 Good afternoon, everyone. Thank you for hanging out this late in the day. I'm trying to get a drink or chat with both of you. So I'm so happy to see you all here. I'm Will. My title is a bit ridiculous. I have a lot of knowledge such as policy and state. Basically, I'm a lawyer in the library, so I'm super excited to be here for fun. Open stuff, lawyers. I'm speaking on behalf of a really, really great team of people here. And I wanted to take some time to talk a little bit about the work that we all have been doing to support open educational practices and develop some training resources that help other people do that work. That buzzword, I will be sure of in the practices. That is when we heard a lot. So I'm just very quickly going to see what I need when I talk about that stuff. It's been most of the time talking a little bit about our work and hopefully having some time to discuss it as well. In the sense that everything is new again, I saw this cartoon, we can smile a little bit. We're talking about not just centering the textbook, but the other ways we teach each other and learn from each other. I really love this. We want you as a product, not as a text book, as a place that doesn't have to be important. But of course, there are other ways that we can just speak a lot about text. For all the citations, I'm going to throw at you and answer that. So whatever else this probably does is do the job as anything that we're talking about, what we're excited about, which is the sense of changing the way we think about teaching and learning. So one obvious way is that if you talk to me that I'm open, this question about how do we search for the data that our permission comes from, which means it's just like we need to search for the data that we want to distribute, we may survive that sort of thing, you all know this, I see guys creating this, this is stuff like that, you all know, let's see. Open educational practice is as in nothing else that we still can enable to practice stuff. You can do whatever you want to do. But more than that, when we've been talking about open education practices, this idea of a brief century knit connection, whether we're talking about a book or we're talking about a lesson plan or syllabus, whatever sort of piece of the process and product, the real thing we want to be talking about is tools to facilitate connection, tools to develop, tools to create a more authentic, inclusive and exciting brand of education and all of those things. So that's the, that's the case that we need to take away. If you've heard me talk in the past, you've seen me talk about this earlier, two-step dance, access oriented, learner driven education, access oriented, being equitable, not just one size fits all, whether it be the case of the education, it's interesting to be, and so we should have educational resources that we can more create well. And the way we do that is to do this further, to think more about more than the intellectual standards, more of a way of planning instead of education, to create, to bring your own experiences into the classroom, to engage with one another, human, human. This is the way we've always do it, so I'll say it, then you can stick back to me and I'll convey it, and you can put it in me. All that stuff, that's all. Those conversations have gotten us really excited about thinking about how to bring conversations around justice and inclusion in this creative way. So this landmark framework, you might be familiar with, it's something we sort of keep coming back through a lot. So open textbook, you're already doing, we just want you to trust us, you know, equitable access towards materials of credibility, that's critical, to participate fully, to not be involved in transitioning in and passing it itself. That's critical of nursing. Congratulations to our institutions here in our mission. You have that five-hour open textbook, you can move it out, how do you put justice to it, you can start to say, hey, one size fits all textbook is right for everybody. By teaching students in a particular part of the world, they might not want to see a textbook that looks planned and sort of like nobody. So we've seen folks in Canada, probably in some areas, in Canada eyes, it's a very US-based model, and we'll be able to use that for a scene, those places need to be informed. So let's make something that's really meaningful for those nonprofits, and then as you move into the practices, the pedagogy stuff, you can really get help instructing you between these. You can do better than one size fits all. I can guess what my students think about it. If I want to have a new report, it's meaningful to them. They can make a pretty good guess that they might or might not be interested in it. The assignment is to learn this thing or to demonstrate still what part of the world, as you have cited, if you want to think about creating something, this creates something that's meaningful. That takes you sort of all the way down to the representational. A different way to think about that, is if you're a teacher, you can think about free, as if you're moving on a financial side of things, and inclusive, student-driven, those sorts of things you can do up to that side. This is the stuff we are really, it's not putting all the practices in practice, so that's the sort of thinking problem. The good news is, there are already a lot of things that you can do. I've been in some of these tools at some point in time, so if you've never looked at me, I've got to know that it's going to be nice to see this book, it's incredible. It's supposed to be written earlier, it was programmed, you might put one person for a small group, and that's the problem. Sometimes this being part of the world, there