 Okay, thank you, Gaby. Hello everyone and hello to everyone online and Chiara. I am a PhD student at the University of Canterbury and I'm coming close to the end of my studies. So in this presentation I'm going to show you a couple of case studies of two institutions, two partner institutions of the OERU and how they developed courses based on OER. The context for this presentation is that according to UNESCO, demand for higher education is increasing annually by approximately 1%. Also there's a desire for equality, but clearly education is only one aspect of that. Also there's an increasing demand for digital skills according to several references. Now OER can help to fill the demand and open educational practices can help to support OER. The problem is that OERs are not widely used and there remain questions as to how to increase their adoption by institutions. So the purpose of this research is to provide models for tertiary institutions interested in implementing OEPs, designing courses using OERs and using open pedagogies. And the guiding question for this research, for this study, is how do resources and processes influence the implementation of OEPs, particularly for instructional design for open education. And that question comes from my career mostly being an instructional design. So this is going to be a case study of processes and OEPs related to designing a course within a human ecosystem, which is related to my framework. So the only thing I'm going to say about the methodology is that the main organization that I'm studying is the OERU. And the two case studies are a more focused aspect of that research. The theoretical framework that I'm using is Davis' Arena. It's Davis' Arena of Change with Technology and Education. And I have to point out that Davis is the same as my supervisor. This is her framework. So what is the arena? It's a framework that aims to increase the understanding of the impact of an educational innovation in a system. When you introduce an innovation, how is the system affected? If any part of the system changes, the rest of the system will have some effect to some degree. It helps to clarify the complexity of the system. It exposes relationships within the system. It assists in identifying ways to minimize disruption of technology into a learning environment. Therefore, increasing sustainability. We are aiming for sustainability. It also considers that educational technologies and learning environments cause each other to evolve. And this is co-evolution. And this co-evolution is important as an innovation occurs. We want to see how it affects things. And in turn, how those things affect the use of the technology. And so we just take into consideration that the technology, once there is an innovation, that we have to look down the line to see how it's going to be used. Why use the arena? It's a holistic framework. And it's layered from the innovation, which is at the center of the framework, out to the global sphere. The global ecosphere. It's categorized into sectors, as you'll soon see. I've got a diagram of how this framework is used. So the sectors are resources, professional, community, bureaucratic, and political. And it considers the interactions of the matter within. So these are the nested systems. You have the course ecosystem, which is at the center. This is the site of the innovation. The innovation could be a course delivered face to face. It could be an online course. The innovation could be at the time of course development or at the time of course delivery. The course ecosystem is nested within the organizational ecosystem, which is nested in the national eco zone. And finally, we have the global ecosphere. I'm going to be mapping some icons onto diagrams such as this one. And the diagrams will represent matter. There will be non-living matter such as any material, software, hardware, policies, documents. And they're a living matter of species. Now, the living matter will be presented in the form of roles. One same person can have two separate roles, and it's those roles that I'll be mapping. And some of those roles can have the role of keystone species. The keystone species is a role that has influence over that particular ecosystem or eco zone. So for example, at the organizational ecosystem, one would expect that the organizational leader is the keystone species because they've got influence over the organization. Within the course ecosystem, if the innovation is a course design, then it's likely that an instructional designer or a subject matter expert is the keystone species. But if the same course is being analyzed at the time of delivery, then it's the facilitator who's the keystone species. So I'm only going to show you some of my findings. Normally, the diagrams that I'm going to show you would be filled with icons, and I'm only going to show you a small portion of them. So this is not going to be a full analysis. We would need a couple of hours to do that. So in case one, we've got a course developer and an executive from an organization that worked together to develop a course for the OERU based on OER. Now the executive had two roles. He worked as an instructional designer, but he also worked as a keystone species at the organizational level. These two people used OER to build their course. They used material from sailor.org, and they adapted it so that the material that was originally focused on an American audience was now focused on an international audience. They also had to change the material because originally it contained materials with all kinds of Creative Commons licenses, but it's the OERU policy that its courses are produced as free cultural works. So they either had to replace the material with that which had the desired Creative Commons licenses, or they had to create new material. They built the course in Wiki Educator, and they used Wiki Educator to take course notes, but one important thing for Leon is that they used it to request feedback from the greater OER community and from the world because anyone has access to these pages, and they published the course through WordPress. As they did this work, they had a consultant, they had a volunteer who was highly skilled in Wiki Educator to help them with the coding. This was the greatest need for support that these two course developers had. They were highly experienced in instructional design, so they didn't need much support in that way. They also had a strong understanding of open education resources and Creative Commons licenses, so they didn't need support there either. They did the majority of this work on their personal time, evenings and weekends, and communicated using Skype and other means. And some of the partner institutions from the OERU responded to them. Not many people did respond, but the course developers were grateful for the feedback that they got because they felt