 Welcome I'll just use that if I run into the audience. Welcome. Yeah, who are you and what do you do? Yeah, so like also I'm Julio I'm from the TU Delft and I currently work in the library and I work on a number of things so Technically I'm a researcher, a lecturer, project manager and also a creative facilitator so I'm a bit of a jack of all trades. I would say what I work on is for I think the Movement of open education. So how can we apply open access principles to education? Also, how can we Enrich education further using this as a basis and apart from that I'm also working on let's say institutional transformation seeing how we can on a large skill change the way institutions the institutions of the TU Delft things about things about Things like this like open access. What do we see here? Is there something you made up? Yeah, so what's what's very nice about this picture is we have a faculty called Industrial design engineering and these are all students who are very equipped to it make technical drawings. So when I Want to draw out an idea in my mind I just I can talk to one of those students sit down for half an hour to sell I'm thinking of this and want to do that and then they just draw something like this. So what we're looking at here is a sort of Journey people can go through when they enter our library and all the kinds of things they can interact with That concern education. So this is I've made this to to show you what For what kind of reasons would some have come to the TU Delft library to engage with education? So for starters people come to our library that doesn't the first things everybody knows right to come to the library because we have books We have readers. We have the Educational collection But once once with there we also see that people who want to publish work Educational work for example have to deal with plagiarism, especially students have to publish student works their their thesis for example, they have to deal with plagiarism and Our library supports them with that as well Then we have a lot of interaction with them in our digital learning environment. So as a library we identify ourselves as information specialists and We train our students with Managing information sources and also working with them using them citing them. This is all done through our digital learning environment and then yes, of course we offer courses we teach students how to deal with information and We we reach students from all and so PG students master students bachelor students with them skills education and then finally we come to To the real innovation part here and that is how can we use all of these things to To make education more available to improve the accessibility and usefulness in the quality of education Yeah, that's right, so I think that We have been working now for almost a year and a half on Designing a a system where we can it's essentially a lean approach to Helping people publish educational literature. So we were talking about how to How to acknowledge the songs excellence when doing research, right? It's the same with teaching but teaching for a lot of Academic staff is is considered essentially Time-sink right you just pour tons and tons of time in it and you don't really get a lot back for it And I think that's a problem. So But the problem here essentially is that we need a way to to to to recognize to qualify this excellence and Way to do that is to or a way that we designed to do that is to start publishing Educational literature throw that out into the world make it available to everyone and then see what the impact of these of these works are How do you imagine that the impact? So, yeah, that's That's that's still In the very early stage, of course because there is no precedent for this Or at least not in education. There is no impact factor of educational material. So It's trial and error finding out what works how you can do this. Yeah, so so so what would you consider a? Variable, right? How many people download something or how many people read it? How many people use it in their courses? How many other universities a part of it? How many people have changed your book into something that they like? So, yeah, is it so far? It hasn't been an easy part So to say is everyone been cheering to you so all that's great what you're doing And if you need more time and money, please tell us and we were willing to give it to you Or is it the heart struggle so yeah at first we had to be pragmatic, right? Because this as any innovation project sounds like yeah, there is golden mountains But this also will cost me hours and hours on end, right? So we started by using these channels that we have with students and teachers. It just let's let's see What's what's the actual problems? What are the sounds that we hear so maybe Dan you can show some of the Okay, so so let me read these out right so teachers are telling me so when we engage with teachers To help them with their education with forwarding education They say things to me like students are not bringing up textbooks to class or I want to write a book That is an alternative to the course literature or I want to use existing educational resources in my course so these seem to be These seem to be remarks that that contradict the use of commercial traditional textbooks right and Students for example say I don't I simply do not buy those commercial textbooks They're too expensive and I just use the reader or the college notes to study And I pass my course is just fine, right? So these are the sounds that we hear and Using this we have actually started designing a way of Answering these questions or to deal with these issues because of course teachers also see that their students are buying textbooks, right? I mean if you're a teacher yourself You must have seen this is happening and I think this is an important issue that we have with a differentiation within a classroom, right? So if you ask your students to buy a hundred twenty year textbook and Only a third of them does and the other two thirds do not have access to it