are some really big researches out there. There's institutional models, as well. This morning I thought about, would you need to read it, but I'm really, really excited about it. That's really, really cool. It's going to be a bunch of things, like the knowledge thing, the knowledge here, so I can read it nicely. We haven't found, so far, the gaps, the opportunities, how do we develop a trading program in this case? There are incredible trading programs that if you want to know your life, or if you want to tell a leader, but the programs, if you really want to focus explicitly on changing the curriculum, it's interest justice, and that it's very much rather than being part of a shared community, I'm going to be excellent. We're going to work together. That's a space that we saw an opportunity to develop some researches around. That's what I want to help. Friends, first thing we did, we're going to talk today about community and shared authority, and collaboration. We brought together this incredible trading team, and it's going to be very intentional. There's some information policy with a very person there, there's an instructional designer there, there's a billing specialist there, there's our superstar, Tonya, the program manager, and we've done a lot of the funding we've seen by our services. It's not like, well, here's some financial resources to bring this team together, and also to make it feel like it's going to set up for five hours a month. I can talk about the nuances of creating this program and how it's going to be set up. What was the learning outcomes and that sort of thing, and I've done that in the past, there's a very nice video about the building of it, and it's really fair now to say that a lot of sighted people got together and developed esteemed policies to begin with. We launched our call and at first I think it was a lot of things I was speaking about. So what's the idea? This wasn't about one person doing something that was something that made me realize this needs to be done. So it's a piece that has to be this or that. Anyway, what we asked for people was if you want to participate in this program, some kind of expert and a science expert. And the idea that there would be this on the ground, two of our co-PIs, that seems to be a library and a science instructor. And they had periods that would get up and talk science and this is how creative common sciences is. This is what opened this meeting and we think that's a really sophisticated way of making that work. So we invited me to apply as a parent. I'm a little bit anxious. That's what they asked. I'm a lone librarian in my institution trying to get an accreditation program. That's in my back. We promised them two semesters that would be changeable. That's what they asked. I'm kind of nervous though. 30 slots, 15 pairs and we've gotten about tripled numbers. Super duper. I want to try this. That gave us the privilege of being pretty choosy and not really included in something we said in the beginning. We don't want all wealthy, famous institutions. We don't want all institutions in one small part of the country. We don't want all humanists or all scientists, all social scientists, whatever. We, for Steve Virginia, was pretty well endowed and well supported. All of these were really awesome kind of things going forward. And you can see we've got fashion design. We've got general psychology. We've got principles of genetics. We've got psychology in the law. It's all here, right? Public speaking, business application is really a grand mechanic. So the idea is we're going to share our ideas. So we're going to have a really different institutional context. We're going to be using all of this stuff. It's really, really exciting with this primitive based science and ever-success. It's really, really awesome. So those are the people we brought into the program. What were you asking? The disaster, the bald, use online. We started with my lane at Foundation. So we have a hallmark, we've got a bunch of things. When we talk about it, we spend a fair amount of time talking about those critical considerations, inclusion, the analysis, things, and then the last bit is the how, and this is sort of a culminating piece. It's mainly when you ask the community, other than just sort of get up to speed on this, which is development action. Say, I told you I want to change my psychology and the law, of course. I don't really know what that looks like, because I don't know what the methodology is, but what I'm going to do is I'm going to learn more than what you do. I'm going to talk about the why and the way of doing what's happening. I'm going to talk about the development plan. I'm going to talk about changing my psychology. It's the end of the semester. I'm going to talk about what was that. You have assignments and everything else ready to go. And I know on the first day, it's like this is going to be on the second day of the library. It's going to come in and find this information. So people really finished this semester. That made the first thing we did. It's pretty super exciting to be invited. Everybody can come to their current instance. So everybody who has these plans, come and share them. Not with just playing with your partner. Not just your small brother. This was really love, the experience of sharing what they're doing. They got an affirmation of what it is they had. They all tried that a couple of years ago. Watch out for this piece as well. That's really powerful for one of them as well. You also have that much to share. So this is sort of a gut check. This opportunity to brag about the good work you've done. This may be the tight end. I think it's a great semester. It's really great. I think it's certainly