that it helped to increase the quality of their course. Now, based on the experience that they had, given that it was so intensive, especially when it came to coding in Wiki Educator, they decided that in subsequent course developments that that work should be done by people in the IT department at their organization, and this is where the Keystone Species role of executive came into play. This person was able to get that work delegated to the IT department so that the course designers could focus more on the work that they normally do, course design. Now, there are many questions that arose during this case study in other sectors, and the only one that I'll bring in now is a business model. And in this institution, they are looking at a business model for how to deliver these courses, and they have the intention to, they're interested in this, but this phase is still in development. Now, in my second case study, we have a subject matter expert who is a Keystone Species for the course development, and we had several course developers. When they developed this course, they only used a few OER, and it was mainly in the form of images. They developed most of the course from scratch. Just as in the other case, they developed a Wiki Educator. This is the normal platform for developing courses for the OERU, but they did not publish in WordPress. And in fact, this course material has been published elsewhere, and has anyone, can I have a show of hands for whoever has seen Wiki Educator? Okay, now for those who haven't seen it, it can deliver content, it can show content, but it's not exactly appealing to look at, and this is one of the concerns of course developers in this group, and so they published the material elsewhere, because at the time WordPress was not being used by the OERU. This course development happened before the one in case one. In this case, the course developers were able to work during their normal work hours on this course, and they would get together and work as a team, once or twice a week. And they relied on OERU staff for all kinds of support in terms of Wiki Educator coding, in terms of how to use OER, how to find the OER, and so that was they had several knowledge gaps to fill, but by the end they felt confident with their skills. This team got feedback from the professional community that is associated with the topic of the subject. They did not seek feedback from the OERU community. Now in this case, this institution is not interested in developing a business model for these courses. They've examined possibilities, but they just don't see a way forward, and so this is a little bit problematic for them because they would be developing OER, but their own institution would not be involved in delivering them through a formal business model. Now the only conclusion I'm going to make at this stage is a tentative conclusion, because I haven't completed the writing of the discussion yet, but the tentative conclusion is that seeing as a course has been developed, we can look back and see how fairly straightforward the course development process was for the course developers in both cases, but these cases occurred several years ago, and the business model issue is still one that they're both grappling with, and so this tells me that the open educational practices in some sectors are more in need of analysis than others. So I'd like to thank you for your attention. I would also like to thank my supervisors, my research participants who were interviewing me for this work, the Commonwealth Scholarship and Fellowship Plan for funding my studies. I'd also like to thank Gojian for funding my trip here to attend both the seminar earlier this week and my participation at this conference, and I'd like to thank you for your attention. Thanks, Danielle. Well, you've ended before your time, which is great. It means there's more time for questions and comments, so anyone want to start us? I'll be sharing my presentation, and the hope with this work is that it can serve as a new model for how to plan for innovations using OER, but it can also serve for any innovation in educational technology. Okay, in the absence of any questions from the floor, I've got a question. In 2012, I did some research as a school fellow with the Open University, I see Andy smiling there, into the OERU, and it had just begun in 2011, and there was a lot of optimism amongst its founders about how the OERU was going to create this wonderful new model of philanthropic sharing between universities across the world. Within the partnership, each university or each tertiary institution should be contributing one or two modules, so not at great expense to the institution, but all then benefiting from the inputs of the others, and then creating these pathways for learners to go through to get entire degrees, and I saw recently that there is now an opportunity for OERU learners to do a certificate in business education or something where they get 60 credits through the University of Highlands and Islands, and the remaining 60 credits come from other partners in the organization, and I think it's a really exciting model. I think it's unique in the world, and I'd just love to hear you telling us more about how it's working and how the vision is unfolding. Okay. What I can offer is that some of these courses are slowly being rolled out, and so there's analysis to do about who the students are that are benefiting from this work. Indeed, there is that certificate in business studies that has been released. There's also a certificate for general studies at the undergraduate level that has been released. These are some of the innovations. This delivery of courses is part of the innovations. The other innovation is that OERU uses a desegregated model of education delivery, which means that partner institutions can offer assessment for courses on a cost recovery basis. So that's individual institutions working at that level. Some other institutions might be the ones to offer the accreditation. Other than innovations that they have, that they are interested in, are there any tools that can be used in these courses to support student-student interaction, such as social annotation, the social blogging, and a lot of the contributions of the students are aggregated into one feed that the students can filter through. There's also social bookmarking, and the ensemble of these tools is something that the OERU is proud of being able to offer, and partner institutions can take those tools and include them in their courses with the support of the OERU with respect to the technology. With regards to the courses that the OERU is going to be delivering and how the rollout will be for the programs, I can't comment on that yet. They're still working on what they would like to deliver now, but they would like people to also look at the technology that they are making available.