You you enter your classroom you expect your students to be up to speed and suddenly only one third of them Know what you're talking about the other two thirds of just looking around or trying to share books And this all makes your teaching a lot more problematic, right? This is a first step and also streamlining the teaching we do How's that first step going so far because we see a picture of accessibility So this is what you've just been talking about. This is that the problem we have some students are in front some are taking back Yeah, so so I think I think this is the initial first step We did it so so what we start with what we started with a year and a half ago was Finding teachers who had this these things like right? So so they're there there's your college notes for some or that readers and they want to publish and then we Approach them. We said, you know what we're going we're we want to increase the quality of this work, right? So you so you're now just spraying this out or printing this Within your own budget and doing stuff like that that the library take that process over and let us publish it as an open access work Just offer it to students for free. Give them an option to to buy a book just on demand for for just the printing costs and Let's see what happens and there were not there's a there's a number of teachers There's a lot of a lot of people are interested in what we're doing and we have now already published nine textbooks There's six more in the making and there's a whole lot of a whole lot more teachers who are Interested in working with us and have to have that have an exploratory Conversations with us. There's something growing. It's getting bigger. You get more feedback people using it. Yeah. Yeah I would definitely say so so It might be it might be nice down later to to also show The website that has the these books just to have people in the people leave what it is but so Yeah, so so what this is here is is actually an answer to the question was next so what have we been chasing so far is accessibility and Critic of what we do might say well accessibility is nice, but that doesn't Improve the usability of this resource for me, right? So we have for example an excellent Physics we have excellent physics teachers who have written a textbook on Classical mechanics published it, but this is a PDF So how would you want to use a PDF or exactly the way it's intended right we're actually telling people well This is for free. You can use it, but you have to use it in the way that we wrote the content. Yeah, that's right So that's and that's the thing we've been chasing so far accessibility making this accessible to everyone But making it useful or making it more useful requires a different a different step And that's do we have more slides? Or we want to show the website Because you Want to show the website is that possible are we online here? So we can just give us a peek for you on the side. We try to look it up What was the biggest barrier the biggest problem biggest hurdle so far? that people Within our university field that the library is not a place where you go to for education So we have teachers who work on improving our education when we talk with with with these teachers who also work with instructional designers and with Educational experts from our education students affairs department. This department feels has as There's a bit of tension with what's whose job so to say, right? So we have adopted this way of working purely to make sure that We take a role in information management, which is classically not something that libraries do a lot with education Or at least with educational resources and how big is that the support you got from your own University from your own organization. Are they cheering for you? Yeah, so so right now. They are yeah This is this is something that the university is quite proud of as a as also here. We see the website. Yes, that's right So this is the basic website that we see so the website is currently undergoing some Some transformation, but we can we can take a look at the book. So we have nine books now Yeah, so these are nine different books seven out of our eight faculties of representing in this initiative So maybe you can just click one down so this is This is a book written by an author from the architecture and the build environment the faculty of the two doves and As you can see here, there's some basic information also the ability to download a PDF Order it on demand with a printer and also download an EPUB in this sense These books are published with an ISPN. So this makes it trackable online So we can really see what the in we could really track with the impact of it Do it because Ronald also gave some numbers of downloads that he got. Do you know some numbers or it's the private info Oh, we got it here. What we do in life So I've written a few things down. So like I said, we have night textbook The first Dutch textbook has just been published, which is interesting as well seven out of eight faculties represented One of the textbooks has already been revised. It's a very important to us that this process is Keeps keeps renewing itself, right? You can't just throw something out there and then expect it to be up to date for eternity So we ask our authors to consider yearly revisions one of them has already been revised to our undergoing revisions Like I said, there are six books in development and the number one Downloaded book has been downloaded 12777 times since its publication in August of last year. So we are quite happy with that Yeah, go on this as well. Yeah, and I'm also curious. Well, what do you think of this? Did you know about this initiative? How do you feel about it? No, I didn't know of that and I think it's a great initiative I mean if we write text Then and it has a sort of a book form why not do it like this? I mean, so there's yeah, great Thanks for that Sorry about that. Does anyone now have to change? So the interesting thing here is how do we make sure the overhead for you as a teacher is as low as