valuable to be at third. Responses and user value are just the students' value. As we speak, all of those people that I showed you are current. Teaching, they're updated courses. We check what they're doing, what they're doing, what they're doing, what they're doing, what they're doing, what they're doing, what they're doing, what they're doing, what they're doing, what they're doing, so that's a great凈o innovation for our updated courses that we check with become an overnight Board of Education. We're studying some more formal check-ins now by the end of the semester as well. It's going to be really cool to see difficulties. It中國把illa, teach you anythingBah. We are trying you things out. Great successes falling on the basis of your優visionhapsof dangerous 謝謝 for the disappointedeness. We're still going to try and get it back. This is a really nice example of what they can up to. Really really exciting to have so many types of students saving money and creating some new video assignments. They had some thought on the successes and some ideas to explain a little bit better tips. Well, this is one of the 15 teams that's out there. I see we only have now some of that, so I have to be out here, so I'm going to make sure this is fine for today. So very quickly, a couple of lessons I'm going to give you. Quickly, lessons learned. I keep using my community word over and over. That's because we really, really invest in that. We started from a team of students researching, brought together our community, smart people to develop it. We invited people to come in as teams in the morning communities as well, that we could be using them to partnerships. We saw a lot of value in casual communities. I mentioned food, which was a big success. But also, we had a couple of unstructured, same-case-need-ups. These teams told us evaluations were more long, so we wanted to make this a meeting in the state community. So I've hammered on a lot about the anger framework for cutting that central portion of organizing. It's easy working on these terms. Something I always thought about is the communities, the people where they are, because we have one size space all the way. One size space all the way. Chemists, the youth, the dead, the psychologists, the historians. And then that cross-qualification. Conversations. Do you know how to do that? I haven't thought about that. This has been a big, big success. Next slide. We're currently recruiting students. We've got the students. We've got our students. The OAN has the best quality and generous students. We've got a lot of new learning supports, including one around my go-to. It's been really nice meeting you now. There are different cohorts, but first of all, it's the students. So the students are going, there's the student. We're going to have a good impact later, and it's going to be nice meeting you tonight. We're going to work in different ways. We're going to work positively. It's going to share all the best opportunities with everybody else. So that's a whole heck of a lot of me talking. Let me not talk for a minute. What did I say too fast? What did I say? Did I actually decide later? Can you start? Ready? Of course. I was just wondering if you had any inspiration from the general pro-strategy? I love that idea. You're talking about my dreams now. Wonderful to do. We have a school of education on my hands to speak. My perspective. If anybody else is going to be able to talk about it, I'm going to see how I'm going to be able to do it. I'm super glad to be here. This is a conversation we have a lot. It's a library of land. I hate that word. It seems really big. That's a great idea. I should say that is my inspiration as well. But particularly in education, it's because they have a correct sense of education. People have a lot of opportunities. This is the same conversation. Is that a great textbook? I don't know. I'm not going to say. I think it's five stars. The library. I can tell you these 10 institutions. These are the ones that I'm going to talk about. So by library. It's gotten amazing. I wish I could also do this. That's a great idea. Has anybody else had success in that space? It's always brilliant to see these programmes. I came in a wee bit late. I thought I should have been here. It's about faculty engagement. We've got lots of these things. We've all got really excited about it. We'll be overwhelmed with it. Then we'll get two people to come along. How have you incentivised or what have you done to get them to come along and switch on? That's a good question. I'll say we have been very much a coalition. I'm not going to force anybody to be very involved. I think these are really cool ideas. I think these are the people that are ecologists. But I'm not going to do any of these things. For relatives, we have to do the right thing. Because I can make it easy to try it out. Help you think about spending the perceived straw of this work. I can make it easy to recognize that this is my confidence. I wish I could open the door and lay out the red carpet. And put a bag of money in the inside of the door. If they want to be there, I hope they'll be there. I'll say everybody I've talked to who has been there. I think the income for the money. Is there a mode of their life to be a psychologist? I want to do psychology. I want to do psychology. My life is in my expertise in the right way. My psychology. It's been about who's the answer. Success in the right way. Are your efforts to find the answer? Are you good? Who saves free? I can't speak to the open education network's policy on the certificate itself. I will say that a lot of the training programs, some of what they're saying are all about the policy on the certificate. Our initial program was funded by the