 So, thank you all for being here. You must be the diarchs of today because it's the last session of today. So this presentation is also about open educational resources. That might not be a surprise, however, I'm sure that we all agree that open educational resource is an important subject. I would like to talk about this subject from a more practical framework, so to answer or provide a solution for the what's-in-it-for-me questions that so many teachers of us have. So my name is Schwarz-Kaiser. I'm here with my colleague, Kees van Gent, who's sitting over there. I'm a project leader at the university library of the Freie Universität Amsterdam. This is not the free university of Amsterdam. That's something completely different. We are both working at the Department of Educational Support. As a university library, we think it's our main goal to save, structure, and share open educational materials because I think teachers know best what's good for their students. And for us, the open educational materials, we want to save, structure, and share. So therefore, when we started the project about two years ago, about open educational resources, together with the Dutch institutions serve, we saw it as our job to once again save, structure, and share the open educational materials. And during the last few years, a lot of teachers, especially during the COVID pandemic, created a lot of videos. You created a lot of materials, assignments, and literature, and they all have those materials on different places. For example, the videos are stored in video management systems. Their own materials are mostly stored on personal drives. While, for example, assignments are placed on learning management systems. And of course, as a library, we'll hold many of literature. Combining all these materials becomes radicalic, therefore, we came up with a solution. We created these learning paths together with education programs. These learning paths are created in Excel and can be easily converted into a PDF. So therefore, it's really easy to create and you don't need any other investments or applications. As you can see, we have an academic core. You can see the orange one on the top left where you have some various courses. And as you can see, every block is a course. So if you're a teacher or a student, you can use this file to find all the materials that are used in the course because every course is interactive. So let me zoom in a little bit. Over here, on the top of 1.4, you can see descriptive and inferential statistics. It's a course taught on the Bachelor's program of communication. And when clicking this button, it leads you to this page where we have stored and linked to all literature, to all the videos, the assignments, and the PowerPoints of the course. So for example, clicking on the literature button will lead you to our reading list management system where the teacher, together with us, has created a list of the important reading materials of that course that can be open or closed reading list materials. Clicking on the videos button will lead you to a video playlist where you can find all of the videos created by the teachers so that they can use those videos in their course or share the videos with their colleagues of the same course or, of course, openly share those videos. Clicking the assignments will lead you to a place called AIDIS sources where we save the structure and share our learning materials and where everybody can use them. And the PowerPoints can be stored on the same place. You can also see some subjects. Those are clickable as well. So if you're really interested in Chromebooks Alpha, you can click Chromebooks Alpha and it will lead you to the video or reading materials of Chromebooks Alpha. So by saving, structuring, sharing the learning materials on specific platforms and tools, we combine them into interactive learning paths that teachers and students can use for their own benefits. For example, if you're a student, for example, a pre-master student who is lagging behind on a certain course or a certain subject, the student can look into the learning path and go, for example, to the specific course or subject he doesn't know so much of. So they can keep up. And as a teacher, you can always find the specific learning materials you and your colleagues created. So we're combining them into something easy. And this is all done from a librarian's perspective of safe structure and sharing the materials. And what's in it for us as a librarian? There's something for us as well. By creating these learning paths with the reading list manager, we can save costs because now there are no more copyright infringements. But also we get insight in the actual use of the literature. And by using and linking to the platform AIDISource, we want to inspire teachers to look for new materials. So this was a very short presentation, but I'm really interested in new ideas on how to take away the what's in it for me question that so many teachers have. Thank you very much. Thank you very much. Sure. So is there anyone with a question? Yes, here we go. Yeah, I was just wondering, because it seems like it would cost you a lot of time to invest in collecting all the materials, which is, I think, a really great service for teachers. But are you at the same time trying to get them to do this themselves in the future? Or are you going to keep on supporting them all the time? No, from now on, we are supporting the teachers. And in the future, we could consider, for example, student assistance to help us to save structure and share the materials. Well, thank you very much for creating this repository and really rich open educational resources which go behind of the text base, but also as video or like other elements of it. I'm actually a bit interested in the learning path, which is something a bit more difficult to describe, because actually, you know, you can say, OK, we have information transmission, then we have assessment, then we have sort of whatever, then