 All right, so now it's 12 o'clock, at least in my time zone. So the next speakers are talking about co-creation of OER policies, and they will introduce themselves. So the floor is yours. Yes, hi everybody. Welcome to our session co-creating OER policies in which we will introduce some new ideas on how to increase democratic participation in educational policymaking, which I guess we all agree is desperately needed in these days. And it's actually about a publication and the lead authors of these guidelines we will present today have been Chavira Atenas and Leo Havermann, which I had the pleasure to work with during the last month within the OER Policy Hub and also within the OER Policy Lab. As I already mentioned, Christina Stephanelli unfortunately cannot be here today. I'm Jan Neumann, the project manager of the OER Worldmap and the OER Policy Hub. And before I hand over to Chavi and Leo, I would like to briefly mention and introducing the OER Policy Hub, a new platform which we just launched some weeks ago and which provides in many ways the background for the great piece of work you will hear about today. And yes, the mission of the policy hub is to foster evidence-based collaborative policymaking in the field of organ education by providing data, good practices and high-quality resources and bringing together experts, advocates and organizations from all over the world. And the hub especially provides a comprehensive collection of OER Policy documents, but also additional functionalities like a collection of high-quality tools and resources as well as a database for OER Policy experts. And we hope that the OER Policy Hub will help to accelerate the evolution of OER Policymaking by pointing to both established and innovative thinking in this field and by fostering the necessary discussion on this highly relevant topic. And I'm convinced that the guidelines presented here today will provide a great starting point for this. And with this I hand over to Chavi and Leo. Thanks Jan. So I hope that you're seeing the acknowledgement slide now. It was really important to us to acknowledge the fantastic and indispensable advice and guidance and support that we received from this wonderful group of people, some of whom are here at the session. So it was really fantastic to have this democratic participation in the process of producing our guidelines as well. So thank you all very much for that. So a bit of context to this is that as I'm sure you all realize in UNESCO in 2019 published their recommendation on OER. And this was really the culmination of a lot of work which began in 2002 with the forum on open courseware and the sort of coining of the term OER right through to the 2012 declaration, the 2017 action plan from Libyana. And so finally for UNESCO to actually produce a recommendation is really the sort of highest level of policy guidance that UNESCO provide to member states. And in this they're asking that we build the capacity of stakeholders to create access reuse, adapt and redistribute OER, that we develop supportive policy for OER, that we're encouraging inclusive and equitable quality OER, we're nurturing the creation of sustainability models and also that we're promoting and reinforcing international cooperation. And so with the hub project we've really been thinking about ways in which we can contribute to these goals and we can work with various kinds of other open education focused organizations who are all interested in collaborating around these projects. And one of the things that we in our kind of small group started to do was to work on a series of guidelines around developing supportive policy. And one of the first steps really in thinking about this was actually to consider what really is policy and it's a more complicated question than it might at first appear. And there were some really interesting interventions, this is a topic that's quite close to my heart because it also relates closely to my current doctoral research project and so some sort of definitions of open education policy that I've encountered had pointed out that open education policies might be actually courses of action just as much as they might be written documents. So that in other words it's not always something that's completely codified and often something that might even if it is that you can't necessarily easily discover like it may not be available on an organization's website. But so just because you can't actually see the evidence what I call the policy traces doesn't mean that the policy isn't in some other kind of way present. So with that bearing that in mind and also bearing in mind that we tend to take a quite an inclusive view of what open education means and by that we mean including open educational practices in a quite a wide sense as well as we are as one specific element within that wider landscape. Then we came up with this definition which I hope that I hope that you will find interesting and useful and this and so what we've said is that open education policies are written or unwritten guidelines, regulations and strategies which seek to foster the development and implementation of open educational practices including the creation and use of open educational resources. Through such policies governments institutions and other organizations allocate resources and orchestrate activities in order to increase access to educational opportunity as well as promote educational quality efficiency and innovation. So that's what we're focused on in our guidelines although obviously when although we recognize the existence of unwritten guidelines we are also seeing the sense in which policy can be unwritten and perhaps then more malleable as an opportunity to work towards getting more concrete guidelines through this process of co-creating. Sorry more concrete policy I mean. So also we need to think about you know in what sort of form does open education policy come to us and and for this we drew on some descriptions of different forms of policy from the European Commission's Joint Research Centre and they identified these four types. Policies focusing specifically on opening up education through the promotion of OER and OEP. Policies relating to general ICT for learning with some OE component, comprehensive strategic educational policies with some OE component and policies designed as part of national open government action plans with some OE component and also through the work of the policy hub we identified two additional categories here. Openness policies within OER components in other words openness and wider senses of open access, open science and open you know other kinds of opening activities that recognize an open education angle and also labor market policies within OER or OER components. So why this focus from our point of view on co-creating open education policies? We felt OER policies should be designed in an open transparent and participatory way to ensure that those who will be affected by the policy can participate and be involved in the decision-making process. So in other words this is a this is a open education as a democratizing movement and therefore we should be thinking about creating policy through a democratic process as well. So the aim of this guide is to provide advice on how to co-create policies using a participatory approach which really requires to have a multi-stakeholder co-creation forum including representatives of key stakeholder groups and this really must include those who might usually be marginalised or traditionally underrepresented in policy-making. And now I will hand over to Eira for the next slides. Well thank you so much for for being here. This has been a very interesting process and work with the colleagues of the team and everyone that participated. When we started thinking about how we can effectively contribute to open education policy-making in a way of another I have been working for quite so well with open government