U.S. to do the planning services. It's a DMX specific service. But as the program becomes a service, it takes a lot of time. Too much. So I think for about a time, I really wanted to ask you some questions. So if you have other questions, I'm around. I really appreciate it. Thank you very much for talking about widening engagement. It's a concept that's very familiar. And I'm building on that concept. They open online engagement. And I'm going to be sharing a framework for creating meaningful opportunities. So the research problem that I started with, this is my PhD research. I'm going to do my thesis. I'm going to be there. I'm going to find out what environment it is. There are almost 90 million displaced people in the world. So it was interesting to find out what it is and sign off engagement on online learning. And we know that the only possible six percent of those are actually enrolled in the primary division versus the local average of the public schools. And there's kind of a choose-and-go response to this as well, online education option. But we don't know what it is. We don't know what it is. And then there's a change of function. But we do know there is evidence to say that most of these are studies between us, especially in the weeks that are open online. Our extension rate is even lower than the months. So my research purpose was to identify the names and strengths of displaced people in the subject of non-profit engagement. so that higher education institutions find the purpose of working with students, and use the definition of student engagement from Melbourne as well, and may, um, few years have been made in the systematic framework of literature on online engagement in the field of education, so it's not necessarily linked to it, but it's helpful that we should be able to use the four dimensions that are used in discussions of student engagement online, and also those are behavioral, emotional, social, and complex. Um, and what I love about this definition is that more students are engaged and encouraged in their learning process, the more likely they are to channel their energy back into a lot of fuel. And I thought, well, I wonder how that actually happens. So the research setting was the University of Estonia, which was the first university in the United States to offer online studies, and some of you might have heard, um, right out of the beginning of 2000, there was a university, um, that was a university. It's a very familiar concept, of course. But generally, central structures are research students who are local to the university, and they have to send back a box of government loan models to say that they have the right to really limit the amount of studies. So just as an expulsion of resources, anybody who can take a name or a sign of a student gets one, that is right. So here's a number that I would like to give you, and first of all, I'd like to give you some of my questions, which is what I'm doing with this university, which was, it was a small project, and the same research process, because I hoped for this one, and I got some of your responses to my requests for this university. It was immense. There were probably about 30 of us on the university. Um, I did some of these research interviews with each of them, and that was faced between my two students and Mark's two students. One, uh, and then I did a lecture on the analysis of that university. There was two kinds of scholarship amounts on the university, and the other one on the show is based on that scholarship. So very quickly, I'm not going to talk much about this one. These were my ten central stars. They were located in different parts of the world. And for the purposes of following along today, I see there are five of these five comic books. The top five have graduates, and they graduated so many years ago, and they had quite a few of those books. There was another one that was in the middle, that was, um, Sino-Hanibaldi, which is in the Sino-Hanibaldi. Um, and so they graduated and it's just, when they're signing, um, perhaps they're gonna go to a band half way, because his academic ability to start being strong enough to manage the decision of his to raise the level of her youths and her passion. To reason and solve both with true, very early on, to use her left and right on her face, right and all. Because she must have been lost. And that isn't anyone's interest. But that was the last straw out of none of the things that she had not been allowed to do. Sol with true, without start, used to be a trauma just before. It's too distant. It disables the environment. It's now really a trauma, and the entire process. By research questions, I wish I could talk about all of them today. It's the same stuff. But questions, I'm just really able to talk about elsewhere. I think that we must have been at mode, specialised clear, well-to-do, but I think it's one of the white factors that needs to be strained, so it's not such a big problem. Out of the scholars' descriptions, they're online, in the industry, so they're online, in the business. You'll get a sense of this from the artist's point of view. So I'm going to focus on the scholars' and that in some of the engagement. And how does it get into the field for a good image of this artist? I'm using an online engagement framework from a group of Austrian-Indian artists as a place where you can always read and do so. And the idea of an literature review and identified these five elements. You remember I mentioned there were generally four dimensions of literature. They separated our social environment. I used to be a talker, but I think we're a child. But basically, that's the main purpose. And that's each one of them. And I'm working on it. And they were