we go to the next topic. But it is actually not the way I see learning as being efficient and being effective. So nowadays, you have not a linear learning part, but you have some parallel, some recursive, and how you manage with all these pedagogical concepts which go behind of this like sort of having information, delivering information, assessing, then what happens. How we deal with all that pedagogical like open pedagogies where the path is not like so clearly and individual maybe or differently. Or yeah. Yeah, the excellent question. At the moment, we are also starting a program with another bachelor program from health medicine. And they have a lot of courses that are taught in multiple programs. So therefore, we like to focus more on concepts. So instead of following a certain learning path like this, we could focus more on concepts and use the concepts as key indicators. Thanks very much for a really interesting presentation. I've got a quick question. To what extent did you work with open access or open science colleagues in the library to help develop any of this or what did you? So at the university, we have small open science and small open education resources team. So I'm creating this together with my colleagues and together with teachers from the bachelor program because they are the content specialist. And I can save structure and share. Yeah, you can do it both ways around actually. So for this course, we focused on a course. So for example, like I said, descriptive and inferential statistics. But you could also focus on the subjects. Like I said here, you can click one of the subjects. And it could also lead you to the place where you want to go. For example, the relevant literature, the relevant videos, relevant assignments. Yeah, yeah, actually it's basically just a link. Hello, thank you very much for your presentation. Very interesting. I have a quick question. I'm not sure if you mentioned this before. How do you deal with different versions of materials? Because sometimes teachers change their materials when they finish a course or if they are doing some materials collaboratively with other teachers or even with students. How do you deal with these different versions? So our main starting point is to create together with the Bachelor program something like this. So all the teachers are involved. When, for example, the literature changes, we can really easily update, for example, a specific course by updating the reading list manager, for example. Or adding a new playlist in our video management system and also changing a link. And because we created it in Excel, it's just really one click of updating the hyperlink. Now, walking. Is it just passing a read or passing a read on a personal key? Any number of people, them, all of them, are even parallel? Yeah, you could also build one in parallel, yes. And thank you for your presentation. And I think it's really irrelevant to look for those tools now because we are facing a huge amount of resources. And I was wondering if it would be possible with this kind of tools to have a more sophisticated sorting engine or filters to be able to have tags. For example, for a book, it could be many tags like sociology, psychology, a specific topic, and authors, and could be linked to a video, maybe. Maybe there is a movie linked to the book. Could be interesting to have as well. For one topic, books, literature, video, PowerPoint, are related to those links. And I don't know if it's just this kind of filter are fixed or is it possible to have more advanced? Good question. I haven't thought of it from your perspective. How to do it, I don't know. But I think there are some programs in Excel. You can create a lot of things of, I think you can add those kind of information as well. And we also just started looking into a program where, for example, focus on learning outcomes, so which is much more sophisticated. And perhaps with that system, you can also do those kinds of things. So I don't know if that's part of the reason or the stuff. So I'm searching for it. But I think the best to say is that we, in other words, create the teachers and the professors. Hi, Shor. Thanks for your presentation. I'm Michelle from SURF. Do I understand it clear that this is more the management side, the teacher side? And what do the students see? Do they see this in their digital learning environment? Or do they only see the PDF, which is made of the Excel? You can use it in actually both ways, I think. Of course, you can use it as a teacher and share it with your colleagues. But it could also be very useful for students to look back into, for example, the first year to take a look again at the literature you were given in your first year. And yes, you could share it, for example, in Canvas, or yeah. And then you share it. Yeah, you could share the PDF. And in this, you can basically create a PDF with multiple pages. But this is the main page. And clicking on the course would lead you to the right page. So you only have one document that entitles everything you need. We've time for one more question. And there's already a volunteer, so that's good. Yes, thank you. So I'm Wilma. I'm actually also working at the Freie Universität, but in a different unit, not the library, but at the Student Education Affairs Unit. And I think that if you make sure that everything you have there as a source has a persistent identifier, you could put that in a knowledge graph. And then you can either put the creator as a source, or you can put the source as the source. And you can all make all sorts of representations, I think. So the key is to have persistent identifiers, also for educational resource, because I think we don't do that all the time. It's not a question. It was a remark, sorry. That's what every librarian wants to hear. So I think that's all all the time we have for questions. So I want to thank George again, and thank all of our speakers once more, and everyone for all the questions. And enjoy the rest of the day.