possible, right? So I was very proud to see that one of our teachers that we supported has already published three open text We've got to mention that we have one teacher who has published three open textbooks. He's retiring soon within a year or two and He wanted to share all of his life's work Open access so and he was really really happy He was interviewed and he mentioned that there's essentially zero overhead in this process. He can just give us his his work and then we will be put an editor on it to professionalize it further and then publish it and he has to Essentially very little work once the content has been deliverance. So I think that's one of the main selling points Thanks for that. Any other questions remarks things you want to know When do we have this until birth? Yeah, yeah, and who's in charge of that dog Is it already there? Are we going to use this? Yes, we're doing this already In the making now for text books And can we also have this like maybe I Yeah, yeah, one of the full textbook that also part of movie. Yeah, one of them. Yeah, that's going to be part of it Yeah, thanks for that and our question over here Yeah, thanks. This is very interesting. I maybe have a maybe mentioned it as well in that case. I apologize It's maybe a bit of a pragmatic Question and since that like I don't have time to write my own textbook I guess that the people who do write textbooks get paid for that specifically and I guess that that money comes from Selling those textbooks. So who writes these textbooks? Are they all like retired professors or who has time to write them? Yeah, who is time to write them and where does the money come from? I hear that as well. I think right. Yeah, so Who writes them so we we have been looking for the low-hanging fruits so far So that that is people who have already written their own readers a lot of our teachers do and These are just things that they bring to a printer. They just pay a printer a couple of hundred euros to print all of these low-budget readers and then pass them out around class and ask for 10 15 euros for from their students to get one of those readers and But this isn't so we can't track the influence of these readers what these readers are doing, right? So that's what we're saying that that's the sort of professionalization that we put into put into that So far this doesn't sound like a structural solution. You use what you have to use what you can use So that's very interesting. That's a very good point. So where to move on from here is essentially Adopting a different way of thinking about how to design a course right how to design educational resources because like Neema was saying at the start There's a lot of material out there already So how can we find these resources that are already useful? How can we adopt this easily into our own teaching? Ideally within our digital learning environments These are the these are the real challenges that we're facing to make this process I would say sustainable because we can until 2050 or 2100 keep Publishing new resources, right? This this models stops somewhere at some point all of the is this also something that like for example The board of to you delt can do they can say well you can use now five percent of your time to do this to make your textbooks Yeah, so that's that that's what we're seeing. So if you're talking about the finances or how to make sure people invest time in this There is a national National plan for acceleration of education Designed by surf which you might know from surf space where you can store all your data for example But service is also it's an innovation It's a place for innovation for educational resources. So there and I'm also involved in that we are working on on writing or Allowing for people to write in funding requests to start up these kinds of initiatives The most important thing here is is that these are focused on community building, right? So how can you not just as a teacher by yourself publish something, but how can you start a community of teachers? Preferably be within multiple institutions who work together on designing a curriculum or Resources for the informed entire division but now back to her. How can she participate in this? She doesn't have the time So from the current situation if you say I'm I love this project. It should be done more But I don't have the time what would your advice that be talk to your boss So at this point there's two things you can do you can write a funding proposal to serve for example I'm currently doing that with a one of our nanobiology teacher for 250,000 euros to start a community around So see she's not writing 10 funding so yeah, so that's that's quite quite large, right? So the the easier thing would be then to Yeah, to ask your so everyone every Every sign or every every researcher has their teaching responsibilities, right? One someone's teaching responsibility might be to teach a class You could see if you can use this time to instead write educational literature Yeah, that might be a solution Is this practice? I mean we're just thinking about the future and I think what you made up is a very practical point And I think very common for everyone. I think it will be really great If I could dedicate my teaching time to developing material But the numbers of students are like increasing rapidly so my number of students went from 400 to 1200 in four years I think yeah, so yeah, I think it'll be a while until they give me this time We need to talk to your boss and we need to talk to the board of Tobuque University to achieve I guess so we do thanks for that Do we have another low battery? Yep Yeah, so so we do get to a point where we can say maybe it's not up to you at this point to write a book That's so that's the thing, right? If you can hand off that teaching responsibility to others that will free you up to start working on these resources That's that's how pragmatic you would have to be then Thanks for that, any other questions? Then you get a big round of applause Thank you very much for coming You feel beyond