illustrated. You might remember that my research was really much about what I was doing in the sense that I was using literature and using it in the sense that I was using literature. Something you might be familiar with, so I'm trying to explain it. So it's really hard for me not to speak in the same sense. He is an economist and a philosopher. And this was part of the debate about human rights and equity that was started in the sense that he was a lot of people. It's not enough just access to people, access to resources, doesn't, you know, use. And it's not going to be used as a concept. It's actually just being taken to the wrong way. One, that's the future. That's reason, it's value, I think. And in the sense that he saw perfect immigration and negotiation as a way of finding out what are the things that it's valued to do. And how can we, in our society, there are better to do anything. But in his thumb, I'm joining this as well. And she's the other name, it's from in the U.S. And she said, well, really, what we need is to identify the causes that pretend to be present. Government should have this institution that are rights that are fundamentally taken and are the same as the one thing that everyone's been creating. So, my thumb came up with the 10-conflict reasons which are still a lot of people use. And I'll just give you a bit about this. So the 10-conflict reasons for that is the different reasons to move the 9-conflict. You know, these 9-conflicts are more long-term solutions than the 10-conflict reasons that should happen to me in my time. But it's linked very much to God and the health of the United States. This is the health of these people. Living 9-conflict reasons in able to move around freely and not give themselves away. And then she talked about senses and imagination. I mean, a high level of this, of all the emotions, affiliation, these points are going to come up to me in a little bit. But how many of us know this? Some of us are. It's interesting. I don't know what to say. So, in around 10-conflicts, many walk for some time. I don't know what to say. I took up news problems in the news and said, well, what does this mean for higher education? What do you think this means? To be able to affect, this is actually my reflection. And in the South African process, especially in the region where she's in, it's very, very unboring. It's fine. Students are coming to us. You know, in quite a diverse sense. And so these questions are really relevant. Education. She used almost all the styles, which are education, and not in the sense of social discrimination. Although it is, but also, obviously, both personal, and structural. So, in terms of education, she used being in the environment. That's the need to navigate the difficulties in life, and keep focusing on your studies, for example. So, what I do then here, I have condensed months and maybe it's immediately to you, as I was representing my students. But I came up with a kind, well-trained, readable map case. So, I'm sorry. Okay. And that came out of the time when I was still in the region. And I found, it comes to me to tell me the action. But it worked basically when I combined social and collaborative students to one degree. And I thought that was reasonable. Because the literature conflicts, and you might have actually said that I worked in a session. That worked best. That wouldn't be a price. So, that was it. So, we're going to work to model it in the future. So, the head of the engagement that I had was meeting emotional engagement that was very obviously meeting emotional health. So, I found that I was going to mention the Republic of Justice earlier, and that's the first thing that I was interested in. So, that's the first thing that I was interested in. So, I came up with this theory of homelessness while I was developing a system of that, beginning to analyse the data so that you can see what my data says what this is about. So, what you're going to see now is a few quotes from my research. This is from me trying to argue why I can be a representative of an engagement. And then trying to argue why I think that the whole section is why I love to spend time with us. So, Julian, not Australian, and he had the most difficult time in his life. So, he said the programme was politics and international relations. So, the very person also for most of the part of the conversation was about the part of the negotiations. And what he enjoyed the most was how he learned to give groceries. So, in the refugee companies, he talks about a couple of things. They take some things and they see how they resolve the problem. And then he's very important to the system. So, he has a quite age-wise a young man in that he was part of the Alps and Star and he's the most important of the souls of the community. And I thought that was a big problem because it was an indicator that the community was not really responsible for it. It's a situation for me. And I saw some struggles by negotiating the system and responses to educational opportunities for education adapted to the strengths. So, I'm saying that this is just an example of the context of the virtual engagement with Mrs. Marriam. We had a meeting about her. She's on a paradox of physical violence. She's said that in a lot of political terms she's been asked for English when she was born. And I said no, I don't want to do that. And she said I'm actually going to do this. She was surprised. I was anxious that was just one of the many of the quotes from Marriam that there also was a notion of running with Marriam was saying that she approached them very much. So, I'm going to be not sure about that. And I just want to add that there's not actually any additional scenes. Maybe it's a