude for the opportunity and the pleasure of participating in such a rich and interesting conference. Glad to share this experience. Thank you. Thank you for watching this video. I guess it's better to resume our work. I'd like to make two key points that is very important for us during this project. And after that, the first one is about the survey. It brought us very important information about our teachers and about our researchers. About 80% of them know nothing about OER. So it's a very huge test to do with them to promote orientations and disseminate the concepts. And the second one is related to the resistance that that it be in the Brazilian at all in the education institution about OER and about innovation. For example, or we have very, very large difficulty to implement such activity learning methodology as example. So after that, I will be very glad to receive questions or considerations. I'm more than happy to answer and listening. And thank you again to the OER 2020. I guess we have time for questions. We do have time. If you have a question for Christine, please feel free to turn on your microphone and video if you choose. Or you can ask your question in the chat. Christine, one of the questions that I had was, have you worked with Nova Escola at all? I read a little about it, but never worked with it. Okay. If you have any hints, just tell. I do. So OpenEd Global has had several conversations with them and supporting their work. Right now, it looks like they are, they're offering free resources to everyone across Brazil, but they are trying to get to the point where they can offer open resources. So, but they are creating content for K-12 and training teachers on what that, how to use that in their online classrooms right now. But they're also starting to talk about OER and what that is. So, it could be a good match to build awareness of OER. Oh, yes. Great to know, Anna. Yes. Thank you, Christine. Of course. Any other questions for our presenter, Christine? Sure. I have a quick question. Christine, I'm also from Brazil. So, I guess my question would be, why is there so much resistance, especially like in the public education system, to something like OER? Oh, that's a good question also. We're trying to figure out just because if it is open practice is so good and is so spread everywhere, why not to use it? Why so difficult? In our institution, we related it to the age. Most of our teachers and professors are more than 50 years old. So, it's very difficult to them to change the habits about the classrooms, to do a new classroom. So, it's very difficult. It's kind of a generational resistance to on the side of the teachers. It's interesting. I think this is true about like even here at Stanford with some of the professors too, where they do things their way and that's kind of how it works. Most of our teachers, especially in the engineering course, don't use technology to present the contents. Yeah, that's crazy and it's too bad. I'm especially in Brazil because I'm aware, I did my master's at a public university in Brazil several years ago. It just makes no sense to me. Why the resistance? I think we could say that for many countries, right? Absolutely. No, but totally. It's one of the things that we're working with Dave. He has this incredible resource and you're not kind of passing on the cost to the students, right? That's huge. It's hugely important. I'm tired of like even when I teach Portuguese here at Stanford, it costs like 150 bucks to import the books for the students. So yeah, Stanford has a specific demographic and most of the students happen to be able to afford the books, you know? But there are also many students who are not, you know? And that is a problem. But anyway, it just seems like a such a good idea, you know, that like we are resources and it just seems like the perfect idea in so many ways. So yeah, not only the teachers, but the technicians, the students know nothing about OER in my subject. I just just implemented the concepts of OER and SDGs for all my students. That's amazing. Christine, I will I'll get in touch with you. We should continue the conversation via email. Let me just can you just type your email in the chat box real quick so I can I miss the slides. And as you're doing that, Christine, we're going to start to transition to our next presenter, which will be Monica. Thank you so much, Christine, for sharing. It's a pleasure. Thank you. Hi.