in open data. So and one of the approaches of open government is to have these very open round tables where the civil society, the academia and members of the public in general can participate in to co-create a national commitment. So they create the proposed ideas for commitments, so national commitments and then some of these ideas are selected and then after a process of co-creation that kind of affords every single step for the the policy cycle in general. So in a way of another modified issue or element of the policy cycle you get to a consolidated narrative requesting that your country will aim to produce something or to do something in within a time frame. So what we thought about is okay what if we bring this open government methodology that is actually being tested and it's been quite effective for I don't know it's over 120 countries in the world to see whether we can co-create open education policies. We've seen that there are already some open education commitments in within the open government partnership national commitments and the national action plans. So we thought maybe if we worked around this idea and we proposed a clear guidelines on how not only countries but also academia so universities can develop and co-create open education policies that will provide a higher sense of co-ownership. One of the issues why policy tends to fail mostly in higher education is because they are designed as a bit of a mandate with consequences. But there is very little rewarding around them and you don't feel that it's something that you need to achieve or to comply with sometimes because you basically got another mandate. In the case of open education as it can broaden up and access to high quality resources and it needs to become commitment with open access and with open science proposals within universities and also with open with governments we want to get people involved into feeling that they own part of the policy though might lead to may lead we need to further validate our idea but we think it's quite possible that the policies succeed. So to create or to develop a culture of openness it's very important first to start harmonizing different elements for example in in in open education so you need to make sure that if your unit comes with an open education policy you have involved the people from the library for example because there are nationally institutional police regulations that made the rail your open education policy if you were it wasn't worked with them. It's if you can go back one please Leo. One of the things that we've noticed is when the libraries have policies or the institutions have policies so they only allow open access publication by they never mentioned open education within the open access policies it's quite hard to get people to publish open educational resources because it's not included so the language is kind of different so this is what we think like for example the first element of co-creating what we call the co-creation forum is to have people from copyright in doing institutional or from the government to make sure that the the policy won't face this first obstacle if you you can move please. Also we need to think about open education policies to be inclusive inclusive it every single sense so from having a clear scope on helping students with with learning and persons with learning disabilities and with disabilities in general they need to be inclusive in kinds of gender and race in every single possible way and also need to support innovation teaching and learning so experiment and reduce and adapt and take other methodologies and include them in their own cultural context I think culture it's really important here so when we're looking in general what we think about key elements of open education policies it's of course copyright inclusive access including inclusive and excessive learning design policy coherence so the governance policy it's in coherence with the open access with the open science with the open data policies in within a landscape or an environment so it can be government or it can be institutions need to look into learning accreditation and create transfer pedagogical innovation diverse access to knowledge so then we've seen like the diversity it's it changes with the time so when you with when we thought about two years ago and what was inclusive access to learning it changed with the pandemic now we need to produce materials much quicker that cater for different realities and different levels of one with for example so they also need to think about the policies need to include elements of capacity building rewarding open educational practices to promote and open culture direct resources and funding to open educations initiatives and and also we think that needs to be disabled by like open infrastructures they have a data governance and privacy model so we can do lots of open education but if your university or your institution has a use of platforms they're proprietary and that just gather data and don't respect the privacy of the students and of the academics then you need we need to find sustainable models in in a way that the data collected it's done in a very ethical way in the way for example that Athabasca does so it's a bigger environment we want to interview way of another move beyond the classic OER policies and they start developing open educational policies they are comprehensive towards different elements so Leo please so we think and what what we propose is to develop a inclusive and participate participatory arena for different people in different stakeholders to participate in the whole stages and discussions and consultations to ensure that the sense of co-ownership and co-responsibility we think that to develop a proper co-creation element you have to have a series of principles you have to have a forum where people come and sit together it can be a virtual a physical forum you have to have transparent channels of information and dissemination of information so everyone can access the whatever kind of information you're producing and can discuss online you have to have platforms for dialogue and for co-creation so you can have little groups and people that work together and then you have to have a political creation process from the policy implementation to the policy revision so across the whole cycle policy Leo please so there is an important thing governments as mostly signatories of the open government partnership need to also compromise when they adopt the open educational recommendations from UNESCO to foster co-creation spaces and policies for open education in general um policies need to be supportive of enabling open education practices and recognize the value for those that will be affected by the policy directly so it's it's not to have a policy recipient but also having a participatory approach to educational policies and this is something that we aim to propose to governments that are both signatories of the OER recommendations from UNESCO and are members of the open it the open government partnership so be transversal be democratic in the way that you foster these kinds of discussions at leo okay so there's your open free copy um you can download it and we we're happy to to get questions and to keep discussing online and offline um i don't know that that's for me so i'm really happy and um hopefully in a couple of years we will have a second edition and to start adding good practices yes we'll post a link in the chat right now off you go so yeah this is your copy thank you so much for being here thank you very much very interesting work and i think it's very useful for a lot of people i saw a lot of plus ones on the fantastic work you've been doing we know it's complex so it's really good that you have done this and and and perfect timing to launch it here so i haven't seen any specific questions um and um but we're also almost out of time so uh we can stop the recording