bit of a long-threatening perspective. It's all different points of involvement. So, emotional health this is partly what Marriam was talking about. Students are able to experience what she was saying, what she was saying, and not suffice what she was saying. And actually Marriam was the subject of Marriam which made the study to explain the sign language which she rejected. But she navigated around Marriam and she joined the family to engage as an example of her research as the one who had sent me to have Marriam as part of her. And she, Marriam was a social, she was highly noted especially that was the only subject. And she said that was very important because I see that other human beings other people have fellow streets and enjoy their own space. And I also want to talk about this. So, in terms of recognition recognition I think is a part of this. Students are able to use the language which is So we have a signage for the state of New York which is called rubbish. And then when I pretend to be a student, they say, okay, I'm going to ask you to explain about the state of New York which is called rubbish. The first part of the state is the social things beyond being an individual to control the system, to create a system to know how much mutual rubbish is being used. So it's the first engagement that I'm actually talking to you about. And this is generally the one that I'm denouncing to my own studies. I hope it makes sense. It's the first time I've seen a student's first time. So this is my idea from Afghanistan. And actually running through it, it was very, very interesting by the fact that these quotes before this and demonstrations, there's some of that. So I'm going to take a picture and see what it would be in one of the sports one dimension. But obviously it wasn't like this. It meant it was interesting. And like I said, so some of that stuff involved that her father was an intellectual and she said, look, let's get information about students. You gave me two sides. Well, the first time in the smart drive, I actually did very fine as a customer. So now I'm trying to start the head of the student and I'm trying to open the steps to know what the other lines and she went on to say that she needed to know which knowledge was given which is demonstrated that she should be aware of the discussion forward and the way she's actually really finding somewhere that different knowledge and I've actually seen this show talk with social engagement and a lot of content. So I've mapped this out. Again, students are able to use imagination to be able to experience the actual values of self and others to be active in the environment without fear of the primacy of such a student. Now, we tend to think, discussion forums will say students will know that and maybe we would but what I've had from my students and the family researchers was that there was often a lot of thought going into what would you think of them if they'd listed something that looked just like they were saying the wrong thing and then you so it might have been they were themselves so it may come first so it comes back to the question of how does engagement feel and I'm going to go through this in the last few minutes to elaborate a little bit to name a few minutes but it was feeling perhaps a good time an emotional safe well it was feeling it was emotional it was feeling it was feeling a social engagement it was using a wrong partner and it was feeling and it was feeling it was a soft word it was very emotional so she approached actually the actual emotional engagement but that emotional engagement was centered back to teachers financing and trust each other you know, doing a lot of problems that was obviously a social engagement that was a good engagement she was aware of it and then she made friends so I sense to reason I thought it would happen in some way for me to keep coming up discussions but she had just been recently very stressed she was already disabled and started to change she had two agreements and she and COVID she had so much to do and then she lost her puzzle and I had to sense for much because she would only own that discussion board and engage in the careers she won't have some part of the issues but it comes to engagement through discussions so what we end up with is not the final question but these are always going pretty much from everybody to everyone else and technically I'm arguing that each act of engagement is purely keeping the relationship of the other acts of engagement and and and in a way where all of this merger so just to finish the model of transparency so I'm going to remember about this five health and control of one's environment but then in the sense that it actually works up a much and it's time to start and you don't always think of these things in terms of our students but actually there has to be a lot of students and it's mostly this and it's going to be very this and then right and then in the sense that these are really nice and my suggestion is to foster not the engagement but so to ask ourselves these questions for educational resilience both which is created by PowerStreets to navigate study by which the recent responsibility to and emotional health can't be having both an environment that empowers students to experience positive emotions or emotions that contribute to our students learning not being subject to the science that's filled to me while knowing that when we are students to reaction experiences affineation and recognition that we can so much stay while understanding justice and justice talking to students they don't insist that space space based on the environment that empowers students to experience positive emotions etc all the coaches and then which is for justice or