 Hello everyone, my name is Rosario Rojel. I am Professor of Sociology at the Autonomous University of the State of Mexico in Toluca. I'm really glad to be here and share with you this project that we have been working in the past two years. First of all, let me talk about how this project come about. The Weber Project, this is what we have called this website that we have been created in collaboration with a sociology undergraduate students. You can access this web page through this QR code. This course was related to Max Weber Theory. All those who are related with sociology know that this is a very famous theoretical work with a high degree of abstraction. The aim was to keep a purely theoretical course a more practical twist, allowing students to get involved in the co-learning process. We propose to develop an open educational resource in a collaborative way where the students themselves would be responsible for developing the contents of the resource. Another central purpose of the course was to highlight Marianne Schneeckter's contributions to Max Weber's theoretical proposal. She was the Max Weber's wife. Marianne was a key player in the development of Weberian theoretical proposal, but her contribution had been little recognized. We therefore wanted this project to give her the recognition she deserves and has not received. And how did we build this OER? I am in charge of the sociology course as a professor at the university. And therefore, the development of this project, I had the support of my colleague, Brian Rosenblunt, who is a digital humanities librarian at the Kansas University, and with whom I have developed other projects. And also had the support of Alan Colleen, a communication graduate who is interested in digital pedagogy. He acted as connection with the students to solve doubts and support them in the development of the website. We had a goal of having the students learn some basic tools and skills for website building. These are students that didn't have much experience with these tools, sometimes not at all. So we wanted at least to get them familiar with some of these tools. We wanted the website to be sustainable. And for us, that means easy to use and maintenance, easy to update and interactive. In other hand, we had to balance time in class with time devoted to learning these technical skills and building the website. We wanted to develop these skills, but not to take too much time away from the real focus of the class, which was sociological theory. So we ended up deciding on a static website platform. They do not require a database or application to display the website. They are just simple static HTML files that can be stored on any web server. And they are fast and they are secure and they are easy to care for preserve over the time. For the development of the website, we use a very common combination of platforms and tools. GitHub, which was a place to host the files, Jekyll, which is a static excited generator, which we used to create the files and it integrates closely with GitHub. And markdown is how most of the content was created. It is a simple markup language that is both human and machine readable. However, using these three tools has quite a bit of learning curve. So it might seem a big challenge. And the student, they started to work with these three platforms. It was not really easy, but at the end they did it and they did a great job. At the end, what are the contents that the website offer? The homepage contains a great description of what is on the website and allows you to navigate through the seven projects that make up the website. And that they were developed by these students who were organized in teams. Each team developed a project and faced the use of different tools and applications. I needed to say that all these course was made during the pandemic lockdown and because of that, this was a bigger challenge. The first team was in charge of developing a bibliographic selection of books and articles written by Max and Marian Weber or about their theoretical proposal. The bibliography was managed in Sotero and integrated in the webpage through the VIP text tool. Another group was in charge of developing timelines about the life of both authors and their theoretical proposal. To do so, they use the timeline GS tool. Infographics and timelines were used to explain theoretical concepts. The infographics were licensed on their creative comments. Another team was in charge of integrating different web resources related to Weber's theoretical proposal, videos, deducting materials and they even integrate a playlist with music from 1920s when Weber developed this theoretical proposal in the onwards of the students. They said that this is the music you should use in the background to read Weber. The website includes several videos developed by the students where in their own words, they explain some of the concepts of Weberian theory. This is perhaps the most entertaining selection of all. At the end is also a credit section where we include all of the students that collaborate in the creation of this project. It was very important for us to mention them and to recognize all of the great work they did. At the end of the semester, we made a big launch of the website. As I said before, we developed this web patient discourse while we were under the pandemic lockdown. Then all the classes were online. At the end of the semester, we could meet each other on person and that was really, really great. In the words of students, it is important to create a web patients about authors to promote learning, exercise new strategies and approach new technological tools. It also serves to make some topics with high level of abstraction easier and more dynamic. And there are different voices of them, but I don't have time to share. At the end, I wanted to remark some of the challenge and opportunities of this project. First of all, the students need a computer to work on most of these tools and some of them didn't have access to a computer at home or they had to share it with other family members. And the campus was still closed because of the pandemic. So some of them couldn't use the computers at the campus. So when we were creating the project, we made sure to organize the class in different teams and that at least one person in each team have access to computers so they could upload all the contents to GitHub. And another challenge was that we needed to keep constant communication with the students because they were experiencing issues constantly while uploading the content or they were still scared to observe the contents and they will worry that they could break the website if they forgot a comma or if they pushed the wrong button, even thought of course that it wouldn't happen because of that we need a close communication. In this case, the support of a recent graduate students like Alan Colleen who inspired confidence in the students was essential. And if we talk about the opportunities of these kind of projects, I can say that creating an open educational resource is as a practical assignment for theoretical courses is a great experience. Both for students and lecturers, we believe that we have to improve this part trying to involve instructors in these kind of exercises. The lack of sociology and open educational resources in Spanish is a key challenge because it is needed to say that there are a lot of open educational resources but most of them are in English and not all of our students in Latin America speak English and because of that they are not close to this. So these kind of resources are important for them because we think it is really important for students to develop their own resources and in Spanish for their own colleagues. At the end, I would like to highlight the importance of collaborative work where educators are not the only ones who create educational content and who are in charge of teaching. It is important to have the support of digital librarians of students from different levels in areas of knowledge from different countries and speaking different languages but above all, playing to build and know how together we, where we all learn and together we build knowledge. Thank you very much.